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Structure and Meaning in Lamentations Homer Heater Liberty University, [email protected]
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Liberty University Digital Commons Liberty University DigitalCommons@Liberty University Liberty Baptist Theological Seminary and Graduate Faculty Publications and Presentations School 1992 Structure and Meaning in Lamentations Homer Heater Liberty University, [email protected] Follow this and additional works at: http://digitalcommons.liberty.edu/lts_fac_pubs Part of the Biblical Studies Commons, Comparative Methodologies and Theories Commons, Ethics in Religion Commons, History of Religions of Eastern Origins Commons, History of Religions of Western Origin Commons, Other Religion Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Heater, Homer, "Structure and Meaning in Lamentations" (1992). Faculty Publications and Presentations. Paper 283. http://digitalcommons.liberty.edu/lts_fac_pubs/283 This Article is brought to you for free and open access by the Liberty Baptist Theological Seminary and Graduate School at DigitalCommons@Liberty University. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact [email protected]. Structure and Meaning in Lamentations Homer Heater, Jr. Professor of Bible Exposition Dallas Theological Seminary, Dallas, Texas Lamentations is perhaps the best example in the Bible of a com bination of divine inspiration and human artistic ability. The depth of pathos as the writer probed the suffering of Zion and his own suf fering is unprecedented. Each chapter is an entity in itself, a com plete poem.1 The most obvious literary device utilized by the poet is the acrostic; that is, poems are built around the letters of the alpha bet. -
ב Bet ה Heh ו Vav ט Tet י Yod ך מ Mem ם
Exercise 1A: Writing the Hebrew Square Script Using the examples at the right, practice writing out the Hebrew characters on the lines provided for you. Be sure to accurately reflect the position of the letter in relation to the base line. Boxes are used to indicate final forms. Letter Name aleph א aleph bet ב bet gimel ג gimel dalet ד dalet heh ה heh vav ו vav zayin ז zayin .het ח ḥet tet ט tet yod י kaph כ yod ך kaph final kaph lamed ל mem מ lamed ם mem 3 Exercise 1A: Writing tHe Hebrew SquAre Script final mem Letter Name nun נ ן nun final nun samek ס samek ayin ע pe פ ayin ף pe final pe tsade צ ץ tsade final tsade qoph ק qoph resh ר resh שׂ sin sin shin ׁש shin tav ת tav NAme: __________________________________________________ Exercise 1A: Writing tHe Hebrew SquAre Script 4 Exercise 1B: Reading Proper Names In this exercise you will practice identifying the Hebrew consonants by reading familiar proper names. Write the English name in the space to the left of the Hebrew name. Since the alphabet has no vowels, you will have to provide vowel sounds to recognize each word. Start by trying an “a” vowel between each con- sonant. The “a” vowel is the most common vowel in Hebrew and, while it will not always be the correct one, it should help you recognize these names. לבן Laban יעקב אסתר אברהם עבדיה יצחק יחזקאל יׂשראל דוד רבקה נחמיה נבכדנאזר ירבעם ירדן מרדכי מׁשה דברה גלית יׁשמעאל עׂשו 5 Exercise 1B: ReAding Proper NAmes Exercise 1C: Hebrew Cursive (Optional) Using the examples shown, practice writing out the cursive Hebrew characters on the lines provided for you. -
L2/20-246 Teeth and Bellies: a Proposed Model for Encoding Book Pahlavi
L2/20-246 Teeth and bellies: a proposed model for encoding Book Pahlavi Roozbeh Pournader (WhatsApp) September 7, 2020 Background In Everson 2002, a proposal was made to encode a unified Avestan and Pahlavi script in the Unicode Standard. The proposal went through several iterations, eventually leading to a separate encoding of Avestan as proposed by Everson and Pournader 2007a, in which Pahlavi was considered non-unifiable with Avestan due to its cursive joining property. The non-cursive Inscriptional Pahlavi (Everson and Pournader 2007b) and the cursive Psalter Pahlavi (Everson and Pournader 2011) were later encoded too. But Book Pahlavi, despite several attempts (see the Book Pahlavi Topical Document list at https://unicode.org/L2/ topical/bookpahlavi/), remains