An Introduction, Phonological, Morphological, Syntactic to The
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The Carian Language HANDBOOK of ORIENTAL STUDIES SECTION ONE the NEAR and MIDDLE EAST
The Carian Language HANDBOOK OF ORIENTAL STUDIES SECTION ONE THE NEAR AND MIDDLE EAST Ancient Near East Editor-in-Chief W. H. van Soldt Editors G. Beckman • C. Leitz • B. A. Levine P. Michalowski • P. Miglus Middle East R. S. O’Fahey • C. H. M. Versteegh VOLUME EIGHTY-SIX The Carian Language by Ignacio J. Adiego with an appendix by Koray Konuk BRILL LEIDEN • BOSTON 2007 This book is printed on acid-free paper. Library of Congress Cataloging-in-Publication Data Adiego Lajara, Ignacio-Javier. The Carian language / by Ignacio J. Adiego ; with an appendix by Koray Konuk. p. cm. — (Handbook of Oriental studies. Section 1, The Near and Middle East ; v. 86). Includes bibliographical references. ISBN-13 : 978-90-04-15281-6 (hardback) ISBN-10 : 90-04-15281-4 (hardback) 1. Carian language. 2. Carian language—Writing. 3. Inscriptions, Carian—Egypt. 4. Inscriptions, Carian—Turkey—Caria. I. Title. II. P946.A35 2006 491’.998—dc22 2006051655 ISSN 0169-9423 ISBN-10 90 04 15281 4 ISBN-13 978 90 04 15281 6 © Copyright 2007 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill Hotei Publishers, IDC Publishers, Martinus Nijhoff Publishers, and VSP. All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Brill provided that the appropriate fees are paid directly to The Copyright Clearance Center, 222 Rosewood Drive, Suite 910, Danvers, MA 01923, USA. -
Journal of Language Relationship
Российский государственный гуманитарный университет Russian State University for the Humanities Russian State University for the Humanities Institute of Linguistics of the Russian Academy of Sciences Journal of Language Relationship International Scientific Periodical Nº 3 (16) Moscow 2018 Российский государственный гуманитарный университет Институт языкознания Российской Академии наук Вопросы языкового родства Международный научный журнал № 3 (16) Москва 2018 Advisory Board: H. EICHNER (Vienna) / Chairman W. BAXTER (Ann Arbor, Michigan) V. BLAŽEK (Brno) M. GELL-MANN (Santa Fe, New Mexico) L. HYMAN (Berkeley) F. KORTLANDT (Leiden) A. LUBOTSKY (Leiden) J. P. MALLORY (Belfast) A. YU. MILITAREV (Moscow) V. F. VYDRIN (Paris) Editorial Staff: V. A. DYBO (Editor-in-Chief) G. S. STAROSTIN (Managing Editor) T. A. MIKHAILOVA (Editorial Secretary) A. V. DYBO S. V. KULLANDA M. A. MOLINA M. N. SAENKO I. S. YAKUBOVICH Founded by Kirill BABAEV © Russian State University for the Humanities, 2018 Редакционный совет: Х. АЙХНЕР (Вена) / председатель В. БЛАЖЕК (Брно) У. БЭКСТЕР (Анн Арбор) В. Ф. ВЫДРИН (Париж) М. ГЕЛЛ-МАНН (Санта-Фе) Ф. КОРТЛАНДТ (Лейден) А. ЛУБОЦКИЙ (Лейден) Дж. МЭЛЛОРИ (Белфаст) А. Ю. МИЛИТАРЕВ (Москва) Л. ХАЙМАН (Беркли) Редакционная коллегия: В. А. ДЫБО (главный редактор) Г. С. СТАРОСТИН (заместитель главного редактора) Т. А. МИХАЙЛОВА (ответственный секретарь) А. В. ДЫБО С. В. КУЛЛАНДА М. А. МОЛИНА М. Н. САЕНКО И. С. ЯКУБОВИЧ Журнал основан К. В. БАБАЕВЫМ © Российский государственный гуманитарный университет, 2018 Вопросы языкового родства: Международный научный журнал / Рос. гос. гуманитар. ун-т; Рос. акад. наук. Ин-т языкознания; под ред. В. А. Дыбо. ― М., 2018. ― № 3 (16). ― x + 78 с. Journal of Language Relationship: International Scientific Periodical / Russian State Uni- versity for the Humanities; Russian Academy of Sciences. -
Greek Character Sets
