Aristarchus, Greek Dialects, and Homer
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Koine Pronunciation 2012
Παράρτημα γ´ Ἡ Κοινὴ Προφορά 217 Ἡ Κοινὴ Προφορά Koiné Pronunciation Notes on the Pronunciation System of Koiné Greek, (These notes are of a technical nature beyond language learning, intended primarily for teachers.) When a person wants to use living language methods to learn a language, one is required to make some choices about what kind of pronunciation system to use. As long as students only need to write Greek or to look at Greek on a printed page, the pronunciation system is not a very important issue. As soon as students set their sights on a higher goal and want to include language learning methodologies that will lead to a fluent control of the language, they must come to grips with the need to include audio and oral material in a program. And audio material for an ancient language means that decisions must be made about the kind of pronunciation system to be used. Principles Governing the Pronunciation in this Course # 1. The pronunciation system is primarily intended for persons wishing to learn Koiné Greek, the general Greek dialect used from the third century before the Common Era (BCE) to the fourth century of the Common Era (CE). In particular, the focus is on the Koiné Greek of what is historically the Roman period in the land of Israel, 63 BCE to 325 CE. # 2. The pronunciation should preserve the same significant sound distinctions that were used in the Roman period. This means that the pronunciation system should be phonemic. This term will be explained below. # 3. The pronunciation system should, as far as practical, be historical. -
Prehistory - Central Balkans Cradle of Aegean Culture
Prehistory - Central Balkans Cradle of Aegean culture By Antonije Shkokljev Slave Nikolovski – Katin Translated from Macedonian to English and edited By Risto Stefov Prehistory - Central Balkans Cradle of Aegean culture Published by: Risto Stefov Publications [email protected] Toronto, Canada All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written consent from the author, except for the inclusion of brief and documented quotations in a review. Copyright 2013 by Antonije Shkokljev, Slave Nikolovski – Katin & Risto Stefov e-book edition 2 Index Index........................................................................................................3 COMMON HISTORY AND FUTURE ..................................................5 I - GEOGRAPHICAL CONFIGURATION OF THE BALKANS.........8 II - ARCHAEOLOGICAL DISCOVERIES .........................................10 III - EPISTEMOLOGY OF THE PANNONIAN ONOMASTICS.......11 IV - DEVELOPMENT OF PALEOGRAPHY IN THE BALKANS....33 V – THRACE ........................................................................................37 VI – PREHISTORIC MACEDONIA....................................................41 VII - THESSALY - PREHISTORIC AEOLIA.....................................62 VIII – EPIRUS – PELASGIAN TESPROTIA......................................69 IX – BOEOTIA – A COLONY OF THE MINI AND THE FLEGI .....71 X – COLONIZATION -
Homeric Greek: a Book for Beginners Homeric Greek: a Book for Beginners
The Classical Review http://journals.cambridge.org/CAR Additional services for The Classical Review: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here Homeric Greek: A Book for Beginners Homeric Greek: A Book for Beginners. By Clyde Pharr, Ph.D. (Yale), Professor of Greek in South-Western Presbyterian University. One vol. Octavo. Pp. xlii + 391. Two maps, ten plates, and numerous woodcuts. Boston, New York, Chicago: D. C. Heath and Co.; London: G. G. Harrap and Co. 8s. 6d. net. Frank Carter The Classical Review / Volume 36 / Issue 1-2 / February 1922, pp 24 - 25 DOI: 10.1017/S0009840X00015778, Published online: 27 October 2009 Link to this article: http://journals.cambridge.org/abstract_S0009840X00015778 How to cite this article: Frank Carter (1922). The Classical Review, 36, pp 24-25 