The Massoretic Text contains a handful of carefully preserved variant readings, theK etib and Q ere. Had such techniques been inuse from the very beginning, textual criticism of the Hebrew Bible wouldbe a trivial task. The Massoretes weretrained with exquisite care to preservethe text in all its details (down to such seeming minutae as the size ofcertain letters in the text and their position above or below the line).They also followed very exacting techniques of checking their manuscripts.The result is a text which shows almost no deviation, and manuscripts whichreproduce it with incredible precision. The first and most important source is, of course, the Hebrew manuscripts.With a very few exceptions (which we shall treat separately), these werecopied in the Middle Ages by scribes known as the Masoretes or Massoretes (hence the nameMassoretic Text, frequently abbreviated MT or even ℳ). To begin with, let us review the materials. This forces us to use rather different methods thanwe currently use in the New Testament. Since the manuscripts of the Majority recension appear not to preserve theoriginal Hebrew and Aramaic with complete accuracy, there is an obvious needfor textual criticism. In terms of materials, Old Testament criticism resembles New Testamentcriticism in about the eighteenth century: There are many manuscripts,but all of the same Majority recension, and there are a few versions,some of which differ significantly from the Hebrew, plus a handful of fragments ofolder materials. And the division has somejustification, because the differences between the fields are significant.For reasons of space (plus the author's ignorance, plus the factthat criticism of the Hebrew Bible is an incredible mess with no signsof breakthrough), we can only touch briefly on OT criticism here. Trying to divide textual criticism into completely separate subdisciplines is notreally a useful business (since all forms of TC have large areas incommon), but if categories must be devised, the obvious categories wouldbe New Testament criticism, ClassicalTextual criticism, and Old Testament criticism. The importance of biblical textual criticism has thus traditionally been to reconstruct those initial texts.Old Testament Textual Criticism Old Testament Textual CriticismĬontents: Introduction * The Materials of Old Testament Criticism * The Methods of Old Testament CriticismĪppendix: Textual Criticism of LXX * Appendix: The New Testament in the Old * Appendix: Important Manuscripts (Hebrew and Other) * Appendix: Greek manuscripts cited by BHS and Rahlfs Introduction We do not have the “original” autographic manuscripts of the Old and New Testaments errors and alterations to the biblical texts took place throughout the history of copying these works. Why is biblical textual criticism important? The traditional goal of textual criticism applied to any literary work (including the Bible) has been to reconstruct the text of the author(s) based on surviving copies of these works. Because it requires knowledge of a broad number of disciplines, it is one of the more challenging fields of biblical study. What is biblical textual criticism? Biblical textual criticism is the science of studying the texts of ancient manuscripts of the Bible to understand the Bible’s transmission history. Located at Shepherds Theological Seminary in Cary, North Carolina, the Center for Research of Biblical Manuscripts and Inscriptions provides advanced teaching and research in biblical textual criticism and manuscript studies.
