Liminal Periods in the Udmurt Ritual Year
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Germanic Origins from the Perspective of the Y-Chromosome
Germanic Origins from the Perspective of the Y-Chromosome By Michael Robert St. Clair A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor in Philosophy in German in the Graduate Division of the University of California, Berkeley Committee in charge: Irmengard Rauch, Chair Thomas F. Shannon Montgomery Slatkin Spring 2012 Abstract Germanic Origins from the Perspective of the Y-Chromosome by Michael Robert St. Clair Doctor of Philosophy in German University of California, Berkeley Irmengard Rauch, Chair This dissertation holds that genetic data are a useful tool for evaluating contemporary models of Germanic origins. The Germanic languages are a branch of the Indo-European language family and include among their major contemporary representatives English, German, Dutch, Danish, Swedish, Norwegian and Icelandic. Historically, the search for Germanic origins has sought to determine where the Germanic languages evolved, and why the Germanic languages are similar to and different from other European languages. Both archaeological and linguist approaches have been employed in this research direction. The linguistic approach to Germanic origins is split among those who favor the Stammbaum theory and those favoring language contact theory. Stammbaum theory posits that Proto-Germanic separated from an ancestral Indo-European parent language. This theoretical approach accounts for similarities between Germanic and other Indo- European languages by posting a period of mutual development. Germanic innovations, on the other hand, occurred in isolation after separation from the parent language. Language contact theory posits that Proto-Germanic was the product of language convergence and this convergence explains features that Germanic shares with other Indo-European languages. -
Linguapax Review 2010 Linguapax Review 2010
LINGUAPAX REVIEW 2010 MATERIALS / 6 / MATERIALS Col·lecció Materials, 6 Linguapax Review 2010 Linguapax Review 2010 Col·lecció Materials, 6 Primera edició: febrer de 2011 Editat per: Amb el suport de : Coordinació editorial: Josep Cru i Lachman Khubchandani Traduccions a l’anglès: Kari Friedenson i Victoria Pounce Revisió dels textos originals en anglès: Kari Friedenson Revisió dels textos originals en francès: Alain Hidoine Disseny i maquetació: Monflorit Eddicions i Assessoraments, sl. ISBN: 978-84-15057-12-3 Els continguts d’aquesta publicació estan subjectes a una llicència de Reconeixe- ment-No comercial-Compartir 2.5 de Creative Commons. Se’n permet còpia, dis- tribució i comunicació pública sense ús comercial, sempre que se’n citi l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual a la que regula l’obra original. La llicència completa es pot consultar a: «http://creativecom- mons.org/licenses/by-nc-sa/2.5/es/deed.ca» LINGUAPAX REVIEW 2010 Centre UNESCO de Catalunya Barcelona, 2011 4 CONTENTS PRESENTATION Miquel Àngel Essomba 6 FOREWORD Josep Cru 8 1. THE HISTORY OF LINGUAPAX 1.1 Materials for a history of Linguapax 11 Fèlix Martí 1.2 The beginnings of Linguapax 14 Miquel Siguan 1.3 Les débuts du projet Linguapax et sa mise en place 17 au siège de l’UNESCO Joseph Poth 1.4 FIPLV and Linguapax: A Quasi-autobiographical 23 Account Denis Cunningham 1.5 Defending linguistic and cultural diversity 36 1.5 La defensa de la diversitat lingüística i cultural Fèlix Martí 2. GLIMPSES INTO THE WORLD’S LANGUAGES TODAY 2.1 Living together in a multilingual world. -
An Etymological and Lexicological Note on the Words for Some Ancient Eurasian Grain Legume Crops in Turkic Languages
