Evolutionary Phonology and the Development of Attic Greek
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
C:\#1 Work\Greek\Wwgreek\REVISED
Review Book for Luschnig, An Introduction to Ancient Greek Part Two: Lessons VII- XIV Revised, August 2007 © C. A. E. Luschnig 2007 Permission is granted to print and copy for personal/classroom use Contents Lesson VII: Participles 1 Lesson VIII: Pronouns, Perfect Active 6 Review of Pronouns 8 Lesson IX: Pronouns 11 Perfect Middle-Passive 13 Lesson X: Comparison, Aorist Passive 16 Review of Tenses and Voices 19 Lesson XI: Contract Verbs 21 Lesson XII: -MI Verbs 24 Work sheet on -:4 verbs 26 Lesson XII: Subjunctive & Optative 28 Review of Conditions 31 Lesson XIV imperatives, etc. 34 Principal Parts 35 Review 41 Protagoras selections 43 Lesson VII Participles Present Active and Middle-Passive, Future and Aorist, Active and Middle A. Summary 1. Definition: A participle shares two parts of speech. It is a verbal adjective. As an adjective it has gender, number, and case. As a verb it has tense and voice, and may take an object (in whatever case the verb takes). 2. Uses: In general there are three uses: attributive, circumstantial, and supplementary. Attributive: with the article, the participle is used as a noun or adjective. Examples: @Ê §P@<JgH, J Ð<J", Ò :X88T< PD`<@H. Circumstantial: without the article, but in agreement with a noun or pronoun (expressed or implied), whether a subject or an object in the sentence. This is an adjectival use. The circumstantial participle expresses: TIME: (when, after, while) [:", "ÛJ\6", :gJ">b] CAUSE: (since) [Jg, ñH] MANNER: (in, by) CONDITION: (if) [if the condition is negative with :Z] CONCESSION: (although) [6"\, 6"\BgD] PURPOSE: (to, in order to) future participle [ñH] GENITIVE ABSOLUTE: a noun / pronoun + a participle in the genitive form a clause which gives the circumstances of the action in the main sentence. -
The Mycenaeans
THE MYCENAEANS The Mycenaean (my-suh-NEE-uhn) people arrived around 1600 b.c. around 1250 b.c. By the year 1000 b.c., They lived on the mainland of Greece. This was at the same time as the the Mycenaean civilization had totally height of the Minoan civilization on Crete. The Mycenaeans had small collapsed. kingdoms built high on hills. Each kingdom had a different ruler. The This collapse began a period in Greek rulers lived in palaces protected by stone walls. history known as the Dark Ages. This was The Mycenaeans were warriors. They were also great at trading a hard time for the Greeks. and crafts. Foreign invaders began to threaten Mycenaean kingdoms Lasting Poetry Ruins of a Mycenaean kingdom A man named Homer wrote two very famous stories. The stories are the epic poems the Iliad (IL-ee-uhd) and the Odyssey (AW-duh- see). They are believed to describe events in Mycenaean history. Old Food Mycenaeans probably ate the same foods that Greeks eat today. Bread, cheese, olives, figs, grapes, goat, and fish are common Greek foods. 8 9 CITY-STATES Around the eighth century b.c., the towns and countrysides of Greece began to grow. Greece was coming out of the Dark Ages. Military leaders and wealthy families ruled small areas. These were called poleis (PAW-lays), or city-states. Over the centuries most poleis developed democratic forms of rule. A typical city-state was These are the ruins of a marketplace in Athens. The Meaning of Democracy The word democracy means “rule by the people.” It comes from two ancient Greek words— Sparta was an important city-state. -
Laryngeal Features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa
Phonology 19 (2002) 189–218. f 2002 Cambridge University Press DOI: 10.1017/S0952675702004311 Printed in the United Kingdom Laryngeal features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa It is well known that initially and when preceded by a word that ends with a voiceless sound, German so-called ‘voiced’ stops are usually voiceless, that intervocalically both voiced and voiceless stops occur and that syllable-final (obstruent) stops are voiceless. Such a distribution is consistent with an analysis in which the contrast is one of [voice] and syllable-final stops are devoiced. It is also consistent with the view that in German the contrast is between stops that are [spread glottis] and those that are not. On such a view, the intervocalic voiced stops arise because of passive voicing of the non-[spread glottis] stops. The purpose of this paper is to present experimental results that support the view that German has underlying [spread glottis] stops, not [voice] stops. 1 Introduction In spite of the fact that voiced (obstruent) stops in German (and many other Germanic languages) are markedly different from voiced stops in languages like Spanish, Russian and Hungarian, all of these languages are usually claimed to have stops that contrast in voicing. For example, Wurzel (1970), Rubach (1990), Hall (1993) and Wiese (1996) assume that German has underlying voiced stops in their different accounts of Ger- man syllable-final devoicing in various rule-based frameworks. Similarly, Lombardi (1999) assumes that German has underlying voiced obstruents in her optimality-theoretic (OT) account of syllable-final laryngeal neutralisation and assimilation in obstruent clusters. -
