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Academic literature on the topic 'Hebrew language materials'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Hebrew language materials"

1

HAMADE, Braa Khalaf. "COMPARATIVE STUDIES IN TRANSIONS OF THE NOBLE QUR'AN, ‎SURAT AL-DUHA AS AMODEL ‎." RIMAK International Journal of Humanities and Social Sciences 04, no. 02 (March 1, 2022): 56–66. http://dx.doi.org/10.47832/2717-8293.16.5.

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Our research provides a kind of treatment that deals ‎with issues related to the Hebrew language in the field ‎of translation and linguistics, where we offer a model ‎for translating Surat Al-Duha by analyzing its verses ‎that were translated into modern Hebrew by relying ‎on three Hebrew translations of some oriental ‎translators who translated the Holy Quran into ‎modern Hebrew And find out about many of the ‎problems in translation by transferring the Arabic ‎text to the Hebrew language‏.‏ As well as clarification of some technical aspects in ‎the approach to equivalencies and stylistic evaluation, ‎where we dealt with translating Surah Al-Duha into ‎modern Hebrew language based on three translations ‎with criticism, analysis and comparison through some ‎translation theories in order to benefit from this study ‎in the analysis of the Hebrew translations of the Holy ‎Quran by many specialists in The field of modern ‎Hebrew, who work in the field of translation from the ‎Hebrew language to the Arabic language. ‎

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Benor, Sarah Bunin. "Bivalent Writing: Hebrew and English Alphabets in Jewish English." Journal of Jewish Languages 8, no. 1-2 (December 10, 2020): 108–57. http://dx.doi.org/10.1163/22134638-bja10009.

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Abstract Jewish English writing uses multiple combinations of the Hebrew and English alphabets. This paper demonstrates those uses, giving examples from rabbinic literature, Yiddish and Ladino newspapers, handwritten notes, pedagogical materials, organizations’ and restaurants’ logos, and regalia advertising sports teams, universities, and political candidates. The analysis demonstrates that hybrid combinations of Hebrew and English writing serve four functions: 1) Translanguaging: Enabling people who have access to (elements of) English and a traditionally Hebrew-script language (Yiddish, Ladino, Modern Hebrew, Textual Hebrew, Textual Jewish Aramaic) to represent both languages in the same text; 2) Symbolism: Highlighting English-speaking Jews’ Jewish and other identities simultaneously; 3) Code: Communicating coded messages to other Jews; and 4) Pedagogy: Teaching Hebrew decoding to English speakers or teaching English to readers of Yiddish or Ladino. Digraphic texts are bivalent, seen as part of multiple languages simultaneously.

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Schulte-Nafeh, Martha, Gulcan Ercetin, Karen Galindo, and Julia Gousseva. "Western Consortium Multi-Language Conference." Middle East Studies Association Bulletin 32, no. 2 (1998): 169–74. http://dx.doi.org/10.1017/s0026318400037238.

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The Center for Middle Eastern Studies at the University of Arizona hosted the first multi-language conference in April 1998, which brought together innovative teachers of Arabic, Hebrew, Persian, and Turkish to share new technologies, instructional strategies, and materials. The organizers, Karen Galindo and Amy Newhall, assumed that teachers of these less commonly taught languages faced similar challenges and that exchange among them could be mutually beneficial. This report summarizes selected presentations.

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Bitton, Yonatan, Raphael Cohen, Tamar Schifter, Eitan Bachmat, Michael Elhadad, and Noémie Elhadad. "Cross-lingual Unified Medical Language System entity linking in online health communities." Journal of the American Medical Informatics Association 27, no. 10 (September 10, 2020): 1585–92. http://dx.doi.org/10.1093/jamia/ocaa150.

