Please delete

How many of you sing the grape hymn before drinking the wine? What prayers do you sing or say during Sabbat

Hey everyone. Please be sure to check out my amazing book on the chilazon.

The secret of the sea creature the ancient Hebrews have used to get a blue dye for clothing fringes has been lost for over 2000 years. Michael Edery, a biblical researcher, has made hard research for the past 8 years to find it. And after much hard research, he has found it! Now finally after 2000 years, the secret is once again back! It was bonellia viridis! He has also discovered it is the key to living a long life.

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Hi  Shalom Alechem
My Mom has been working on an Etsy Shop which I can only describe as a beacon of light in the dark place called the internet.
It's adorable IMO and she's been working on it every day.
I hope you'll find it pretty. More traction would make her really happy 
Take care y'all!
Bsorot Tovot <3
Link

Query Ask a Rabbi Ref No 6632934
Date: 08/06/2025
Incident ID: 6632934
puzzeled by definations:

Question:
puzzled by definations-in regard to a jewish person who is an aposate to another religion..i come across definations of this action such as Mumar or Meshumad or that they are no longer considered Jewish..On the other hand Ive also come across that even if a jewish person converts to another religion..they are still considered Jewish although Sinners.. are all this definations describe the same action?


Answer August 7,2025
Rabbi Eliezer Zalmanov | Chabad.org
Aug 7, 2025, 7:00 PM (13 hours ago)
to me

Hi ,

Regardless of what word is used (you're right, there are several) one thing that is entirely incorrect is to say that they aren't Jewish anymore. A Jew can never change his or her essence, no matter heretical they behave.

I hope this helps.

All the best,

Rabbi Eliezer Zalmanov
for Chabad.org


Browse our ongoing schedule of live classes and courses -- all free at: http://www.chabad.org/live

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Hello ladies and gentlemen, I will now post my thoughts on Exodus 17: water from the rock and the war with the Amalekites. As always, my source is chabad.org with biblegateway.com to assist with some of the more difficult passages.

Exodus 17:5-6 Wrote:5 And the Lord said to Moses, Pass before the people and take with you [some] of the elders of Israel, and take into your hand your staff, with which you struck the Nile, and go. 6 Behold, I shall stand there before you on the rock in Horeb, and you shall strike the rock, and water will come out of it, and the people will drink Moses did so before the eyes of the elders of Israel.

Exodus 17:7 Wrote:He named the place Massah [testing] and Meribah [quarreling] because of the quarrel of the children of Israel and because of their testing the Lord, saying, Is the Lord in our midst or not?

Exodus 17:11-12 Wrote:11 It came to pass that when Moses would raise his hand, Israel would prevail, and when he would lay down his hand, Amalek would prevail. 12 Now Moses hands were heavy; so they took a stone and placed it under him, and he sat on it. Aaron and Hur supported his hands, one from this [side], and one from that [side]; so he was with his hands in faith until sunset.

Exodus 17:14 Wrote:The Lord said to Moses, Inscribe this [as] a memorial in the book, and recite it into Joshua's ears, that I will surely obliterate the remembrance of Amalek from beneath the heavens.

Exodus 17:16 Wrote:And he said, For there is a hand on the throne of the Eternal, [that there shall be] a war for the Lord against Amalek from generation to generation.

Exodus 17:16 Wrote:He [Moses] said, “Because hands were lifted up against [or to] the throne of the Lord, the Lord will be at war against the Amalekites from generation to generation.”

The Prohibition Against Living in Egypt - Parshat Ki Tavo - Chabad.org
Yerida - Wikipedia
Never Return to Egypt | My Jewish Learning


