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Palestinian Vocalised Piyyut Manuscripts in the Cambridge Genizah Collections
In the Semitic languages the vowels are not part of the alphabet and each Semitic language has its special method of marking its particular vowel values. In the Hebrew of Late Antiquity, a supralinear method of doing this was first introduced after the Arabic conquest of Palestine in the seventh century. It was used mainly for liturgical purposes in complicated poetic texts, and it was soon displaced by the classical Tiberian system. The oldest existing specimens of this supralinear method are on vellum manuscripts from Cairo where the remaining fragments were deposited by Jewish refugees from Crusader Palestine at the end of the eleventh century. The fragments from the Cairo depository, known as the Cairo Genizah, are best represented in the Genizah Collections at Cambridge University Library. This volume gives for the first time a full description of the scattered and torn fragments, as well as of their notational value.
The Broken Plural Problem in Arabic and Comparative Semitic
The formal aspects of non-concatenative morphology have received considerable attention in recent years, but the diachronic dimensions of such systems have been little explored. The current work applies a modern methodological and theoretical framework to a classic problem in Arabic and Semitic historical linguistics: the highly allomorphic system of ‘stem-internal’ or ‘broken’ plurals. It shows that widely-accepted views regarding the historical development of this system are untenable and offers a new hypothesis. The first chapter lays out a methodology for comparative-historical research in morphology. The next two chapters present an analysis of Arabic morphology based on contemporary formal linguistic approaches, and applies this analysis to the noun plural system. Chapter Four shows that neither semantic shift nor ablaut-type sound change account adequately for the data. The fifth chapter offers a systematic comparison of the plural systems of Semitic languages, incorporating much new research on the languages of South Arabia and Ethiopia. Chapter Six proposes a new reconstruction.
Redefining Scientific Thinking for Higher Education
This book examines the learning and development process of students’ scientific thinking skills. Universities should prepare students to be able to make judgements in their working lives based on scientific evidence. However, an understanding of how these thinking skills can be developed is limited. This book introduces a new broad theory of scientific thinking for higher education; in doing so, redefining higher-order thinking abilities as scientific thinking skills. This includes critical thinking and understanding the basics of science, epistemic maturity, research and evidence-based reasoning skills and contextual understanding. The editors and contributors discuss how this concept can be redefined, as well as the challenges educators and students may face when attempting to teach and learn these skills. This edited collection will be of interest to students and scholars of student scientific skills and higher-order thinking abilities.
The Opponents of Third Isaiah
In several places in Isaiah 56-66 a group of Israelites is accused of engaging in various forms of aberrant religious practice: the sacrifice of children, the eating of swine, participation in fertility rites, the practice of necromancy, offering sacrifice to deities known as Gad and Meni, and a host of other things. Who are these people? Certainly not the Zadokite priesthood, as Paul Hanson claimed in his The Dawn of Apocalyptic. More likely argues Schramm, they are simply traditional syncretistic Yahwists.
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