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Abstract Objective In Hebrew online health communities, participants commonly write medical terms that appear as transliterated forms of a source term in English. Such transliterations introduce high variability in text and challenge text-analytics methods. To reduce their variability, medical terms must be normalized, such as linking them to Unified Medical Language System (UMLS) concepts. We present a method to identify both transliterated and translated Hebrew medical terms and link them with UMLS entities. Materials and Methods We investigate the effect of linking terms in Camoni, a popular Israeli online health community in Hebrew. Our method, MDTEL (Medical Deep Transliteration Entity Linking), includes (1) an attention-based recurrent neural network encoder-decoder to transliterate words and mapping UMLS from English to Hebrew, (2) an unsupervised method for creating a transliteration dataset in any language without manually labeled data, and (3) an efficient way to identify and link medical entities in the Hebrew corpus to UMLS concepts, by producing a high-recall list of candidate medical terms in the corpus, and then filtering the candidates to relevant medical terms. Results We carry out experiments on 3 disease-specific communities: diabetes, multiple sclerosis, and depression. MDTEL tagging and normalizing on Camoni posts achieved 99% accuracy, 92% recall, and 87% precision. When tagging and normalizing terms in queries from the Camoni search logs, UMLS-normalized queries improved search results in 46% of the cases. Conclusions Cross-lingual UMLS entity linking from Hebrew is possible and improves search performance across communities. Annotated datasets, annotation guidelines, and code are made available online (https://github.com/yonatanbitton/mdtel).

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Fishman, Joshua A. "Language Planning for the “Other Jewish Languages” in Israel." Language Problems and Language Planning 24, no. 3 (December 31, 2000): 215–31. http://dx.doi.org/10.1075/lplp.24.3.02fis.

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Although small budgets have recently been allocated to governmentally controlled “Authorities” for Yiddish and Ladino, both of these languages (as well as Judeo-Arabic and Judeo-Persian) suffer from a serious lack of well-prioritized efforts in accord with their specific language-planning needs. The ultra-orthodox Yiddish-speaking community is the only one among all of the “Jewish languages other than Hebrew” which has both a continually growing number of young speakers as well as demographically concentrated residential areas with neighborhood institutions (schools, synagogues) utilizing their own vernacular. The secular Yiddish sector is much richer in modern language-related institutional infrastructure and intelligentsia but is almost in total disarray insofar as demographic concentration of young speakers, schools with adequate instructional time and young institutional leadership are concerned. Ladino is even worse off, with respect to speakers and infrastructure, but has recently moved ahead noticeably due to prominent younger leaders with a rich agenda of important goals and projects. Judeo-Arabic and Judeo-Persian both suffer from a dire lack of language-focused intellectuals as well as the absence of a dominant spoken or written variety and are still regarded by their own speakers as dialects lacking in autonomy. None of the latter three languages/varieties has either a periodical press or book-production and the last two lack even courses, teachers or pedagogic materials appropriate for young students. The current insufficiency of funds and less-than-informed efforts on behalf of governmental authorities may lead to the early demise of most “other Jewish languages than Hebrew” in Israel, with the distinct exception of Yiddish in ultra-Orthodox circles.

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TYSHCHENKO-MONASTYRSKA, O. O. "BORROWINGS AS A MEANS OF COINING STYLISTIC SYNONYMS IN THE KRYMCHAK LANGUAGE." Movoznavstvo 321, no. 6 (December 7, 2021): 53–59. http://dx.doi.org/10.33190/0027-2833-321-2021-6-004.

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Stylistic synonymy or hendiadys (Latinized from Old Greek έν διά δυοȋν «one through two») is an important feature frequently detected in Ottoman Turkish literary standard texts. Simultaneously several scholars found it as a prominent feature of the Bible language, precisely in Old Testament. Thus, it is not surprising to find it in the fragment of Book of Daniel in Krymchak manuscript, Yosif Gabai’s jonk, dated to the early 20th century, which is in the possession of the Crimean Ethnographic Museum. As linguistic data proves, Book of Daniel probably was translated much earlier in Ottoman period and represents Hebrew-Turkic translation literature. The translator employed hendiadys by using different strategies of combination, but usually they are two nouns, or two verbs connected by a conjunction. Phrases composed by Turkic and foreign words of the same meaning or synonymic loanwords with Turkic suffixes, expressing one notion. Stylistic figures found in the manuscript are represented by following types: Turkic-Hebrew, Hebrew-Arabic, Arabic-Persian, Persian-Turkic, Arabic-Mongolian, Arabic-Turkic. Some of them could be treated as religious hendiadys. Hendyadyoin is not attested in folklore texts of Yosif Gabai’s Krymchak jonk, but in religion texts, which are variety of standard.

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Baker, Zachary. "Some Problems of Ladino/Judezmo Romanization." Judaica Librarianship 9, no. 1 (December 31, 1995): 48–56. http://dx.doi.org/10.14263/2330-2976.1184.