is there a jewish word for someone who disregards Moses and Joshua warning that Jews in Israel must not go down from Israel to Egypt (goy nations)?
While there isn't one specific Hebrew word that perfectly encapsulates someone who disregards Moses and Joshua's warning about Jews not returning to Egypt, several related terms and concepts exist within Jewish thought:
Yerida (ירידה): Literally meaning "descent," this term describes the act of emigrating from Israel. While it doesn't specifically target those returning to Egypt, it reflects the negative connotation associated with leaving the Land of Israel, particularly for countries perceived as less spiritually pure or that might lead to assimilation.
Mumar (מומר): This term refers to a Jew who has "changed" and abandoned their faith, according to Wikipedia. While not exclusively about the Egypt prohibition, it encompasses the act of rejecting core Jewish practices or beliefs, including those related to dwelling in the Land of Israel or avoiding negative influences.
Poshea Yisrael (פושע ישראל): This means "transgressor of Israel" and also describes a Jew who has strayed from the path of Jewish law and tradition. This broader term includes the disregard of warnings like those concerning Egypt.
It's important to consider that the prohibition against returning to Egypt stems from several concerns outlined in the Torah, including:
Avoiding Immoral Practices: Egyptian society was considered to be highly immoral, and returning there was seen as a risk of negative influence on the Jewish people.
Affront to God: Returning to Egypt would be an affront to God, who specifically saved the Israelites from slavery in Egypt.
Loss of Holiness: Some Jewish teachings suggest that Egypt was emptied of its holiness when the Israelites left, and returning there would be a spiritually unproductive act.
In conclusion, while "Yerida" describes the act of emigration from Israel, and terms like "Mumar" and "Poshea Yisrael" address the broader concept of abandoning Jewish practice, there isn't a single Hebrew word used specifically to denote someone who disregards the warning about returning to Egypt.

Based on the information available, there isn't one specific Jewish word that precisely encapsulates someone who disregards Moses and Joshua's warning about Jews in Israel not going down to Egypt (or "goy nations"). However, related terms and concepts from Jewish tradition can shed light on this scenario:
Mumar: This Hebrew term literally means "one who is changed" and refers to an apostate, someone who rejects Judaism, according to Wikipedia. While not solely focused on the "return to Egypt" aspect, disregarding core commandments and warnings from the Torah, such as the prohibition against relying on other nations instead of God, could be seen as a form of apostasy.
Kofer: This term translates to "denier" or "heretic" and is used to describe someone who denies the divine inspiration of the Torah or the authority of the Oral Law.
Tinok shenishba: This Talmudic term translates to "captured infant" and refers to a Jew who sins inadvertently due to having been raised without sufficient knowledge and understanding of Judaism. This highlights the importance of education and understanding in Jewish tradition.
Avodah Zarah: This term refers to idolatry, the worship of "strange gods" or "idols" instead of God alone. The warnings against returning to Egypt or interacting closely with other nations were often rooted in the fear that Jews would be led astray and worship other gods or adopt immoral practices. Therefore, choosing to go to Egypt despite the warnings could be seen as a step towards Avodah Zarah.
The core issue revolves around obedience to God's commandments and warnings found in the Torah. Disregarding these warnings would be considered a form of sin or transgression, according to The Jewish Theological Seminary. The specific context of the "return to Egypt" was significant because it represented a potential rejection of the path God had chosen for the Israelites and a possible return to the idolatry and immoral practices they had left behind.
In conclusion, while no single word perfectly fits the description, several concepts in Jewish tradition address the behavior of disregarding divine warnings and laws, emphasizing the importance of faithfulness, obedience, and maintaining one's unique identity as a member of the Jewish people

For many US Colleges trying to get a degree in History learns learning a foreign langauge

(I tried for this type of degree but had to drop out of college  because I couldnt pass foreign langauges requirement for a US history degree)

if your going to study history abroad..that would certainly be useful....
otherwise  for me its frankly a waste of time and effort

Foreign langauges in everyday life are about as useful as studying algerbra  

https://www.oah.org/tah/august/against-l...uirements/
https://www.insidehighered.com/views/201...tive-essay
https://www.reddit.com/r/AskAcademia/com...transcript.

• Practicality and career focus: For a significant portion of American history research, primary sources are predominantly in English. Critics argue that requiring foreign language proficiency for all American history degrees might not be necessary, especially for those pursuing specific areas of focus that don't necessitate foreign language use.
• Effectiveness of current requirements: Some argue that the typical foreign language proficiency exams, often involving timed translation of short passages with dictionaries, may not accurately reflect the ability to conduct research in another language. Students may pass these requirements without truly acquiring practical skills for engaging with extensive foreign-language texts.
• Elitism and gatekeeping: Some argue that foreign language requirements create an unnecessary hurdle for students, particularly those from working-class backgrounds, and can be seen as a form of academic gatekeeping that favors certain educational experiences over others.
• Alternative skills: It is suggested that other skills, such as programming languages for digital history projects, could be more valuable than foreign language proficiency for certain career paths in American history, according to the Society for US Intellectual History


Whenerver other kids were reading Dick and Jane books..I was reading High School literature  {John Steinbeck; Edgar Allan Poe}

I didnt take A degree for English leterature  but again the old foreign Langage requirement
https://www.quora.com/Why-do-colleges-ma...20flexible.