Ancient Greek Coins
Ancient Greek Coins Notes for teachers • Dolphin shaped coins. Late 6th to 5th century BC. These coins were minted in Olbia on the Black Sea coast of Ukraine. From the 8th century BC Greek cities began establishing colonies around the coast of the Black Sea. The mixture of Greek and native currencies resulted in a curious variety of monetary forms including these bronze dolphin shaped items of currency. • Silver stater. Aegina c 485 – 480 BC This coin shows a turtle symbolising the naval strength of Aegina and a punch mark In Athens a stater was valued at a tetradrachm (4 drachms) • Silver staterAspendus c 380 BC This shows wrestlers on one side and part of a horse and star on the other. The inscription gives the name of a city in Pamphylian. • Small silver half drachm. Heracles wearing a lionskin is shown on the obverse and Zeus seated, holding eagle and sceptre on the reverse. • Silver tetradrachm. Athens 450 – 400 BC. This coin design was very poular and shows the goddess Athena in a helmet and has her sacred bird the Owl and an olive sprig on the reverse. Coin values The Greeks didn’t write a value on their coins. Value was determined by the material the coins were made of and by weight. A gold coin was worth more than a silver coin which was worth more than a bronze one. A heavy coin would buy more than a light one. 12 chalkoi = 1 Obol 6 obols = 1 drachm 100 drachma = 1 mina 60 minas = 1 talent An unskilled worker, like someone who unloaded boats or dug ditches in Athens, would be paid about two obols a day. -
Athens & Ancient Greece
##99668811 ATHENS & ANCIENT GREECE NEW DIMENSION/QUESTAR, 2001 Grade Levels: 9-13+ 30 minutes DESCRIPTION Recalls the historical significance of Athens, using modern technology to re-create the Acropolis and Parthenon theaters, the Agora, and other features. Briefly reviews its history, famous citizens, contributions, a typical day, and industries. ACADEMIC STANDARDS Subject Area: World History - Era 3 – Classical Traditions, Major Religions, and Giant Empires, 1000 BCE – 300 CE Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE • Benchmark: Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths) (See Instructional Goals #3, 4, and 5.) • Benchmark: Understands the role of art, literature, and mythology in Greek society (e.g., major works of Greek drama and mythology and how they reveal ancient moral values and civic culture; how the arts and literature reflected cultural traditions in ancient Greece) (See Instructional Goal #4.) • Benchmark: Understands the legacy of Greek thought and government -
Eta Sigma Gamma Manual for New Initiates Into Collegiate Chapters
ETA SIGMA GAMMA Manual for New Initiates into Collegiate Chapters Revised 2020 Eta Sigma Gamma Professional Health Education Honorary National Office 2000 University Avenue, CL 325 Muncie, IN 47306 Forward A professional organization is a group of people bonded together with a common mission and goals. The organization is governed by a formal constitution and by-laws, which contain all the operational procedures of the organization. Eta Sigma Gamma is a National Health Education Honorary Society that offers a unique opportunity for pre-professionals and professionals of the highest caliber to work together toward common goals. Not only do individual members derive benefit from this professional Honor Society during the collegiate years, they also have access to an extended association with professional health educators. Members receive benefits from the Honor Society in the form of lifetime professional and social acquaintances. The purpose of this manual is to acquaint initiates with the history, governance, organization, and ideals of Eta Sigma Gamma. This manual will help initiates understand the mission and goals of the Honor Society as well as their own obligations to the organization. Since it is the responsibility of the initiates to have a thorough knowledge of their organization, they should be familiar with the materials contained in this document prior to initiation. The Founding and History of Eta Sigma Gamma The ideas and expressions of the founders and many professionals will always deserve an eminent place in the heritage of this national health education honorary. Early in 1967, the conceptualization of a national professional honorary society for women and men in the health education discipline was outlined by the founders while en route to a national conference. -