Greek Character set Sets a. monotonic b. basic polytonic c. extended polytonic d. archaic a. Monotonic Greek upper case: ΑΒΓΔΕΖΗΘΙΚΛΜΝΞΟΠΡΣΤΥΦΧΨΩ Ά Έ Ή Ί Ό Ύ Ώ ΪΫ U0386, U0388-U038A, U038C, U038E-U038F, U0391-U03A1, U03A3-U03AB lower case: αβγδεζηθικλμνξοπρστυφχψως άέήίόύώ ΐϋϊϋ U0390, U03AC-U03CE punctuation: · anoteleia, U0387 the equivalent of semicolon ; greekquestionmark, U037E accents: ΄ tonos, U0384 ΅ dieresistonos, U0385 and dieresis that we take from the latin set proposed additions to monotonic set: ϗ greek kai symbol (greek ampersand), U03D7 https://en.wikipedia.org/wiki/Kai_(conjunction) Ϗ greek Kai symbol (greek cap ampersand), U03CF http://std.dkuug.dk/jtc1/sc2/wg2/docs/n3122.pdf ʹ ͵ greek numeral signs or keraia, U0374, U0375 https://en.wikipedia.org/wiki/Greek_numerals#Table https://en.wikipedia.org/wiki/Greek_numerals#Description GRKCharsetIV20170104 b. Basic Polytonic Greek upper case: ᾺΆἈἉᾸᾹἊἋἌἍἎἏᾼᾈᾉᾊᾋᾌᾍᾎᾏΈἘἙῈἚἛἜἝ ῊΉἨἩἪἫἬἭἮἯῌᾘᾙᾚᾛᾜᾝᾞᾟΊἸἹῚῘῙΪἺἻἼἽἿΌ ὈὉῸὊὋὌὍῬΎΫὙῪῨῩὛὝὟΏὨὩῺὪὫὬὮὯ ῼᾨᾩᾪᾫᾬᾭᾮᾯ U1F08-U1F0F, U1F18-U1F1D, U1F28-U1F2F, U1F38-U1F3F, U1F48-U1F4D, U1F59, U1F5B, U1F5D, U1F5F, U1F68-U1F6F, U1F88-U1F8F, U1F98-U1F9F, U1FA8-U1FAF, U1FB8-U1FBC, U1FC8-U1FCC, U1FD8-U1FDB, U1FE8-U1FEC, U1FF8-U1FFC �������������������� ������� stylistic alternates to UC with iota subscript, using the iota adscript lower case: ὰάἀἁᾰᾱᾶἂἃἄἅἆἇᾳᾲᾴᾀᾁᾂᾃᾄᾅᾆᾇᾷέἐἑὲἒἓἔἕὴήἠἡἢἣἤἥἦἧῃῂῄ ῇᾐᾑᾒᾓᾔᾕᾖᾗίἰἱὶῐῑῖϊΐἲἳἴἵἶἷῒΐόὀὁὸὂὃὄὅῤῥύὐὑὺῠῡῦϋΰὒὓὔὕὖὗῢΰῧ ώὠὡὼῶῳὢὣὤὥὦὧᾠᾡῲῴῷᾢᾣᾤᾥᾦᾧ U1F00-1F07, U1F10-U1F15, UF20-U1F27, U1F30-U1F37, U1F40-U1F45, U1F50-U1F57, U1F60-U1F67, U1F70-U1F7D, -
INTERNATIONAL STANDARD 843 Iteh
INTERNATIONAL ISO STANDARD 843 First edition 1997-01-15 Corrected and reprinted 199-05-01 Information and documentation - Conversion of Greek characters into Latin characters iTeh STANDARD PREVIEW Information et documen ta tion - Conversion des caractkres grecs en (scaractan t&resda Iar tinsd s.iteh.ai) ISO 843:1997 https://standards.iteh.ai/catalog/standards/sist/e2f9613a-1a49-4f46-a0f7- e0d148028620/iso-843-1997 Reference number ISO 843:1997(E) ISO 843:1997(E) Foreword ISO (the International Organization for Standardization) is a worldwide federation of national Standards bodies (ISO member bodies). The work of preparing International Standards is normally carried out through ISO technical committees. Esch member body interested in a subject for which a technical committee has been established has the right to be represented on that committee. International organizations, governmental and non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of electrotechnical standardization. Draft International Standards adopted by the technical committees are circulated to the member bodies for voting. Publication as an International Standard requires approval by at least 75 % of the member bodies casting a vote. iTeh STANDARD PREVIEW International Standard ISO 843 was prepared(st abyn dTechnicalards .iCommitteeteh.a i) lSO/TC 46, Information and documentation, Subcommittee SC 2 I Conversion of written languages. ISO 843:1997 lt cancels and replaces ISO htRecommendationtps://standards.iteh .ai/cRat a843:1968,log/standa rdsof/si stwhich/e2f96 13ita -1a49-4f46-a0f7- constitutes a technical revision. e0d148028620/iso-843-1997 Annex A forms an integral part of this International Standard. -
Lesson 18 - the Situation in the West After the Fall of Rome
Church History Lesson 18 - The Situation in the West After the Fall of Rome 1. Introduction - A Crumbling Empire 1.1. In the last session we looked at a number of Christological controversies which embroiled the church, and consequently the Empire, up until the council of Chalcedon in 451. 1.2. As we saw, these controversies involved both the East and the West, but there were of far greater concern in the East than in the West, and the majority of bishops attending the various councils were overwhelmingly from the East. 1.3. Although there were a number of reasons for this, one of the major reasons was the rapidly changing situation in the West. After Rome was sacked for the first time in 410 AD, it sent shockwaves through the whole empire, but especially in the West. Although the Eastern part of the Empire continued in one form or another for over 1,000 years more, the situation in the West was far different. 1.4. Today we will take a brief look at what happened in the West after the first sacking of Rome in 410, and see how this affected life and the church in the West for the next 300 years or so. 2. The Barbarian Invasions 2.1. The events that most affected life and the church in the West were a series of invasions by “barbarian” tribes. 2.2. Obviously the first major invasion was when Alaric and his band of Visigoths, who invaded Italy and sacked Rome in 410. It was the shockwaves from this event that caused Augustine to write his opus City of God. -