Limited impact on proficiency: Some studies suggest that a few semesters of foreign language instruction don't significantly improve language proficiency, questioning the practical value of the requirement.
• Focus on English literature: Critics argue that the requirement distracts from the core focus of an English literature degree and could be replaced with more relevant coursework.
• Cost and time: Foreign language courses add to the overall cost and time commitment of a degree, which can be a burden for some students.
• Accessibility and elitism: Some believe that foreign language requirements create barriers for students from certain backgrounds and perpetuate academic elitism.
• Ineffectiveness of Short-Term Study: Critics argue that the typical requirement of a few semesters of foreign language instruction is often insufficient to achieve true proficiency. This limited exposure may not lead to a meaningful ability to engage with foreign texts or cultures and may be seen as a mere bureaucratic hurdle rather than a valuable learning experience.
• Time and Resource Allocation: Requiring foreign language study may detract from the time and resources that could be dedicated to other aspects of an English Literature degree, such as specialized coursework or developing critical thinking and writing skills that are directly relevant to their chosen field.
• Focus on English: Some argue that English Literature programs should prioritize an in-depth understanding of English language and literature without diverting resources to foreign language acquisition, which might be perceived as a less relevant skill for future careers in this field.
• Alternative Pathways: Some educators propose that instead of mandatory language classes, students should be offered alternative ways to demonstrate cross-cultural understanding or specialized knowledge, such as focused study abroad programs or coursework emphasizing globalization and cultural diversity

also found out the following:
relatively small percentage of US colleges and universities require students to study a foreign language for a bachelor's degree. While the exact number varies by study, it's generally reported that around 12% of institutions have such a requirement. This means the majority of institutions do not mandate foreign language study for graduation.
Here's a more detailed breakdown:
Declining Trend:
While historically, a larger proportion of colleges had foreign language requirements, the trend has been downwards. Some studies indicate that in the past, over two-thirds of institutions required foreign language study, but this number has decreased significantly.
Variations Among Institutions:
Some universities may have specific language requirements for certain majors or programs, even if not across the board for all bachelor's degrees.
Focus on Competency:
While formal requirements might be less common, many institutions encourage or recommend foreign language study, and some focus on demonstrating competency rather than simply completing a set number of courses.
Globalized World:
Despite the declining trend, the importance of multilingual skills in a globalized world is increasingly recognized, with some arguing for a stronger emphasis on foreign language education.

• Time and Financial Burden: Critics suggest that the additional time and expense of fulfilling a language requirement, especially if it doesn't align with a student's interests or future career goals, can be a significant obstacle, particularly for students from lower socioeconomic backgrounds.
• Focus on "Cultural Capital": Some argue that foreign language requirements are sometimes used to signal a certain level of "cultural capital" or intellectual breadth, which may not always be equitable or necessary for all graduates. This is rooted in a historical view of university education as a privilege for those who could afford to pursue "impractical" knowledge for self-betterment, according to a Quora discussion.
• Practical vs. Broad Education: There can be tension between the desire for a broad, liberal education (which often includes language study to foster cultural understanding and critical thinking) and the demands of increasingly specialized and career-focused degree programs.
• Critics of mandatory foreign language study for all degrees sometimes argue that it may not be directly relevant to every career path, particularly in fields with a strong focus on technical or specific vocational skills.
• For example, it's been argued that learning a programming language might be more beneficial for some students than a foreign language, depending on their chosen field
Also
The most damning argument against mandatory language education lies in the stark disconnect between time invested and proficiency achieved. Despite years of study, the vast majority of American students fail to develop functional language skills.
The statistics are sobering. Less than one percent of American adults are proficient in a foreign language they learned in a U.S. classroom. According to the Center for Applied Second Language Studies, only 15% of high school students reach proficiency advanced enough to converse on everyday topics easily, even after four years of instruction.