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There's many balls in the air at the same time. Sonja: If you're running a true workshop it is productive chaos. We all know as workshop teachers that kids are all in different places working at their own pace and this way we can be in multiple places at one time. We can be in multiple places at once during the workshop. Sonja and I like to talk a lot about now we can sort of clone ourselves in a way. Now there is more of you to give in a sense because of Flip Learning.ĭana: Right. We just very much want people to know that Flip Learning isn't about teachers somehow doing less work, it's about students being able to do more. Sonja: I think another thing that people are a little bit confused about is the idea that somehow we're flipping these lessons and then that's it. I get the Flip Learning thing." She said, "Flip Learning is like hitting play on a great anchor chart." That is what it's like in the language arts classroom.įlip Learning helps you personalize your instruction with your students because in the writing workshop everyone's in a different place and it's about differentiation. For one, huge reason, and we learned it from a participant actually in one of our recent workshops. It's been a real joy and a real privilege to connect with people across the country in elementary school and middle school and high school and college who are doing this work in the humanities.ĭana: Are really passionate about it, we've learned a lot and it's been really exciting.īrett: Why has Flip Learning become such an important part of your literacy classroom?ĭana: I think Flip Learning has become such an important part of our literacy classroom. We want people to know that Flip Learning is not just about math and science, and it's not just about high school students, that your students can do this in writing workshop and there are a lots of benefits to this work.ĭana: We've also connected with a lot of teachers on Twitter which we love. Students could access what they needed and move more independently through curriculum. We were able to differentiate instruction. Engagement was increased in our classrooms. We discovered that there were a lot of benefits. We played around with this for a couple of years just thinking this through and trying it out in our classrooms. Dana and I read a lot of literature that certainly supported that, but we wanted to think about how could this look in a reading workshop, in a writing workshop and with students who are younger, students Grades 3 through 8. Sonja: I think that a lot of teachers associate Flip Learning with math and science and particularly with high school students and maybe college students. It just made sense for us that our second book would be about using technology and writing workshop, and how to use a balanced blended learning approach in the writing workshop as well.īrett: Sometimes Flip Learning is assumed to be just for science and math classes but that's not so. A thread in the first book was how to use a balanced blended learning approach in our classroom. Our first book as all about teaching reading, teaching interpretation using digital texts and teaching close reading skills. I live in Connecticut, Sonja lives in New York and we meet on the weekends at a Panera Bread and we get together and we talk about what's going on in our language arts classrooms. We actually work in different schools and we live about an hour from each other. Dana: Sonja and I are so lucky and thankful to be able to work together. Will it be 7zip-compatible, if only standard-compression-methods as in "7z a -mx=5" or "7z a -mx=7" will be used ? Where i can found a windows-binary ? Are there benchmark-results available? * some plugin codecs (MCM, packPNM) are experimental and not used in 7z.groups.ini by default * in the sources, packJPG is mentioned but the codec integrated here is packMP3 * when using the 7z.groups.ini file, you will need approx. To change compression of filetypes defined in that file, you need to edit this. * Compression settings are read from groups defined in the 7z.groups.ini file. * there is no commandline executable and no 32-bit executable * packPNM 1.6c Copyright 2006-2014 HTW Aalen University & Matthias Stirner LGPL license * packMP3 1.0e Copyright 2010-2014 Ratisbon University & Matthias Stirner LGPL license * MCM 0.83 Copyright (c) 2015 Mathieu Chartier GPL license * LIBBSC 3.1.0 Copyright (c) 2009-2012 Ilya Grebnov LGPL license * CSC 3.2 Final File Compressor, Ver.2011.03.01 written by Siyuan Fu public domain * 7-Zip library Copyright (c) 1999-2014 Igor Pavlov LGPL license (except unRar source) See the License for the specific language governing permissions and limitations under the License. Unless required by applicable law or agreed to in writing, software distributed under the License is distributed on an "AS IS" BASIS, WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. Licensed under the Apache License, Version 2.0 (the "License") you may not use this file except in compliance with the License. * Moinak Ghosh (thanks for speeding up LZMA using prefetch instructions) * Bulat Ziganshin (thanks for the idea of grouping file extensions in a config file) You can have a look at the Issue list You can build the project or download the binaries (see below), run it on your system and report bugs or make enhancement proposals. It can contain bugs which cannot be fixed by me. This project runs by raising funds for freelancers as I am not a programmer. * a configurable list where codecs can be defined for file extensions Is a free, open-source archiver for Windows similar to 7-Zip with: The following is my attempt to close the gap between 7-Zip and FreeARC. There are four steps that you need to follow to use this app. After arranging these things, open Text to Speech Reader and follow the steps below. Also, you have to install any web browser to open it. 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Almost everyone would have used the doc file format, whenever you write a letter, do some work or generally write on your PC you will use the doc file format. Historically, it was used for documentation in plain-text format, particularly of programs or computer hardware, on a wide range of operating systems. Doc (an abbreviation of document) is a file extension for word processing documents it is associated mainly with Microsoft and their Microsoft Word application. |