On Passives of Passives Julie Anne Legate, Faruk Akkuş, Milena Šereikaitė, Don Ringe
On passives of passives Julie Anne Legate, Faruk Akkuş, Milena Šereikaitė, Don Ringe Language, Volume 96, Number 4, December 2020, pp. 771-818 (Article) Published by Linguistic Society of America For additional information about this article https://muse.jhu.edu/article/775365 [ Access provided at 15 Dec 2020 15:14 GMT from University Of Pennsylvania Libraries ] ON PASSIVES OF PASSIVES Julie Anne Legate Faruk Akku s¸ University of Pennsylvania University of Pennsylvania Milena Šereikait e˙ Don Ringe University of Pennsylvania University of Pennsylvania Perlmutter and Postal (1977 and subsequent) argued that passives cannot passivize. Three prima facie counterexamples have come to light, found in Turkish, Lithuanian, and Sanskrit. We reex - amine these three cases and demonstrate that rather than counterexemplifying Perlmutter and Postal’s generalization, these confirm it. The Turkish construction is an impersonal of a passive, the Lithuanian is an evidential of a passive, and the Sanskrit is an unaccusative with an instru - mental case-marked theme. We provide a syntactic analysis of both the Turkish impersonal and the Lithuanian evidential. Finally, we develop an analysis of the passive that captures the general - ization that passives cannot passivize.* Keywords : passive, impersonal, voice, evidential, Turkish, Lithuanian, Sanskrit 1. Introduction . In the 1970s and 1980s, Perlmutter and Postal (Perlmutter & Postal 1977, 1984, Perlmutter 1982, Postal 1986) argued that passive verbs cannot un - dergo passivization. In the intervening decades, three languages have surfaced as prima facie counterexamples—Turkish (Turkic: Turkey), Lithuanian (Baltic: Lithuania), and Classical Sanskrit (Indo-Aryan) (see, inter alia, Ostler 1979, Timberlake 1982, Keenan & Timberlake 1985, Özkaragöz 1986, Baker et al. -
Greek Texts and English Translations of the Bible: A
GREEK TEXTS AND ENGLISH TRANSLATIONS OF THE BIBLE: A COMPARISON AND CONTRAST OF THE TEXTUS RECEPTUS GREEK NEW TESTAMENT OF THE 16th CENTURY AND THE ALEXANDRIAN TEXT OF WESTCOTT AND HORT (19th CENTURY) AND ALAND AND METZGER (20th CENTURY) CONCERNING VARIANT TEXTS THAT PERTAIN TO THE ORTHODOX CHRISTOLOGY OF THE COUNCIL OF NICEA, A.D. 325 Gil L. Samples, B.A. Thesis Prepared for the Degree of MASTER OF ARTS UNIVERSITY OF NORTH TEXAS December 2002 APPROVED: Laura I. Stern, Major Professor Harold Tanner, Chair of the Department of History Henry Eaton, Committee Member Adrian R. Lewis, Committee Member C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies Samples, Gil L. Greek texts and English translations of the Bible: a comparison and contrast of the Textus Receptus Greek New Testament of the 16th century and the Alexandrian text of Westcott and Hort (19th century) and Aland and Metzger (20th century) concerning variant texts that pertain to the orthodox Christology of the Council of Nicea, A.D. 325. Master of Arts (History), December 2002, 155 pp., 149 titles. The argument of this paper is that certain salient passages in the New Testament concerning Christology, as it was defined in the Nicene creed in A.D. 325, reflect such orthodoxy better in the Textus Receptus Greek texts and the English translations made from them than do the Alexandrian texts. Arian theology, which was condemned as heretical at Nicea, is examined. Patristic quotations, historical texts, and arguments of the scholars are cited and traced, along with a comparison of Christological verses. -
The Grammar of Fear: Morphosyntactic Metaphor