The broader picture is even more discouraging. Of approximately 50 million current U.S. high school graduates who received foreign language instruction, only 10 million (20%) claim any ability to communicate in the language they studied. Even more telling, “just a few million” report being able to speak the language reasonably well, meaning more than 90% do not achieve functional fluency.
Implementation Nightmare: Costs, Shortages, and System Failures
Even if mandatory language education were theoretically beneficial, practical implementation faces overwhelming challenges that make success unlikely under current conditions.
The financial implications are staggering. Successful language programs require substantial funding, with dual language education costing $896 to $1,568 per student — representing 10% to 16% increases in overall school expenditures. The majority of costs stem from staff time for administrator planning, family communication, and crucial teacher certification and professional development, plus expenses for specialized textbooks and substitute teachers.
These costs disproportionately burden already-struggling districts. Districts with high proportions of English Language Learners often receive approximately 1% less state and local funding than similar low-ELL districts, creating an equity crisis where those most needing language support receive less resources.
The teacher shortage crisis is even more severe. The U.S. Department of Education identifies foreign language as a high-need field, with 2013–2014 data showing 36 states reporting K-6 shortages and 39 states reporting 7–12 shortages. The situation has likely worsened since then.
Even existing teachers often lack adequate proficiency. Only just over half of teacher candidates reach the “Advanced Low” proficiency level on the ACTFL Oral Proficiency Scale — the minimal target for most languages. This combination of severe shortages and inadequate preparation among current educators points to a workforce pipeline crisis.
A national mandate would drastically increase demand for qualified teachers that the current system cannot meet, likely leading to even lower-quality instruction and perpetuating the cycle of ineffective programs.
Student Motivation and Cultural Resistance
Perhaps the most fundamental challenge involves student engagement and broader cultural attitudes toward multilingualism in America.
Foreign language study is often perceived as a school requirement with limited personal relevance, leading to lack of investment from students. When students engage with material out of obligation (extrinsic motivation) rather than genuine interest (intrinsic motivation), learning effectiveness plummets, particularly for skill acquisition like language learning.
Anecdotal evidence suggests many students learn only basic phrases even after years of study, indicating fundamental lack of engagement and deep learning. This raises questions about the efficacy of mandating subjects when intrinsic motivation is crucial for success.
The broader cultural context compounds these challenges. The United States maintains what scholars call “normative monolingualism” — a cultural ideology where bilingualism is often viewed with suspicion rather than appreciation. This cultural resistance manifests in policy: currently only 11 states have mandatory foreign language graduation requirements, while many others accept alternatives like computer coding.
This lack of cultural support for multilingualism suggests that national mandates would face significant political resistance, potentially leading to underfunded, poorly implemented programs that further entrench current problems rather than solving them.
The combination of student disengagement, inadequate resources, and cultural resistance creates conditions where mandatory requirements may actually harm rather than help language education by forcing participation without providing conditions for success.
This “proficiency paradox” — significant time and resources invested with minimal measurable outcomes — suggests that simply mandating language study without fundamental changes to teaching methods will not yield desired results.
The low success rates stem from systemic pedagogical problems. Students often remain passive participants, viewing language learning as the teacher’s responsibility rather than developing personal agency crucial for acquisition. Languages are frequently treated as academic subjects — collections of facts to be memorized from books — rather than skills to be actively acquired through practice and communication.
https://medium.com/future-of-school/shou...0fe18438a3
•

France, Canada, Germany, and the United Kingdom, indicate that they will recognize "Palestine". 

This will have no practical significance and most countries recognize "Palestine", anyway:

Quote:'As of March 2025, the State of Palestine is recognized as a sovereign state by 147 of the 193 member states of the United Nations [...]'.

Source:
https://en.wikipedia.org/wiki/Internatio..._Palestine

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Greetings

Could anyone kindly help me with the following?

The image below is a detail of a 15th century painting.

Its "text" is usually interpreted by scholars as fake Hebrew, at it most probably is. (I do not know Hebrew.)

Nevertheless, and here's my question, though being fake Hebrew, to what variant of written Hebrew could it be similar to? That is, what type of Hebrew was the artist author of the painting trying to imitate?

Many thanks in advance for any help.

Best regards,

João