Turkish Journal of Field Crops, 2011, 16(2): 179-182 AN ETYMOLOGICAL AND LEXICOLOGICAL NOTE ON THE WORDS FOR SOME ANCIENT EURASIAN GRAIN LEGUME CROPS IN TURKIC LANGUAGES Aleksandar MIKIĆ1* Vesna PERIĆ2 1Institute of Field and Vegetable Crops, Serbia 2Maize Research Institute Zemun Polje, Serbia *Corresponding author’s email: [email protected] Received: 06.07.2011 ABSTRACT On their way to both Europe and Caucasus, during the 7th and 6th millennia BC, the most ancient Old World grain legume crops, such as pea (Pisum sativum L.), lentil (Lens culinaris Medik.) and faba bean (Vicia faba L.), passed through the region of modern Turkey but also spread towards the original Altaic, and then, Turkic homeland. The assumption that at least some of these crops were known to the ancestors of the modern Turkic nations is confirmed by attesting the Proto-Altaic *bŭkrV, denoting pea and its descendant the Proto-Turkic *burčak, being responsible for all the words denoting pea in the majority of the modern Turkic languages and the borrowed Hungarian borsó. The Proto-Altaic root *zịăbsa, denoting lentil, gave the Proto-Turkic, *jasi-muk, with the same meaning and with numerous, morphologically well-preserved descendants in modern Turkic languages. Key words: Etymology, grain legumes, lexicology, Turkic languages. INTRODUCTION uncertain origin (Georg et al. 1999) and still disputed by some as being true Altaic languages. Majority of the traditional Eurasian grain legume crops, such as pea (Pisum sativum L.) and lentil (Lens culinaris The supporters of the existence of the Altaic language Medik.) originated in the Near Eastern centre of diversity, family assumed that its five branches had a common ancestor while faba bean (Vicia faba L.) originated in the central referred to as Proto-Altaic, although the written records on its Asian centre of diversity (Zeven and Zhukovsky 1975). -
Eastern Finno-Ugrian Cooperation and Foreign Relations
UC Irvine UC Irvine Previously Published Works Title Eastern Finno-Ugrian cooperation and foreign relations Permalink https://escholarship.org/uc/item/4gc7x938 Journal Nationalities Papers, 29(1) ISSN 0090-5992 Author Taagepera, R Publication Date 2001-04-24 DOI 10.1080/00905990120036457 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Nationalities Papers, Vol. 29, No. 1, 2001 EASTERN FINNO-UGRIAN COOPERATION AND FOREIGN RELATIONS Rein Taagepera Britons and Iranians do not wax poetic when they discover that “one, two, three” sound vaguely similar in English and Persian. Finns and Hungarians at times do. When I speak of “Finno-Ugrian cooperation,” I am referring to a linguistic label that joins peoples whose languages are so distantly related that in most world contexts it would evoke no feelings of kinship.1 Similarities in folk culture may largely boil down to worldwide commonalities in peasant cultures at comparable technological stages. The racial features of Estonians and Mari may be quite disparate. Limited mutual intelligibility occurs only within the Finnic group in the narrow sense (Finns, Karelians, Vepsians, Estonians), the Permic group (Udmurts and Komi), and the Mordvin group (Moksha and Erzia). Yet, despite this almost abstract foundation, the existence of a feeling of kinship is very real. Myths may have no basis in fact, but belief in myths does occur. Before denigrating the beliefs of indigenous and recently modernized peoples as nineteenth-century relics, the observer might ask whether the maintenance of these beliefs might serve some functional twenty-first-century purpose. The underlying rationale for the Finno-Ugrian kinship beliefs has been a shared feeling of isolation among Indo-European and Turkic populations. -
Kansas City Athenaeum Collection (SC160)
THE KANSAS CITY PUBLIC LIBRARY Kansas City Athenaeum Collection (SC160) Introduction Founded in 1894 through a collaboration of existing women’s clubs, the Kansas City Athenaeum is one of the oldest women’s organizations in the area. The Kansas City Athenaeum Collection contains minutes, yearbooks, scrapbooks, photographs, operational and financial records, clubhouse information and building plans, and ephemera documenting the history of the club. Descriptive Summary Creator: Kansas City Athenaeum Title: Kansas City Athenaeum Collection Dates: 1894-2012 Size: 124.25 linear feet, 230 boxes, 106 loose volumes, 1 map drawer Collection Number: SC160 Donor Information Gift, 2012, Kansas City Athenaeum. Citation Note Kansas City Athenaeum Collection (SC160), Missouri Valley Special Collections, Kansas City Public Library, Kansas City, Missouri. Administrative Information Additional Forms Available: Use copies are available for scrapbooks. Related Collections: Additional information concerning the Athenaeum may be found in SC7 Missouri Valley Historical Society Records, as well as the following Vertical Files: Clubs – Kansas City – Athenaeum; and Buildings – Athenaeum Club. Club yearbooks may be found under the call number MVSC 095.2 K16Y V.1895-1956. Other sources concerning the club, its members, and additional women’s organizations may be found by searching the Missouri Valley Special Collections local history collections and the main Library Catalog. Historical Sketch The Kansas City Athenaeum is one of the oldest women’s organizations in Kansas City. Established in the 1894, the initial goal of the Athenaeum was to combine the efforts of several existing women’s clubs into a single organization through which its members would more effectively promote and influence a variety of educational, civic, and philanthropic causes. -
Test Your Faerie Knowledge
Spiderwick Tes t Your Activity Sheet Faerie Knowledge It wasn’t all that long ago that faeries were regarded as the substance of the imagination. Boggarts, Elves, Dragons, Ogres . mankind scoffed at the idea that such fantastical beings could exist at all, much less inhabit the world around us. Of course, that was before Simon & Schuster published Arthur Spiderwick’s Field Guide to the Fantastical World Around You. Now, we all know that faeries truly do exist. They’re out there, occasionally helping an unwary human, but more often causing mischief and playing tricks. How much do you know about the Invisible World? Have you studied up on your faerie facts? Put your faerie knowledge to the test and see how well you do in the following activities.When you’re finished, total up your score and see how much you really know. SCORING: 1-10 POINTS: Keep studying. In the meantime, you should probably steer clear of faeries of any kind. 11-20 POINTS: Pretty good! You might be able to trick a pixie, but you couldn’t fool a phooka. 21-30 POINTS: Wow, You’re almost ready to tangle with a troll! 31-39 POINTS: Impressive! You seem to know a lot about the faerie world —perhaps you’re a changeling... 40 POINTS: Arthur Spiderwick? Is that you? MY SCORE: REPRODUCIBLE SHEET Page 1 of 4 ILLUSTRATIONS © 2003, 2004, 2005 BY TONY DITERLIZZI Spiderwick Tes t Your Activity Sheet Faerie Knowledge part 1 At any moment, you could stumble across a fantastical creature of the faerie world. -
Second Report Submitted by the Russian Federation Pursuant to The
ACFC/SR/II(2005)003 SECOND REPORT SUBMITTED BY THE RUSSIAN FEDERATION PURSUANT TO ARTICLE 25, PARAGRAPH 2 OF THE FRAMEWORK CONVENTION FOR THE PROTECTION OF NATIONAL MINORITIES (Received on 26 April 2005) MINISTRY OF REGIONAL DEVELOPMENT OF THE RUSSIAN FEDERATION REPORT OF THE RUSSIAN FEDERATION ON THE IMPLEMENTATION OF PROVISIONS OF THE FRAMEWORK CONVENTION FOR THE PROTECTION OF NATIONAL MINORITIES Report of the Russian Federation on the progress of the second cycle of monitoring in accordance with Article 25 of the Framework Convention for the Protection of National Minorities MOSCOW, 2005 2 Table of contents PREAMBLE ..............................................................................................................................4 1. Introduction........................................................................................................................4 2. The legislation of the Russian Federation for the protection of national minorities rights5 3. Major lines of implementation of the law of the Russian Federation and the Framework Convention for the Protection of National Minorities .............................................................15 3.1. National territorial subdivisions...................................................................................15 3.2 Public associations – national cultural autonomies and national public organizations17 3.3 National minorities in the system of federal government............................................18 3.4 Development of Ethnic Communities’ National -
Poster Template