doi:10.1017/S0009840X00015778 Request Permissions : Click here Downloaded from http://journals.cambridge.org/CAR, IP address: 130.126.162.126 on 14 Mar 2015 THE CLASSICAL REVIEW that the pre-Doric tradition was based stone, and hence, on his view, a later on thicker timber than the pre-Ionic; addition. This reasoning ignores the and it is unfortunate that he entirely fact that all the chief carved members gnores Thermon. Moreover, in his both of ' Ceres ' and of the ' Basilica' anxiety to discredit the features of are of this softer stone; it also ignores Doric which suggest wooden originals, Koldewey's demonstration that the he overrates the evidence for the archaic structure of this frieze is on that canti- omission of triglyphs. He writes lever principle, which is repeated in the (p. -
Audible Punctuation Performative Pause In
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/140838 Please be advised that this information was generated on 2021-09-25 and may be subject to change. AUDIBLE PUNCTUATION Performative Pause in Homeric Prosody Audible Punctuation: Performative Pause in Homeric Prosody Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. dr. Th.L.M. Engelen, volgens besluit van het college van decanen in het openbaar te verdedigen op donderdag 21 mei 2015 om 14.30 uur precies door Ronald Blankenborg geboren op 23 maart 1971 te Eibergen Promotoren: Prof. dr. A.P.M.H. Lardinois Prof. dr. J.B. Lidov (City University New York, Verenigde Staten) Manuscriptcommissie: Prof. dr. M.G.M. van der Poel Prof. dr. E.J. Bakker (Yale University, Verenigde Staten) Prof. dr. M. Janse (Universiteit Gent, België) Copyright©Ronald Blankenborg 2015 ISBN 978-90-823119-1-4 [email protected] [email protected] All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the author. Printed by Maarse Printing Cover by Gijs de Reus Audible Punctuation: Performative Pause in Homeric Prosody Doctoral Thesis to obtain the degree of doctor from Radboud University Nijmegen on the authority of the Rector Magnificus prof. -
The Linguistic Case for the Aiolian Migration 433
HESPERIA JJ (2OO8) THE LINGUISTIC Pages43I~4^4 CASE FOR THE AIOLIAN MIGRATION RECONSIDERED ABSTRACT Ascribingthe presence of speakers of Lesbian in thenortheast Aegean dur- inghistorical times to themigration of Aiolian tribes from mainland Greece receivesno supportfrom linguistics. Migration is notthe only or even primary wayin whichlanguages and dialectsmay spread. Moreover, on reexamina- tion,the idea of an Aiolicdialect group falls apart. Boiotian, separated by the FirstCompensatory Lengthening from Lesbian and Thessalian, appears as a conservativedialect, most closely related to WestGreek. In turn,Lesbian andThessalian are both archaic branches of Greek that share no demonstrable commoninnovations. They are bestviewed as twoseparate relic areas of a relativelyunaltered early Greek. - To pass fromthis legendary world an aggregateof streamsdis- tinctand heterogeneous,which do notwillingly come intoconflu- ence,and cannotbe forcedto intermix- intothe vision afforded by Herodotus,we learnfrom him that in the500s B.C.the whole coast-regionfrom Dardanus southward to thepromontory of Lektum(including the town of Ilium),and fromLektum eastward to Adramyttium,had been Aeolised,or was occupiedby Aeolic - Greeks likewisethe inland towns of Skepsisand Kebren.1 This papergrew out of the researchof BrianRose, as set out in the pre- cedingarticle in thisissue of Hesperia?As head of the post-BronzeAge excavationsat Troy,Rose had long acceptedthe scholarlyconsensus in 1. Grote 1888, vol. 1, p. 305, refer- mightexpect fromthe rulesbut does markany (or an unknown) representa- = ringto Hdt. 1.149-151. not occur.The sign > means "develops tive of that class. So C any consonant; = - 2. Rose 2008. My thanksare due to to" (and the sign < means "develops H any laryngeal;Kw any labiovelar; = = Brian Rose, Don Ringe, Ronald Kim, from")an earlierform by regularsound P any labial; R any resonant(I, r, and the anonymousreviewers for Hes- changes.The sign -> means "is replaced myn); T= any dental; V= anyvowel. -