unencoded. Everson 2002 is peculiar among earlier proposals by proposing six Pahlavi archigraphemes, including an ear, an elbow, and a belly. I remember from conversations with Michael Everson that he intended these to be used for cases when a scribe was just copying some text without understanding the underlying letters, considering the complexity of the script and the loss of some of its nuances to later scribes. They could also be used when modern scholars wanted to represent a manuscript as written, without needing to over-analyze potentially controversial readings. Meyers 2014 takes such a graphical model to an extreme, trying to encode pieces of the writing system, most of which have some correspondence to letters, but with occasional partial letters (e.g. PARTIAL SHIN and FINAL SADHE-PARTIAL PE). Unfortunately, their proposal rejects joining properties for Book Pahlavi and insists that “[t]he joining behaviour of the final stems of the characters in Book Pahlavi is more similar to cursive variants of Latin than to Arabic”. -
Kretan Cult and Customs, Especially in the Classical and Hellenistic Periods: a Religious, Social, and Political Study
i Kretan cult and customs, especially in the Classical and Hellenistic periods: a religious, social, and political study Thesis submitted for degree of MPhil Carolyn Schofield University College London ii Declaration I, Carolyn Schofield, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been acknowledged in the thesis. iii Abstract Ancient Krete perceived itself, and was perceived from outside, as rather different from the rest of Greece, particularly with respect to religion, social structure, and laws. The purpose of the thesis is to explore the bases for these perceptions and their accuracy. Krete’s self-perception is examined in the light of the account of Diodoros Siculus (Book 5, 64-80, allegedly based on Kretan sources), backed up by inscriptions and archaeology, while outside perceptions are derived mainly from other literary sources, including, inter alia, Homer, Strabo, Plato and Aristotle, Herodotos and Polybios; in both cases making reference also to the fragments and testimonia of ancient historians of Krete. While the main cult-epithets of Zeus on Krete – Diktaios, associated with pre-Greek inhabitants of eastern Krete, Idatas, associated with Dorian settlers, and Kretagenes, the symbol of the Hellenistic koinon - are almost unique to the island, those of Apollo are not, but there is good reason to believe that both Delphinios and Pythios originated on Krete, and evidence too that the Eleusinian Mysteries and Orphic and Dionysiac rites had much in common with early Kretan practice. The early institutionalization of pederasty, and the abduction of boys described by Ephoros, are unique to Krete, but the latter is distinct from rites of initiation to manhood, which continued later on Krete than elsewhere, and were associated with different gods. -
Report to the Greek Government on the Visit to Greece Carried out By
CPT/Inf (2020) 15 Report to the Greek Government on the visit to Greece carried out by the European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment (CPT) from 28 March to 9 April 2019 The Greek Government has requested the publication of this report and of its response. The Government’s response is set out in document CPT/Inf (2020) 16. Strasbourg, 9 April 2020 - 2 - CONTENTS EXECUTIVE SUMMARY ................................................................................................................ 4 I. INTRODUCTION .................................................................................................................... 8 A. The visit, the report and follow-up.......................................................................................... 8 B. Consultations held by the delegation and co-operation encountered .................................. 9 C. Immediate observations under Article 8, paragraph 5, of the Convention....................... 10 D. National Preventive Mechanism (NPM) ............................................................................... 11 II. FACTS FOUND DURING THE VISIT AND ACTION PROPOSED .............................. 12 A. Prison establishments ............................................................................................................. 12 1. Preliminary remarks ........................................................................................................ 12 2. Ill-treatment .................................................................................................................... -