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While ALA/LC standards have been developed for the Romanization of Hebrew and Yiddish for bibliographic purposes, the lack of such a standard for the Romanization of Ladino/Judezmo impedes access to materials in that language. The distinctiveness of Ladino/Judezmo argues that it be treated on its own terms, and not as merely derivative of its principal components, Spanish and Hebrew. This article establishes the rationale for an ALA/LC standard for the Romanization of Ladino/Judezmo and suggests sources that could serve as its basis.

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Sabar, Shalom. "The Preservation and Continuation of Sephardi Art in Morocco." European Judaism 52, no. 2 (September 1, 2019): 59–81. http://dx.doi.org/10.3167/ej.2019.520206.

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While it is widely known that the Jews of medieval Spain carried with them their language, literature and other traditions to the countries in which they settled following the Expulsion in 1492, little research has been conducted on the preservation of their material culture and the visual arts. In this article, these aspects are examined vis-à-vis the Judaic artistic production and visual realm of the Sephardi Jews in Morocco, who adhered to these traditions perhaps more staunchly than any other Sephardi community in modern times. The materials are divided into several categories which serve as an introduction to specific topics that each require further research. These include Hebrew book printing, Jewish marriage contracts (ketubbot), Hebrew manuscript decoration, clothing and jewellery relating to the world of the Sephardi-Moroccan woman and the interior of the home, and ceremonial objects for the synagogue.

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Harris, Julie A. "Deliberate Imperfection in Medieval Hebrew Manuscripts from Iberia." Ars Judaica The Bar Ilan Journal of Jewish Art: Volume 17, Issue 1 17, no. 1 (January 1, 2021): 1–23. http://dx.doi.org/10.3828/aj.2021.17.2.

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This article presents several examples of puzzling imperfections found in illuminated Hebrew manuscripts from Iberia. Some of these can be credibly explained - by hypothesizing a shortage of materials resulting in an unfinished decoration, or artistic inexperience that led to an awkwardly designed interlace. Other imperfections - such as missing verses in a sequential inscription or iconography, the details of which confound art historians by their persistent divergence from canonical sources - are more difficult to explain away. The possibility that such imperfections might be intentional is investigated here; how might deliberate imperfections act as meaningful interventions in the context of Jewish culture?

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Majadly, Haifaa, and Aharon Geva-Kleinberger. "Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries." Journal of Educational Media, Memory, and Society 12, no. 2 (September 1, 2020): 1–29. http://dx.doi.org/10.3167/jemms.2020.120201.

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This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.

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Books on the topic "Hebrew language materials"

1

Shenot ha-'esrim. Jerusalem: Keter Books, 2019.

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Goldberg, Leah. Tserif ḳaṭan. [Tel Aviv]: Sifriyat poʻalim, 1986.

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3

Edwards, Michelle. Alef-bet: A Hebrew alphabet book. Montgomery: Junebug Books, 2008.

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Edwards, Michelle. Alef-bet: A Hebrew alphabet book. New York: Lothrop, Lee & Shepard Books, 1992.

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Agnon, Shmuel Yosef. Agnon's Alef bet: Poems. Philadelphia: Jewish Publication Society, 1998.

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6

Ari, Miriam. [Mai Lomdat LeHagid Selicha]. [S.l: s.n.], 1998.

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Ari, Miriam. [Mai Lomdat LeHagid Selicha]. [S.l: s.n.], 1998.

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8

Vernon, Elizabeth. Decision-making for automation: Hebrew and Arabic script materials in the automated library. [Champaign]: Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, 1996.

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Vernon, Elizabeth. Decision-making for automation: Hebrew and Arabic script materials in the automated library. [Champaign]: Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, 1996.

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10

ill, Goodman Marlene, and Passport Books, eds. Let's learn Hebrew picture dictionary =: Milon temunot ʻIvri-Angli. New York: McGraw-Hill, 1994.

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Book chapters on the topic "Hebrew language materials"

1

"Preliminary Materials." In Conservatism and Innovation in the Hebrew Language of the Hellenistic Period, i—xii. BRILL, 2008. http://dx.doi.org/10.1163/ej.9789004164048.i-250.2.

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"Havi Dreifuss (Ben-Sasson), Relations between Jews and Poles during the Holocaust: The Jewish Perspective, trans. Ora Cummings. Jerusalem: Yad Vashem, 2017. 304 pp." In No Small Matter, edited by Anat Helman, 264–66. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197577301.003.0017.