Greek and Roman Perceptions of the Afterlife in Homer's
McNair Scholars Journal Volume 11 | Issue 1 Article 2 2007 Greek and Roman Perceptions of the Afterlife in Homer’s Iliad and Odyssey and Virgil’s Aeneid Jeff Adams Grand Valley State University Follow this and additional works at: http://scholarworks.gvsu.edu/mcnair Recommended Citation Adams, Jeff (2007) Gr" eek and Roman Perceptions of the Afterlife in Homer’s Iliad and Odyssey and Virgil’s Aeneid," McNair Scholars Journal: Vol. 11: Iss. 1, Article 2. Available at: http://scholarworks.gvsu.edu/mcnair/vol11/iss1/2 Copyright © 2007 by the authors. McNair Scholars Journal is reproduced electronically by ScholarWorks@GVSU. http://scholarworks.gvsu.edu/ mcnair?utm_source=scholarworks.gvsu.edu%2Fmcnair%2Fvol11%2Fiss1%2F2&utm_medium=PDF&utm_campaign=PDFCoverPages Greek and Roman Perceptions of the Afterlife in Homer’s Iliad and Odyssey and Virgil’s Aeneid Abstract Homer’s Odyssey says that death “is the This study is a literary analysis of way of mortals, whenever one of them Homer’s Iliad and Odyssey and Virgil’s should die, for the tendons no longer Aeneid. Of specific interest are the hold flesh and bones together, but the interactions of Achilles, Odysseus, strong might of blazing fire destroys and Aeneas with their beloved dead. these things as soon as the spirit has left I focused on what each party, both the the white bones, and the soul, having living and the dead, wanted and the flown away like a dream, hovers about.”1 results of their interaction. Methods People have always been fascinated by included reading passages from the death and the afterlife. -
The Significance of Mycenaean Words Relating to Meals, Meal Rituals, and Food*
THE SIGNIFICANCE OF MYCENAEAN WORDS RELATING TO MEALS, MEAL RITUALS, AND FOOD* The importance of feasts and other forms of social rituals surrounding meals is well known to participants in the DAIS con[erence. Given the attention that the Linear B tablets give to the production, management, distribution, offering and consumption of foodstuffs, and the documentation of agents for the procurement and preparation of food, it may seem surprising that the vocabulary for meals per se is so meager in comparison with later Greek vocabulary: ariston, deipnon, dorpon, eranos (apwrnv, 8e1nvov, Mpnov, epavoc;). Even dais (8aic;a 'repas, banquet ou chacun a sa part') is missing fromthe banqueting and other food distribution texts, despite the importance and prevalence of the root from which it derives1 in other Mycenaean Greek vocabulary connected with the social distribution of resources, e.g., da-mo (damos) and verbal forms e-pi-de-da-to, e-pi-da-to, o-da-sa-to. In the context of our discussion of feasting, we should note that the root cpay- (which formspart of the historical suppletive verbal system for the action 'to eat') in Inda-European has the meaning 'partager, recevoir une part', (i.e., it is in the same semantic fieldas 8aioµm). cpay- eventually is semantically specialized in historical Greek in its use in the aorist system as 'eat'. Here we discuss the Linear B anq. historical Greek terminology for 'meals' in order to arrive at a clearer view of what the data far banqueting actually are and what factors, historical, cultural and social, might explain why the Linear B tablets offer their peculiar documentation. -
Euboea and Athens