Folkloristic Understandings of Nation-Building in Pakistan
Folkloristic Understandings of Nation-Building in Pakistan Ideas, Issues and Questions of Nation-Building in Pakistan Research Cooperation between the Hanns Seidel Foundation Pakistan and the Quaid-i-Azam University Islamabad Islamabad, 2020 Folkloristic Understandings of Nation-Building in Pakistan Edited by Sarah Holz Ideas, Issues and Questions of Nation-Building in Pakistan Research Cooperation between Hanns Seidel Foundation, Islamabad Office and Quaid-i-Azam University Islamabad, Pakistan Acknowledgements Thank you to Hanns Seidel Foundation, Islamabad Office for the generous and continued support for empirical research in Pakistan, in particular: Kristóf Duwaerts, Omer Ali, Sumaira Ihsan, Aisha Farzana and Ahsen Masood. This volume would not have been possible without the hard work and dedication of a large number of people. Sara Gurchani, who worked as the research assistant of the collaboration in 2018 and 2019, provided invaluable administrative, organisational and editorial support for this endeavour. A big thank you the HSF grant holders of 2018 who were not only doing their own work but who were also actively engaged in the organisation of the international workshop and the lecture series: Ibrahim Ahmed, Fateh Ali, Babar Rahman and in particular Adil Pasha and Mohsinullah. Thank you to all the support staff who were working behind the scenes to ensure a smooth functioning of all events. A special thanks goes to Shafaq Shafique and Muhammad Latif sahib who handled most of the coordination. Thank you, Usman Shah for the copy editing. The research collaboration would not be possible without the work of the QAU faculty members in the year 2018, Dr. Saadia Abid, Dr. -
Persian Language
v course reference persian language r e f e r e n c e زبان فارسی The Persian Language 1 PERSIAN OR FARSI? In the U.S., the official language of Iran is language courses in “Farsi,” universities and sometimes called “Farsi,” but sometimes it is scholars prefer the historically correct term called “Persian.” Whereas U.S. government “Persian.” The term “Farsi” is better reserved organizations have traditionally developed for the dialect of Persian used in Iran. 2 course reference AN INDO-EUROPEAN LANGUAGE Persian is a member of the Indo-European Persian has three major dialects: Farsi, language family, which is the largest in the the official language of Iran, spoken by 50 world. percent of the population; Dari, spoken mostly in Afghanistan, and Tajiki, spoken Persian falls under the Indo-Iranian branch, in Tajikistan. Other languages in Iran are comprising languages spoken primarily Arabic, New Aramaic, Armenian, Georgian in Afghanistan, Iran, Pakistan, India, and Turkic dialects such as Azerbaidjani, Bangladesh, areas of Turkey and Iraq, and Khalaj, Turkemenian and Qashqa”i. some of the former Soviet Union. INDO-EUROPEAN LANGUAGES GERMANIC INDO-IRANIAN HELLENIC CELTIC ITALIC BALTO-SLAVIC Polish Russin Indic Greek Serbo-Crotin North Germnic Ltin Irnin Mnx Irish Welsh Old Norse Swedish Scottish Avestn Old Persin Icelndic Norwegin French Spnish Portuguese Itlin Middle Persin West Germnic Snskrit Rumnin Ctln Frsi Kurdish Bengli Urdu Gujrti Hindi Old High Germn Old Dutch Anglo-Frisin Middle High Germn Middle Dutch Old Frisin Old English Germn Flemish Dutch Afrikns Frisin Middle English Yiddish Modern English vi v Persian Language 3 ALPHABET: FROM PAHLAVI TO ARABIC History tells us that Iranians used the Pahlavi Unlike English, Persian is written from right writing system prior to the 7th Century. -
Considerations About Semitic Etyma in De Vaan's Latin Etymological Dictionary