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This chapter examines Relations between Jews and Poles during the Holocaust (2017), an English translation of Havi Dreifuss' Hebrew-language doctoral dissertation (completed in 2005). This book is a unique scholarly examination of Polish–Jewish relations during the Holocaust from a perspective of Jewish views. It is not a history of Polish–Jewish relations per se but rather a history of changing Jewish perceptions of Poland and the Poles from the beginning to the end of the Second World War. Based largely on unpublished wartime diaries and writings preserved in Yad Vashem as well as some materials from other archives, it also contains wartime photographs and a sizable, 60-page appendix of documents. The appendix itself, a rich collection of previously unpublished wartime testimonies, makes Dreifuss' book a valuable addition to any Holocaust library.

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Mann, Barbara E. "Jewish Imagism." In The Object of Jewish Literature, 19–50. Yale University Press, 2022. http://dx.doi.org/10.12987/yale/9780300234114.003.0002.

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This chapter discusses “Jewish imagism,” a term for poetry in an imagist vein that also engages some kind of expressly Jewish theme or situation. “Imagism” refers to the broad set of poetic trends emerging in the early twentieth century in mostly urban, cosmopolitan settings. This poetry aspired to a visual or material quality and sought to recast poetry's stylistic, formal properties to fit the tempo and contours of the modern age. The chapter focuses on a paradigmatic group of Jewish poets: David Fogel, working mostly in Hebrew in European settings; the Hebrew poet Esther Raab; the Yiddish poet Anna Margolin; and Charles Reznikoff. The work of these poets is linked by a materialist concern for language as such; a devotion to minimalist form, precise descriptive terms, and the sparest of syntax; an interest in made objects and visual forms, especially the plastic arts of painting and sculpture; and a reverence for the essential “itness” of the material world. For each poet, the chapter considers exemplary poems in relation to contemporaneous manifestos and other documents that specifically address questions of poetic form in “Jewish” languages.

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Fitelberg, Gary. "Shmuel A. Arthur Cygielman Jewish Autonomy in Poland and Lithuania until 1648." In Polin: Studies in Polish Jewry Volume 15, 480–81. Liverpool University Press, 2002. http://dx.doi.org/10.3828/liverpool/9781874774716.003.0032.

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This chapter details a collection of documents on Jewish autonomy in Poland and Lithuania in the sixteenth and seventeenth centuries. This collection is an English translation of the last section of Dr Shmuel A. Arthur Cygielman’s Hebrew-language version, which was published by the Shazar Center in Jerusalem in 1991. The chapter maintains that the book is a valuable tool for anyone who desires a better acquaintance with the primary sources on Jewish life in Poland and Lithuania. It is a fascinating study dealing with Jewish communal autonomy, and above all the kahal system, affording valuable insights into Jewish life in the towns where Jews lived. On the basis of excerpts from original source materials, the author describes the structure of Jewish self-government and the economic issues of concern to the Jews in their everyday lives.

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"Preliminary Material." In Language Contact and the Development of Modern Hebrew, i—xvi. BRILL, 2016. http://dx.doi.org/10.1163/9789004310896_001.

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Grossman, Avraham. "Commentaries on the Later Books of the Hebrew Bible." In Rashi, 111–32. Liverpool University Press, 2012. http://dx.doi.org/10.3828/liverpool/9781904113898.003.0005.

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This chapter assesses Rashi's commentaries on the later books of the Hebrew Bible. In his commentaries on the later books of the Hebrew Bible (the Prophets and the Writings, collectively referred to by the Hebrew acronym Nakh), Rashi made extensive use of rabbinic material, though to a lesser degree than in his commentary on the Torah. About a quarter of the commentary on the Torah is original material; in the commentaries on Nakh, the figure is about two-thirds, the amount varying with the nature of each book and its commentary. Rashi makes less use of midrashic language, and the commentaries differ somewhat in character too. In addition, he gives more consideration to historical background, to literary devices, and, especially, to anti-Christian polemic. The chapter then looks at how questions of language and grammar, as well as references to daily life, receive considerable attention in Rashi's commentaries.

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"The Expression of Material Constitution in Revival Hebrew." In Language Contact and the Development of Modern Hebrew, 228–41. BRILL, 2016. http://dx.doi.org/10.1163/9789004310896_018.

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"Preliminary Material." In Ancient Hebrew Periodization and the Language of the Book of Jeremiah, i—viii. BRILL, 2014. http://dx.doi.org/10.1163/9789004269651_001.