Report on Biodiversity and Tropical Forests in Indonesia
Report on Biodiversity and Tropical Forests in Indonesia Submitted in accordance with Foreign Assistance Act Sections 118/119 February 20, 2004 Prepared for USAID/Indonesia Jl. Medan Merdeka Selatan No. 3-5 Jakarta 10110 Indonesia Prepared by Steve Rhee, M.E.Sc. Darrell Kitchener, Ph.D. Tim Brown, Ph.D. Reed Merrill, M.Sc. Russ Dilts, Ph.D. Stacey Tighe, Ph.D. Table of Contents Table of Contents............................................................................................................................. i List of Tables .................................................................................................................................. v List of Figures............................................................................................................................... vii Acronyms....................................................................................................................................... ix Executive Summary.................................................................................................................... xvii 1. Introduction............................................................................................................................1- 1 2. Legislative and Institutional Structure Affecting Biological Resources...............................2 - 1 2.1 Government of Indonesia................................................................................................2 - 2 2.1.1 Legislative Basis for Protection and Management of Biodiversity and -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning. -
The Aorist in Modern Armenian: Core Value and Contextual Meanings Anaid Donabedian-Demopoulos
The aorist in Modern Armenian: core value and contextual meanings Anaid Donabedian-Demopoulos To cite this version: Anaid Donabedian-Demopoulos. The aorist in Modern Armenian: core value and contextual mean- ings. Zlatka Guentcheva. Aspectuality and Temporality. Descriptive and theoretical issues, John Benjamins, pp.375 - 412, 2016, 9789027267610. 10.1075/slcs.172.12don. halshs-01424956 HAL Id: halshs-01424956 https://halshs.archives-ouvertes.fr/halshs-01424956 Submitted on 6 Jan 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. The Aorist in Modern Armenian: core value and contextual meanings, in Guentchéva, Zlatka (ed.), Aspectuality and Temporality. Descriptive and theoretical issues, John Benjamins, 2016, p. 375-411 (the published paper miss examples written in Armenian) The aorist in Modern Armenian: core values and contextual meanings Anaïd Donabédian (SeDyL, INALCO/USPC, CNRS UMR8202, IRD UMR135) Introduction Comparison between particular markers in different languages is always controversial, nevertheless linguists can identify in numerous languages a verb tense that can be described as aorist. Cross-linguistic differences exist, due to the diachrony of the markers in question and their position within the verbal system of a given language, but there are clearly a certain number of shared morphological, syntactic, semantic and/or pragmatic features. -
The Use of Gamma in Place of Digamma in Ancient Greek
Mnemosyne (2020) 1-22 brill.com/mnem The Use of Gamma in Place of Digamma in Ancient Greek Francesco Camagni University of Manchester, UK [email protected] Received August 2019 | Accepted March 2020 Abstract Originally, Ancient Greek employed the letter digamma ( ϝ) to represent the /w/ sound. Over time, this sound disappeared, alongside the digamma that denoted it. However, to transcribe those archaic, dialectal, or foreign words that still retained this sound, lexicographers employed other letters, whose sound was close enough to /w/. Among these, there is the letter gamma (γ), attested mostly but not only in the Lexicon of Hesychius. Given what we know about the sound of gamma, it is difficult to explain this use. The most straightforward hypothesis suggests that the scribes who copied these words misread the capital digamma (Ϝ) as gamma (Γ). Presenting