applyparastyle “fig//caption/p[1]” parastyle “FigCapt” Philology, vol. 4/2018/2019, pp. 35–156 © 2019 Ephraim Nissan - DOI https://doi.org/10.3726/PHIL042019.2 2019 Considerations about Semitic Etyma in de Vaan’s Latin Etymological Dictionary: Terms for Plants, 4 Domestic Animals, Tools or Vessels Ephraim Nissan 00 35 Abstract In this long study, our point of departure is particular entries in Michiel de Vaan’s Latin Etymological Dictionary (2008). We are interested in possibly Semitic etyma. Among 156 the other things, we consider controversies not just concerning individual etymologies, but also concerning approaches. We provide a detailed discussion of names for plants, but we also consider names for domestic animals. 2018/2019 Keywords Latin etymologies, Historical linguistics, Semitic loanwords in antiquity, Botany, Zoonyms, Controversies. Contents Considerations about Semitic Etyma in de Vaan’s 1. Introduction Latin Etymological Dictionary: Terms for Plants, Domestic Animals, Tools or Vessels 35 In his article “Il problema dei semitismi antichi nel latino”, Paolo Martino Ephraim Nissan 35 (1993) at the very beginning lamented the neglect of Semitic etymolo- gies for Archaic and Classical Latin; as opposed to survivals from a sub- strate and to terms of Etruscan, Italic, Greek, Celtic origin, when it comes to loanwords of certain direct Semitic origin in Latin, Martino remarked, such loanwords have been only admitted in a surprisingly exiguous num- ber of cases, when they were not met with outright rejection, as though they merely were fanciful constructs:1 In seguito alle recenti acquisizioni archeologiche ed epigrafiche che hanno documen- tato una densità finora insospettata di contatti tra Semiti (soprattutto Fenici, Aramei e 1 If one thinks what one could come across in the 1890s (see below), fanciful constructs were not a rarity. -
Physical Education Vocabulary (K-12)
Physical Education Vocabulary (K-12) A Acceleration The rate of change of velocity over time (where velocity is the rate of change of position with respect to direction). Aerobic Activity Steady activity in which the heart can supply all the oxygen the muscles need. "With Oxygen" Aerobic Endurance The body's ability to take in and use oxygen so the muscles can keep working. The most important element of fitness. Agility The ability to change the position of your body and/or its parts quickly and accurately. Anaerobic Activity "Without oxygen." Activities for which the body can't supply enough oxygen to keep going for long periods of time. Assessment of physical activities A process of judging/grading a persons level in relation to a set of criteria. In GCSE this involves a process of planning, performing, evaluating, analysing, and improving chosen physical activities. B Balance The ability of the body to maintain or regain stability. Bench Press Lay on bench, flat on back. Press from chest to full extension. Bicep Muscle The large muscle in the front part of the upper arm. Body Composition The relative proportions of fat and lean (non-fat) body mass. Body Mass Index (BMI) A formula that determines a healthy body weight based on height. C Cardiovascular Endurance The heart, lungs, and blood vessels work together as a team to allow one to stay active and exercise for a long period of time. Cardiovascular Fitness Ability of the heart, lungs, and blood vessels to function efficiently when a person exercises the body. Circuit Training Training that uses a circuit of exercises around a number of different work stations. -
Psalm 119 & the Hebrew Aleph
Psalm 119 & the Hebrew Aleph Bet - Part 14 The fourteenth letter of the Hebrew alphabet is called “Nun” (pronounced “noon”) and has the sound of “N” as in “now”. It has the numeric value of 50, the number of the Jubilee. There are two ways to write a Nun. A Nun appearing at the end of a word (sofit) looks like a Vav, but is longer, extending below the baseline. A regular Nun looks much like the Kaph, but is half its width. The Nun stands for FISH. In modern Hebrew, the letter Nun can appear in three forms: Writing the Letter: Nun – The Nun is half as wide as the Kaph Nun: Letter of Faithfulness Nun represents both faithfulness and the reward for faithfulness. Moses is seen as the iconic humble servant of Yahweh. The word “Nun” itself is spelled Nun-Vav-(final) Nun and looks as follows: The one who is humble before God will stand upright in the final Day. In the olam hazeh (present life), this means that the tzaddik (righteous man) will simultaneously affirm: “I am nothing but dust.” Humble yourself in the sight of Yahweh, and He shall lift you up (James 4:10). Nun Study Page 1 Spiritual Meaning of the Nun Nun = 50 and means “FISH” of Yahweh or “The SAVED”. Our Messiah could be called “The Chief FISHERMAN.” He told His disciples that He would make them “FISHERS of men”, (Mark 1:17). Like a FLOURISHING, darting school of FISH that continues to propagate, our Saviour’s Love causes us to multiply and grow in numbers as we share Him with others. -