Euboea and Athens Proceedings of a Colloquium in Memory of Malcolm B. Wallace Athens 26-27 June 2009 2011 Publications of the Canadian Institute in Greece Publications de l’Institut canadien en Grèce No. 6 © The Canadian Institute in Greece / L’Institut canadien en Grèce 2011 Library and Archives Canada Cataloguing in Publication Euboea and Athens Colloquium in Memory of Malcolm B. Wallace (2009 : Athens, Greece) Euboea and Athens : proceedings of a colloquium in memory of Malcolm B. Wallace : Athens 26-27 June 2009 / David W. Rupp and Jonathan E. Tomlinson, editors. (Publications of the Canadian Institute in Greece = Publications de l'Institut canadien en Grèce ; no. 6) Includes bibliographical references. ISBN 978-0-9737979-1-6 1. Euboea Island (Greece)--Antiquities. 2. Euboea Island (Greece)--Civilization. 3. Euboea Island (Greece)--History. 4. Athens (Greece)--Antiquities. 5. Athens (Greece)--Civilization. 6. Athens (Greece)--History. I. Wallace, Malcolm B. (Malcolm Barton), 1942-2008 II. Rupp, David W. (David William), 1944- III. Tomlinson, Jonathan E. (Jonathan Edward), 1967- IV. Canadian Institute in Greece V. Title. VI. Series: Publications of the Canadian Institute in Greece ; no. 6. DF261.E9E93 2011 938 C2011-903495-6 The Canadian Institute in Greece Dionysiou Aiginitou 7 GR-115 28 Athens, Greece www.cig-icg.gr THOMAS G. PALAIMA Euboea, Athens, Thebes and Kadmos: The Implications of the Linear B References 1 The Linear B documents contain a good number of references to Thebes, and theories about the status of Thebes among Mycenaean centers have been prominent in Mycenological scholarship over the last twenty years.2 Assumptions about the hegemony of Thebes in the Mycenaean palatial period, whether just in central Greece or over a still wider area, are used as the starting point for interpreting references to: a) Athens: There is only one reference to Athens on a possibly early tablet (Knossos V 52) as a toponym a-ta-na = Ἀθήνη in the singular, as in Hom. -
A HISTORY of the PELASGIAN THEORY. FEW Peoples Of
A HISTORY OF THE PELASGIAN THEORY. FEW peoples of the ancient world have given rise to so much controversy as the Pelasgians; and of few, after some centuries of discussion, is so little clearly established. Like the Phoenicians, the Celts, and of recent years the Teutons, they have been a peg upon which to hang all sorts of speculation ; and whenever an inconvenient circumstance has deranged the symmetry of a theory, it has been safe to ' call it Pelasgian and pass on.' One main reason for this ill-repute, into which the Pelasgian name has fallen, has been the very uncritical fashion in which the ancient statements about the Pelasgians have commonly been mishandled. It has been the custom to treat passages from Homer, from Herodotus, from Ephorus, and from Pausanias, as if they were so many interchangeable bricks to build up the speculative edifice; as if it needed no proof that genealogies found sum- marized in Pausanias or Apollodorus ' were taken by them from poems of the same class with the Theogony, or from ancient treatises, or from prevalent opinions ;' as if, further, ' if we find them mentioning the Pelasgian nation, they do at all events belong to an age when that name and people had nothing of the mystery which they bore to the eyes of the later Greeks, for instance of Strabo;' and as though (in the same passage) a statement of Stephanus of Byzantium about Pelasgians in Italy ' were evidence to the same effect, perfectly unexceptionable and as strictly historical as the case will admit of 1 No one doubts, of course, either that popular tradition may transmit, or that late writers may transcribe, statements which come from very early, and even from contemporary sources. -
Greece--Selected Problems
REPORT RESUMES ED 013 992 24 AA 000 260 GREECE -- SELECTED PROBLEMS. BY- MARTONFFY, ANDREA PONTECORVO AND OTHERS CHICAGO UNIV., ILL. REPORT NUMBER BR-62445...1 EDRS PRICE MF-$0.50HC-$4.60 113F. DESCRIPTORS- *CURRICULUM GUIDES, *GREEK CIVILIZATION, *CULTURE, CULTURAL INTERRELATIONSHIPS,*PROBLEM SETS, *SOCIAL STUDIES, ANCIENT HISTORY, HIGH SCHOOL CURRICULUM A CURRICULUM GUIDE IS PRESENTED FOR A 10-WEEK STUDYOF ANCIENT GREEK CIVILIZATION AT THE 10TH -GRADE LEVEL.TEACHING MATERIALS FOR THE UNIT INCLUDE (1) PRIMARY ANDSECONDARY SOURCES DEALING WITH THE PERIOD FROM THE BRONZE AGETHROUGH THE HELLENISTIC PERIOD,(2) GEOGRAPHY PROBLEMS, AND (3) CULTURAL MODEL PROBLEM EXERCISES. THOSE CONCEPTSWITH WHICH THE STUDENT SHOULD GAIN MOST FAMILIARITY INCLUDETHE EXISTENCE OF THE UNIVERSAL CATEGORIES OF CULTURE(ECONOMICS, SOCIAL ORGANIZATION, POLITICAL ORGANIZATION,RELIGION, KNOWLEDGE, AND ARTS), THE INTERRELATEDNESS OF THESE CATEGORIES AT ANY GIVEN POINT IN TIME, AND THEINFLUENCE WHICH CHANGES IN ONE OF THESE MAY FLAY INPRECIPITATING LARGE -SCALE SOCIAL AND CULTURAL CHANGE. ANINTRODUCTION TO THE BIOLOGICAL DETERMINANTS (INDIVIDUAL GENETICCOMPOSITIONS) AND GEOGRAPHICAL DETERMINANTS (TOPOGRAPHY, CLIMATE,LOCATION, AND RESOURCES) OF GREEK CIVILIZATION IS PROVIDED.THE STUDENT IS ALSO INTRODUCED TO THE IDEA OF CULTURALDIFFUSION OR CULTURE BORROWING. (TC) .....Siiiir.i.......0.161,...4iliaalla.lilliW116,6".."