The dictionary mainly covers the Hebrew component in languages that have not been documented or that have been documented less than that of the prestigious Judeo-languages, Yiddish and Latino. Thus, it encompasses the different dialects of Judeo-Arabic from North Africa, Yemen and Iraq, and to some extent from Syria, Judeo-Georgian and Judeo-Persian. Other languages are included sporadically. It also includes Haketiya (Moroccan Judeo-Spanish), Judeo-Italian and others.

A workbook accompanying Hebrew from Scratch Part 2 . Intended for both teachers as supplementary material for classroom use, and for students to practice at home. The workbook is divided into chapters according to the subjects of the book, dealing with linguistic issues and vocabulary, as well as verbal and written practice. In addition, it contains texts for practicing reading comprehension, also divided by the book subjects. Exercise answers are to be found at the end.

A collection of articles by one of the leading researchers of the Hebrew language spanning across various fields of knowledge, presented in four sections: Words and their combinations, vocabulary and semantics; language and rhetoric of the media; teaching the language; language, literature, and culture. Raphael Nir was one of the pioneering scholars to study the secondary text: dialect, phrasing, proverbs, as well as headlines, slogans, and even stickers. He researched linguistic transparency in Modern Hebrew, examined the political correctness of the language, and insisted on the use of passive forms in order to conceal the perpetrator when the act described was not morally appropriate. Some of the articles touch on irony, as well as the formation of language norms.

The book Intermediate Hebrew - Teacher's Guide offers suggestions and extra exercises for vocabulary and grammar.

Progressing in Hebrew – Level He is designed for students learning Hebrew as a second language at the advanced level. It covers verbs and syntax, and contains the required vocabulary for this level. Each subject is clearly explained, and a variety of exercises with correct answers is provided. Some of the exercises are oral and others are done in groups. The book includes a Hebrew-English glossary of terms related to verbs and syntax. Difficult words are translated into English. The book is designed for both self-study and classroom use .

The book Hebrew: Take 2 grew out of the need for instructional material that reflects Israeli society with its cultural heterogeneity, using narrative characters to express the texture of everyday life in today’s Israel. The student learns about the Israeli experience while acquiring the language and increasing proficiency in its use. Hebrew: Take 2 - Teacher's Guide was written to accompany the textbook, offering suggestions and ideas on how to teach the texts (poems, songs, reading texts, and stories), which appear in the book. It also offers grammatical explanations and several methods of exercise. References to videos that broaden the student's knowledge and contribute to his or her understanding have been added to the guide. A QR code accompanies each video link. The guide is also accompanied by audio files, which can be purchased separately. Dana Spector and Dalia Roth are senior instructors in the Hebrew Language Unit of the Rothberg International School for Overseas Students at the Hebrew University of Jerusalem. They have previously collaborated in teaching and formulating an audio-learning program for intermediate level students.

Bearing Witness to the Witness examines the different methods of testimony given by trauma victims and the ways in which these can enrich or undermine the ability of the reader to witness them. Years of listening to both direct and indirect testimonies on trauma have lead Dana Amir to identify four modes of witnessing trauma: The “metaphoric mode”, the “metonymic mode,” the “excessive mode”, and the “Muselmann mode.” The author thus demonstrates the importance of testimony in understanding the nature of trauma, and therefore how to respond to trauma more generally in a clinical psychoanalytic setting. In order to follow these four modes of interaction with the traumatic memory, the various chapters of the book present a close reading of three genres of traumatic witnessing: Literary accounts by Holocaust survivors, memoirs (situated between autobiographic recollection and fiction) and ‘raw’ testimonies given by Holocaust survivors. Since every traumatic testimonial narrative contains a combination of all four modes with various shifts between them, it is of crucial importance to identify the singular combination of modes that characterize each traumatic narrative, focusing on the specific areas within which a shift occurs from one mode to another. Such a focus is extremely important, as illustrated and analysed throughout this book, to the rehabilitation of the psychic metabolic system which conditions the digestion of traumatic materials, allowing a metaphoric working through of traumatic zones that were so far only accessible to repetition and evacuation.

This course book features a systematic method of presenting the foundations of modern algebra, focusing on three main theories: groups, rings, and fields. It contains numerous exercises.

This volume presents twelve scholarly chapters by Prof. Ilan Eldar, discussing ancient Hebrew vocalization methods and reading traditions (pronunciation and configuration) among Jewish communities, especially among ancient Ashkenazi communities. These chapters have been published over the years as separate essays, and are compiled here for the first time. This volume contains the following chapters: Chapter 1: The Palestino-Tiberian Vocalization Chapter 2: The Vocalization of the Passover Haggada in Mahzor Vitry Chapter 3: The Sources of the Hebrew Reading Traditions in the Middle Ages Chapter 4: The Research of Oral Reading Traditions of Hebrew Chapter 5: The Hebrew Reading Traditions of the Baghdadi Community Chapter 6: Doublets in the Language Traditions of Hebrew Chapter 7: The Pre-Ashkenazi Reading Tradition Chapter 8: The Sources of Ashkenazi Reading Tradition Chapter 9: Vocalization Systems and Pronunciation Traditions of Hebrew Chapter 10: The Contribution of Prof. Shlomo Morag to the Study of the Hebrew Language Heritage of the Yemenite Jews Chapter 11: Neologisms in the Piyyutim of the Ashkenazi Mahzorim Chapter 12: Post-Biblical Forms in the Ashkenazi Tradition as Reflected by the Vocalization of the Worms Mahzor

Music, which speaks in the language of tones, tends to elude attempts at a description in words. Precisely for this reason, perhaps, it has always posed a great challenge to authors, who have been writing musical works and performances throughout the generations. Contrary to what might be expected, literature is far from unanimous in praising music. Frequently, it assigns it dark powers and presents it as dangerous. This two-volume study is the most massive attempt yet to survey the moment musicaux (musical moments) of world literature. Volume I contains a thematic mapping of some 250 literary representations of music; volume II offers an in-depth analysis of 30 of them .