Laura Horváth Eötvös Loránd University, Budapest Results 1. CVB + kyľľyny (‘lie somewhere’) CVB + koškyny (‘go away’) Grammaticalized converb constructions AUX of the in Udmurt and in the Volga-Kama area CVBCs • Converb constructions (henceforth, CVBCs): converb with a -sa Lexical meaning (3) piči pi šobret ulaz viśy-sa kyľľ-e (6) škola-me jylpumja-sa gorod-e košk-i ending + a finite verb littleboy blanket under be.sick-CVB lie-3SG school-ACC.1SG finish-CVB town-ILL go.away-PST.1SG only adverbial relations between the two elements in many cases: „the boy was lying under the blanket being sick.‟ „after finishing school, I moved to the town‟ (UdmCorp.) (1) a muket-yз kyška-sа pegǯʹ-em (UdmCorp.) but other-DET get.frightened-CVB escape-2PST.3SG Direction + PFV (motion verbs as the CVBs) „but the other escaped, getting frightened‟ (Keľmakov 1981: 61) Imperfectivity: • motion verbs without any component indicating direction as the • The construction CVB + V is grammaticalized on several Continuous main verbs (CVBs) occasions: phasal verbs, postural verbs, motion verbs, verbs (7) śin aź-yśt-ym lobǯ́y-sa košk-i-z denoting other activities (e.g., „give‟, „take‟, „throw‟) tend to function (4) pydesjaśk-i no ućky-sa kyľľ-iśk-o eye in.front.of-ELAT-1SG fly-CVB go.away-PST-3SG kneel.down-PST.1SG and watch-CVB lie-PRS-1SG „it flew away so I cannot see it anymore‟ (UdmCorp.) syntactically like main verbs but are interpreted rather as „I got down on my knees and watched‟ (UdmCorp.) aspectualizers. *‟I got down on my knees and lay [there] watching‟ • -
Finland's Context and Configuration
CHAPTER 2 The Backdrop for Success: Finland’s Context and Configuration 1 Introduction Finland’s context plays a strong role in its outcomes in PISA. Following Phillips and Schweisfurth (2006) and Halls’ (1970) approaches to comparative educa- tion, this chapter explores Finland’s historical and social context in order to better understand the country’s educational achievements. An education sys- tem, as a “living thing,” according to Sadler (in Higginson, 1979, p. 49), merits investigation within its context. The Finns need and deserve more than a brief description to explain and clarify their unique qualities. The question, “Who are the Finns?” necessitates a long answer: But where does Finland belong? Is it a Baltic state, like Estonia? Is it part of Scandinavia, like Denmark, Norway, and Sweden, with which it is linked and with which it has such close ties? Is it really a part of Russia? Or is it something different from all these? A great part of Finnish history has been devoted to trying to solve this problem. (Bacon, 1970, p. 16) This chapter strives to clarify the Finnish context, and therefore how this even- tually influenced high PISA outcomes in all administrations of the survey. It also explains the Finnish education system after exploration of “things out- side the school system” (Sadler, in Higginson, 1979, p. 49). This approach will enlighten the context in which the education system lies. 2 History of Finland to Independence The Finnish people kept to themselves throughout their early history. “Due partly to the size of the country and their own small numbers, the Finns have striven throughout their history to live their own lives, avoid assimilation with their neighbours and remain aside from the quarrels of the rest of the world” (Juva, 1968, p. -
Witch Spells, Level 3
Witch Spells III By Keith Davies Sample file Sample file Open Gaming License Declarations Product Identity The following items are hereby identified as Product Identity, as defined in the Open GameLi- cense 1.0a, Section 1(e), and are not Open Content: All trademarks, registered trademarks, proper names (charac- ters, deities, etc.), dialogue, plots, storylines, locations, characters, artworks (including diagrams), and trade dress. (Elements that have previously been designated as Open Game Content are not included in this declaration.) Open Content Except for material designated as Product Identity (see above), the game mechanics of this Ech- elon Game Design game product are Open Game Content, as defined in the Open Game License version 1.0a Sec- tion 1(d). No portion of this work other than the material designated as Open Game Content may be reproduced in any form without written permission. Pathfinder Compatibility License Declarations Compatibility with the Pathfinder Roleplaying Game requires the Pathfinder Roleplaying Game from Paizo Inc. See http://paizo.com/pathfinderRPG for more information on the Pathfinder Roleplaying Game. Paizo Inc.does not guarantee compatibility, and does not endorse this product. Pathfinder is a registered trademark of Paizo Inc., and the Pathfinder Roleplaying Game and the Pathfinder Roleplaying Game Compatibility Logo are trademarks of Paizo Inc., and are used under the Pathfinder Roleplaying Game Compatibility License. See http://paizo.com/pathfind- erRPG/compatibility for more information on the compatibility license. Art Credits Cover Art Gary Dupuis Contents Contents i About the Echelon Reference Series 1 Witch Spell List 3 3rd-Level Witch Spells 10 Index 71 Open Game License 75 Sample file i Sample file About the Echelon Reference Series Since August 2009, the Pathfinder Roleplaying Game Rough and Fast (RAF) has grown immensely. -