THE GRAMMAR OF FEAR: MORPHOSYNTACTIC METAPHOR IN FEAR CONSTRUCTIONS by HOLLY A. LAKEY A DISSERTATION Presented to the Department of Linguistics and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy March 2016 DISSERTATION APPROVAL PAGE Student: Holly A. Lakey Title: The Grammar of Fear: Morphosyntactic Metaphor in Fear Constructions This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Linguistics by: Dr. Cynthia Vakareliyska Chairperson Dr. Scott DeLancey Core Member Dr. Eric Pederson Core Member Dr. Zhuo Jing-Schmidt Institutional Representative and Dr. Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded March 2016. ii © 2016 Holly A. Lakey iii DISSERTATION ABSTRACT Holly A. Lakey Doctor of Philosophy Department of Linguistics March 2016 Title: The Grammar of Fear: Morphosyntactic Metaphor in Fear Constructions This analysis explores the reflection of semantic features of emotion verbs that are metaphorized on the morphosyntactic level in constructions that express these emotions. This dissertation shows how the avoidance or distancing response to fear is mirrored in the morphosyntax of fear constructions (FCs) in certain Indo-European languages through the use of non-canonical grammatical markers. This analysis looks at both simple FCs consisting of a single clause and complex FCs, which feature a subordinate clause that acts as a complement to the fear verb in the main clause. In simple FCs in some highly-inflected Indo-European languages, the complement of the fear verb (which represents the fear source) is case-marked not accusative but genitive (Baltic and Slavic languages, Sanskrit, Anglo-Saxon) or ablative (Armenian, Sanskrit, Old Persian). -
The Importance of Athanasius and the Views of His Character
The Importance of Athanasius and the Views of His Character J. Steven Davis Submitted to Dr. Jerry Sutton School of Divinity Liberty University September 19, 2017 TABLE OF CONTENTS Chapter I: Research Proposal Abstract .............................................................................................................................11 Background ......................................................................................................................11 Limitations ........................................................................................................................18 Method of Research .........................................................................................................19 Thesis Statement ..............................................................................................................21 Outline ...............................................................................................................................21 Bibliography .....................................................................................................................27 Chapter II: Background of Athanasius An Influential Figure .......................................................................................................33 Early Life ..........................................................................................................................33 Arian Conflict ...................................................................................................................36 -
Advanced Greek Grammar Course Syllabus
Front Range Bible Institute Syllabus for NTL701 Advanced Greek Grammar (Spring 2018) Professor Timothy L. Dane I. Course Description This course is an advanced study in Greek grammar. It is designed to help New Testament language students expand and develop their ability to do exegesis from the Greek New Testament. Students must have completed at least two years of Greek studies before taking this course (first year Greek and Greek exegesis). The primary structure of the class will revolve around classroom interaction that is driven from outside studies of the students. The students will prepare for each class by reading on the assigned discussion topics and coming to class prepared for discussion. Each week a different student will prepare an outline of that topic and will act as moderator for the discussions that week. Students should try to identify the most significant points, questions or issues as they prepare. This will enable them to engage readily in any discussion which takes place and it should give them a good start in making notes and summaries which will