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Rosman, Moshe. "Leah Horowitz’s Tkhine Imohos A Proto-Feminist Demand to Increase Jewish Women’s Religious Capital." In Polin: Studies in Polish Jewry Volume 33, edited by François Guesnet, Antony Polonsky, Ada Rapoport-Albert, and Marcin Wodziński, 17–50. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781906764753.003.0002.

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This chapter discusses an article from 1961, in which Haim Liberman introduced the academic world to an eight-page booklet entitled Tkhine imohos. It explains that the booklet has three parts: a Hebrew introduction, an Aramaic piyut, and a Yiddish tkhine. It also points out that Aramaic piyut and the Yiddish tkhine were intended for liturgical recitation in the synagogue on sabbaths when the day of the appearance of the new moon was announced and a special prayer was said to bless the upcoming Hebrew month. The chapter describes the booklet as unusual since it presented material in three different languages and it was written by a woman. It provides a background about Sarah Rebecca Rachel Leah Horowitz as the author of Tkhine imohos, noting how her ability to write in both Hebrew and Aramaic placed her among the Jewish intellectual elite of her era and region.

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"The Linguistic Profile of Select Reworked Bible Material vis-à-vis Masoretic Hebrew and Some Ramifications Thereof." In Hebrew Texts and Language of the Second Temple Period, 127–52. BRILL, 2021. http://dx.doi.org/10.1163/9789004447981_009.

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Conference papers on the topic "Hebrew language materials"

1

Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4557.

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[This Proceedings paper was revised and published in the "Interdisciplinary Journal of e-Skills and Lifelong Learning," 16, 1-17.] Aim/Purpose: Using Artificial Intelligence with Deep Learning (DL) techniques, which mimic the action of the brain, to improve a student’s grammar learning process. Finding the subject of a sentence using DL, and learning, by way of this computer field, to analyze human learning processes and mistakes. In addition, showing Artificial Intelligence learning processes, with and without a general overview of the problem that it is under examination. Applying the idea of the general perspective that the network gets on the sentences and deriving recommendations from this for teaching processes. Background: We looked for common patterns of computer errors and human grammar mistakes. Also deducing the neural network’s learning process, deriving conclusions, and applying concepts from this process to the process of human learning. Methodology: We used DL technologies and research methods. After analysis, we built models from three types of complex neuronal networks – LSTM, Bi-LSTM, and GRU – with sequence-to-sequence architecture. After this, we combined the sequence-to- sequence architecture model with the attention mechanism that gives a general overview of the input that the network receives. Contribution: The cost of computer applications is cheaper than that of manual human effort, and the availability of a computer program is much greater than that of humans to perform the same task. Thus, using computer applications, we can get many desired examples of mistakes without having to pay humans to perform the same task. Understanding the mistakes of the machine can help us to under-stand the human mistakes, because the human brain is the model of the artificial neural network. This way, we can facilitate the student learning process by teaching students not to make mistakes that we have seen made by the artificial neural network. We hope that with the method we have developed, it will be easier for teachers to discover common mistakes in students’ work before starting to teach them. In addition, we show that a “general explanation” of the issue under study can help the teaching and learning process. Findings: We performed the test case on the Hebrew language. From the mistakes we received from the computerized neuronal networks model we built, we were able to classify common human errors. That is, we were able to find a correspondence between machine mistakes and student mistakes. Recommendations for Practitioners: Use an artificial neural network to discover mistakes, and teach students not to make those mistakes. We recommend that before the teacher begins teaching a new topic, he or she gives a general explanation of the problems this topic deals with, and how to solve them. Recommendations for Researchers: To use machines that simulate the learning processes of the human brain, and study if we can thus learn about human learning processes. Impact on Society: When the computer makes the same mistakes as a human would, it is very easy to learn from those mistakes and improve the study process. The fact that ma-chine and humans make similar mistakes is a valuable insight, especially in the field of education, Since we can generate and analyze computer system errors instead of doing a survey of humans (who make mistakes similar to those of the machine); the teaching process becomes cheaper and more efficient. Future Research: We plan to create an automatic grammar-mistakes maker (for instance, by giving the artificial neural network only a tiny data-set to learn from) and ask the students to correct the errors made. In this way, the students will practice on the material in a focused manner. We plan to apply these techniques to other education subfields and, also, to non-educational fields. As far as we know, this is the first study to go in this direction ‒ instead of looking at organisms and building machines, to look at machines and learn about organisms.

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