New Ladies Joining the Fleet
THE DANSHIP NEWS A SEMI-ANNUAL EDITION OF DANAOS SHIPPING CO. LTD. ISSUE #5, JUNE 2013 New ladies joining the fleet The trends of the global market are changing rapidly and the extended recession period of the container industry is continuing. Danaos could not let the opportunity slip and as such added two new acquisitions to our fleet . Our first acquisition joined our fleet in May. The M/V “AMALIA C”, a 2,452 TEU, geared Container vessel built in 1998, was delivered in Singapore. With the delivery of the M/V “AMALIA C”, Danaos is entering in a specific sector i.e. that of the geared feeder fleet, an area which has remained challenging, throughout the “dry spell” of the container industry. Our second Lady, the M/V NILEDUTCH ZEBRA, a 2,526 TEU, 2001 built geared container vessel, joined our fleet in mid-June and was delivered in Rotterdam. Consequently, Danaos sold four of our fleet's older vessels (Henry, Independence, Pride, MV Honour) for demolition purposes and replaced them with new acquisitions, mainly coming form the second-hand S&P market. THE NEWSPAPER IS PRINTED ON RECYCLED PAPER Message from Message from the President & CEO the Senior Vice President & COO Dear Colleagues, ÄÇÌÇÔÑÇÓ ÊÏÕÓÔÁÓ The "Father of Danaos", Mr. Dimitris Coustas has passed Ìáò Ýöõãå ï “ÐáôÝñáò ôçò Äáíáüò”. away. We are now already post halfway through 2013 and we are Ï êïò. ÄçìÞôñçò èá ðáñáìåßíåé æùíôáíüò óôç ìíÞìç ìáò Mr. Dimitris Coustas will remain alive in our memories, still bracing ourselves for the turbulent time we are êáé êõñßùò ôùí ðáëáéïôÝñùí ðïõ åß÷áìå ôçí ôý÷ç íá ôïí especially to those of us that used to know him many years experiencing. -
Extortion in Greece
Extortion in GreecE thE risE of orGanisEd crimE, Extortion and rackEteerinG in thE latE 20th cEntury Organised crime had not been an issue in the public discourse and academic debate in Greece until the middle of the 1990s. Although in the beginning of the decade some family based groups of Greeks extorters were formed, organised crime was recognised and recorded mostly as a problem connected to the presence of migrants (Vidali, 2014: 178). A look at reports of the Hellenic Police on organised crime shows that it was in the 1990s that organised crime began to be highlighted as a problem in the Greek context (Antonopoulos, 2009; see also Xenakis, 2006). These reports constitute the first official documents which referred to the presence and the involvement of criminal organisations in the Greek market and emphasised a clear link between organised crime and the influx of immigrants. In particular, the reports of the Hellenic Police for the years 1995 – 1999 noted a serious threat from “national criminal groups”, and at the same time stressed the involvement of foreigners in organised criminal activities.1 Another factor for the under-representation of racketeering and extortion among the priorities of the Hellenic Police has been the growth of the shadow (informal) economy. Its large size made it difficult to distinguish organised crime from other forms of illegality, because it contributed to blurring the boundaries between organised crime and typical economic crimes of entrepreneurs (Vidali, 2007/I: 912). In the 1990s, typical organised crime seemed to be a marginal phenomenon, which began to be investigated thoroughly and independently because of international commitments undertaken by Greece to prepare special reports on the state of organised crime (Rizava, 2012: 77).2 In particular, police data for the years 1995 and 1996 show that organised crime had not been established in Greece during that period.