eventually be turned in for evaluation. Student presentations will summarize for the whole class the major points to be noted, questions that are raised and especially the significance for understanding of the text of the New Testament. II. Course Objectives A. To develop a greater skill in interpreting the Greek New Testament B. To help ground the students in every facet of Koine Greek grammar C. To help students avoid common grammatical errors in using the Greek language D. To help the students function more independently as exegetes as they evaluate the various exegetical sources and materials they use in exegesis E. -
The Conversion of the Goths and Franks
The Conversion of the Goths and Franks Cosmic Conflict • Gen. 3:15–“And I will put enmity between thee and the woman, and between thy seed and her seed, it shall bruise thy head, and you shalt bruise his heel. Christian population of the Roman Empire when Constantine came to power: 5% - 12% The Goths and the Roman Empire Goths . Visigoths . Ostrogoths . Vandals Roman legionaries recruited from the Goths Some Roman Emperors of Gothic lineage Mongol Invasions (3rd and 5th centuries) . Led to migrations of the Huns and Goths . Incursions into the Empire Christian Missions to the Goths 1. Catholic (Nicene) . Through captives and refugees from persecution . John Chrysostom (400) 2. Audians . Named for Audius . Spread Christianity outside the empire . Active among the Scythians and Goths . Monasteries and bishops established . Nearly eradicated Christian Missions to the Goths 3. Arian – Most Goths were Arians – Arius • Heretical Bishop • Council of Nicea (325) Ulfilas (311-380) . Designed an alphabet to translate the Bible into Gothic . Some portions of that translation are preserved today Pre-Reformation Missions 500 B.C. 0 500 1000 A.D. 1500 Influence of Persian Empire (500 B.C. – A.D. 400) Grecian Influence (323 B.C. – A.D. 400) Mar Thoma Church (A.D. 50 – 1500) Coptic Church (A.D. 50-1500) Roman Republic Empire (27 B.C.–476 (500-27 B.C.) A.D.) Constantine (A.D. 306-337) A.D. 400, Augustine Bishop of Hippo Ulfilas – Missionary to the Goths (311-380) 400, Chrysostom sends missionaries to Goths 496, Clovis, King of the Franks, converts to Christianity Christianity’s Advance Rome sacked by Alaric and the Visigoths (410) Adopted substantial amount of Roman culture and religion Clovis and the Franks . -
The Greek Alphabet Sight and Sounds of the Greek Letters (Module B) the Letters and Pronunciation of the Greek Alphabet 2 Phonology (Part 2)
The Greek Alphabet Sight and Sounds of the Greek Letters (Module B) The Letters and Pronunciation of the Greek Alphabet 2 Phonology (Part 2) Lesson Two Overview 2.0 Introduction, 2-1 2.1 Ten Similar Letters, 2-2 2.2 Six Deceptive Greek Letters, 2-4 2.3 Nine Different Greek Letters, 2-8 2.4 History of the Greek Alphabet, 2-13 Study Guide, 2-20 2.0 Introduction Lesson One introduced the twenty-four letters of the Greek alphabet. Lesson Two continues to present the building blocks for learning Greek phonics by merging vowels and consonants into syllables. Furthermore, this lesson underscores the similarities and dissimilarities between the Greek and English alphabetical letters and their phonemes. Almost without exception, introductory Greek grammars launch into grammar and vocabulary without first firmly grounding a student in the Greek phonemic system. This approach is appropriate if a teacher is present. However, it is little help for those who are “going at it alone,” or a small group who are learning NTGreek without the aid of a teacher’s pronunciation. This grammar’s introductory lessons go to great lengths to present a full-orbed pronunciation of the Erasmian Greek phonemic system. Those who are new to the Greek language without an instructor’s guidance will welcome this help, and it will prepare them to read Greek and not simply to translate it into their language. The phonic sounds of the Greek language are required to be carefully learned. A saturation of these sounds may be accomplished by using the accompanying MP3 audio files.