new and old evidence of gamma used to denote digamma in Ancient Greek literary and documen- tary papyri, lexicography, and medieval manuscripts, this paper refutes this hypoth- esis, and demonstrates that a peculiar evolution in the pronunciation of gamma in Post-Classical Greek triggered a systematic use of this letter to denote the sound once represented by the digamma. Keywords Ancient Greek language – gamma – digamma – Greek phonetics – Hesychius – lexicography © Francesco Camagni, 2020 | doi:10.1163/1568525X-bja10018 This is an open access article distributed under the terms of the CC BY 4.0Downloaded license. from Brill.com09/30/2021 01:54:17PM via free access 2 Camagni 1 Introduction It is well known that many ancient Greek dialects preserved the /w/ sound into the historical period, contrary to Attic-Ionic and Koine Greek. -
Herodotus' Four Markers of Greek Identity (Ch
Loyola Marymount University From the SelectedWorks of Katerina Zacharia September, 2008 Hellenisms (ii), Herodotus' Four Markers of Greek Identity (ch. 1) Katerina Zacharia, Loyola Marymount University Available at: https://works.bepress.com/katerina_zacharia/15/ 1. Herodotus’ Four Markers of Greek Identity Katerina Zacharia [...] πρὸς δὲ τοὺς ἀπὸ Σπάρτης ἀγγέλους τάδε· Τὸ μὲν δεῖσαι Λακεδαιμονίους μὴ ὁμολογήσωμεν τῷ βαρβάρῳ κάρτα ἀνθρωπήιον ἦν. ἀτὰρ αἰσχρῶς γε οἴκατε ἐξεπιστάμενοι τὸ Ἀθηναίων φρόνημα ἀρρωδῆσαι, ὅτι οὔτε χρυσός ἐστι γῆς οὐδαμόθι τοσοῦτος οὔτε χώρη καλλει καὶ ἀρετῇ μέγα ὑπερφέρουσα, τὰ ἡμεῖς δεξάμενοι ἐθέλοιμεν ἂν μηδίσαντες καταδουλῶσαι τὴν Ἑλλάδα. Πολλὰ τε γὰρ καὶ μεγαλα ἐστι τὰ διακωλύοντα ταῦτα μὴ ποιέειν μηδ᾿ ἢν ἐθέλωμεν, πρῶτα μὲν καὶ μέγιστα τῶν θεῶν τὰ ἀγάλματα καὶ τὰ οἰκήματα ἐμπεπρησμένα τε καὶ συγκεχωσμένα, τοῖσι ἡμέας ἀναγκαίως ἔχει τιμωρέειν ἐς τὰ μέγιστα μᾶλλον ἤ περ ὁμολογέειν τῷ ταῦτα ἐργασαμένῳ, αὖτις δὲ τὸ Ἑλληνικὸν, ἐὸν ὅμαιμόν τε καὶ ὁμόγλωσσον, καὶ θεῶν ἱδρύματά τε κοινὰ καὶ θυσίαι ἤθεά τε ὁμότροπα, τῶν προδότας γενέσθαι Ἀθηναίους οὐκ ἂν εὖ ἔχοι. ἐπίστασθέ τε οὕτω, εἰ μὴ καὶ πρότερον ἐτύγχανετε ἐπιστάμενοι, ἔστ᾿ ἂν καὶ εἶς περιῇ Ἀθηναίων, μηδαμὰ ὁμολογήσοντας ἡμέας Ξέρξῃ .1 Herodotus, Histories, 8, 144.1–3 1. The Sources: Some Qualifiers All contributors were invited to think about the four characteristic features of Hellenism (blood, language, religion, and customs) listed by some anonymous Athenian speakers at the end of Herodotus VIII, in the caption of this chapter. Some of the questions the contributors were asked to explore are: How far has it been true historically that these four features have acted 1 “To the Spartan envoys they said: ‘No doubt it was natural that the Lacedaemonians should dread the possibility of our making terms with Persia; none the less it shows a poor estimate of the spirit of Athens. -
Puana 'Ia Me Ka 'Oko'a: a Comparative Analysis of Hawaiian
Vol. 5 (2011), pp. 107-133 http://nflrc.hawaii.edu/ldc/ http://hdl.handle.net/10125/4494 Puana ‘Ia me ka ‘Oko‘a: A Comparative Analysis of Hawaiian Language Pronunciation as Spoken and Sung Joseph Keola Donaghy University of Hawai‘i at Hilo and University of Otago, New Zealand In this paper I argue that the differences between spoken Hawaiian and vocal perfor- mance of western-influenced “traditional” Hawaiian music are representative of the linguistic diversity found within the Hawaiian language. It contains a comparative analysis of Hawaiian Language Pronunciation as Spoken and Sung, using transcriptions of recorded examples by John Kameaaloha Almeida, a native speaker of the Hawaiian language and a prominent composer, singer, and instrumentalist. It will provide a pho- nemic analysis of notable and predictable variations heard in Hawaiian language vocal performances that are not heard in spoken Hawaiian. Further, it will show that rhythmic arrangement of morae over strong beats in the musical measure is largely analogous to accent in spoken Hawaiian, with some predictable exceptions. The paper also documents how, during his vocal performance, Almeida added three non-lexical vocables not heard in spoken Hawaiian. I argue that these characteristics and variation are indicative of the linguistic diversity found within the Hawaiian language and, as such, are worthy of the same attention and scholarly scrutiny as spoken Hawaiian. The second goal of this applied research is to present the results in a manner that is accessible to practitioners of Hawaiian language performance. 1. INTRODUCTION.1 One day during my time as an undergraduate student in the Hawaiian Studies program at the University of Hawai‘i at Hilo, I was listening to a record- ing of Rev.