Visual Stereotypes of Tatars in the Finnish Press from the 1890S to the 1910S
VISUAL STEREOTYPES OF TATARS IN THE FINNISH PRESS FROM THE 1890S TO THE 1910S Ainur Elmgren University of Helsinki Visual stereotypes constitute a set of tropes through which the Other is described and depicted to an audience, who perhaps never will encounter the individuals that those tropes purport to represent. Upon the arrival of Muslim Tatar traders in Finland in the late nineteenth century, newspapers and satirical journals utilized visual stereotypes to identify the new arrivals and draw demarcation lines between them and what was considered “Finnish”. The Tatars arrived during a time of tension in the relationship between the autonomous Grand Duchy of Finland and the Russian Empire, with the Finnish intelligentsia divided along political and language lines. Stereotypical images of Tatar pedlars were used as insults against political opponents within Finland and as covert criticism of the policies of the Russian Empire. Stereotypes about ethnic and religious minorities like the Tatars fulfilled a political need for substitute enemy images; after Finland became independent in 1917, these visual stereotypes almost disappeared. INTRODUCTION In the European satirical press of the late nineteenth and early twentieth centuries, visual stereo- types were established that are still recognizable to the general public. Others have been forgotten or actively suppressed, especially ethnic and racial stereotypes. Earlier studies on the Finnish satirical press have sometimes dismissed racial stereotypes as foreign influence or defined them simply as a convention of the period (Mylläri 1983: 158). Other studies have taken visual stereotypes seriously and discussed the participation of Finns in the scientific validation and popular dissemination of such stereotypes (Isaksson 2001; Forsgård 2002). -
Finland Country Note
12TH OECD-JAPAN SEMINAR: “GLOBALISATION AND LINGUISTIC COMPETENCIES: RESPONDING TO DIVERSITY IN LANGUAGE ENVIRONMENTS” FINLAND COUNTRY NOTE: GLOBALISATION AND LINGUISTIC COMPETENCIES IN THE FINNISH EDUCATION SYSTEM Anna-Kaisa Mustaparta Counsellor of Education, Finnish National Board of Education Background information about language education in Finland All children receive a 9-year basic education. After basic education about a half of the pupils continue in general upper secondary education and a little less than a half in vocational upper secondary education. Pupils in basic and general upper secondary education study the minimum of two compulsory languages, and one of them must be Swedish (or Finnish for Swedish-speaking pupils). The other one could be any language, but today it is English in nine cases out of ten. Besides, pupils can be offered several opportunities to start new languages. The language program of Finnish basic and general upper secondary schools could be described in the following way: Compulsory/optional Starts at the latest Most popular language language A1 compulsory 3rd grade English A2 optional 5th grade German Basic education B1 compulsory 7th grade Swedish B2 optional 8th grade German Upper secondary beginning of upper B3 optional German education secondary All basic schools must offer their pupils the compulsory languages A1 and B1. Besides, most basic schools offer at least one B2-language. A2 is provided mainly in big schools and in towns. Upper secondary schools must offer the compulsory languages A1 and B1 and the minimum of two optional languages, mainly B3. Both the compulsory and optional languages should be studied until the end of basic 1 education and continued in secondary education.