`""_ GREECE:, SELEcT DPRO-BLES . Andrea POcorvoMartonffy& JOISApt, I. g ... EdgarBerwein, Geral Edi rs 4 CHICAGO SOCIALSTU i OJECT TRIAL EDITION Materials -
Greek (GREK) 1
Greek (GREK) 1 GREK 101 Elementary Classical Greek I GREEK (GREK) Intensive introduction to Classical Greek morphology and syntax. This course includes exercises in grammar, Greek composition, and translation GREK 015 Elementary Modern Greek I from Greek to English. Emphasis is placed upon developing the ability to This course is designed for students with no prior knowledge of the read Greek with facility. modern Greek Language. Instructions are theme based and is supported For BA Students: Language Course by a Textbook as well as other written or audiovisual material. It provides Taught by: Nishimura-Jensen the framework for development of all communicative skills (reading, Course usually offered in fall term writing, comprehension and speaking) at a basic level. The course also Activity: Seminar introduces students to aspects of Modern Greek culture that are close to 1.0 Course Unit students' own horizon, while it exposes them to academic presentations GREK 102 Elementary Classical Greek II of Greek history, arts, and current affairs. Quizzes, finals and short Students complete their study of the morphology and syntax of Classical individual work with presentation are the testing tools. The completion Greek. We begin the semester with continuing exercises in grammar and of this unit does NOT satisfy the language requirement. Prerequisite: translation, then gradually shift emphasis to reading unadapted Greek Offered through Penn Language Center. texts. For BA Students: Language Course For BA Students: Language Course Taught by: Tsekoura Taught by: Nishimura-Jensen Course not offered every year Course usually offered in spring term Activity: Lecture Prerequisite: GREK 101 1.0 Course Unit Activity: Seminar Notes: Offered through Penn Language Center. -
A Preview of Mages and Ionians Revisited
A preview of Mages and Ionians revisited The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Nagy, Gregory. 2018.12.21. "A preview of Mages and Ionians revisited." Classical Inquiries. http://nrs.harvard.edu/ urn-3:hul.eresource:Classical_Inquiries. Published Version https://classical-inquiries.chs.harvard.edu/a-preview-of-mages- and-ionians-revisited/ Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:41364302 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Classical Inquiries Editors: Angelia Hanhardt and Keith Stone Consultant for Images: Jill Curry Robbins Online Consultant: Noel Spencer About Classical Inquiries (CI ) is an online, rapid-publication project of Harvard’s Center for Hellenic Studies, devoted to sharing some of the latest thinking on the ancient world with researchers and the general public. While articles archived in DASH represent the original Classical Inquiries posts, CI is intended to be an evolving project, providing a platform for public dialogue between authors and readers. Please visit http://nrs.harvard.edu/urn-3:hul.eresource:Classical_Inquiries for the latest version of this article, which may include corrections, updates, or comments and author responses. Additionally, many of the studies published in CI will be incorporated into future CHS pub- lications. Please visit http://nrs.harvard.edu/urn-3:hul.eresource:CHS.Online_Publishing for a complete and continually expanding list of open access publications by CHS.