New World Mennonite Low German: an Investigating of Changes in Progress
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Yiddish in Joseph Roth╎s Juden Auf Wanderschaft
In 2000, W.W. Norton and Company released a new English -language edition of Joseph Roth’s 1927 compilation of essays entitled, Juden auf Wanderschaft . The edition’s dustcover proclaims in large, bold typeface: “A masterpiece of Jewish identity emerges in English 70 years after it was first written.” While it can’t be denied that Roth’s tale documenting the mass movement of eastern Jews ( Ostjuden )1 westward across the European continent in the early twentieth century has captured both public and scholarly i nterest in German -2 and English -speaking lands, the quotation still begs the question: Why are we reading Roth again now? Even the most tentative answer to this question should include the fact that Roth’s concerns in Juden auf Wanderschaft , including the forcible displacement of a people and their subsequent dispersal throughout the world, and Roth’s suggestion of an inherent tyranny in Western culture, find remarkable resonance in our contemporary reality. Global migrations and Westernization inform curre nt research, not just on identity politics, but also on topics that seek to move beyond or reinvigorate discussions of identity —topics such as mobility, diaspora, and migration.3 Written by one who was both an assimilated Viennese and a Galician Jew born i n the eastern -most reaches of the Hapsburg Empire, Roth’s work offers an extraordinarily complex and informative perspective on issues that remain topical today. Nevertheless, Roth’s Juden auf Wanderschaft is rarely analyzed in a manner reflecting this complexity. Most reviewers, in celebratory response to the work’s themes, see it as a poignant declaration of love for the vanishing eastern Jewish culture with which Roth came of age. -
ALEMANA GERMAN, ALEMÁN, ALLEMAND Language
ALEMANA GERMAN, ALEMÁN, ALLEMAND Language family: Indo-European, Germanic, West, High German, German, Middle German, East Middle German. Language codes: ISO 639-1 de ISO 639-2 ger (ISO 639-2/B) deu (ISO 639-2/T) ISO 639-3 Variously: deu – Standard German gmh – Middle High german goh – Old High German gct – Aleman Coloniero bar – Austro-Bavarian cim – Cimbrian geh – Hutterite German kksh – Kölsch nds – Low German sli – Lower Silesian ltz – Luxembourgish vmf – Main-Franconian mhn – Mócheno pfl – Palatinate German pdc – Pennsylvania German pdt – Plautdietsch swg – Swabian German gsw – Swiss German uln – Unserdeutssch sxu – Upper Saxon wae – Walser German wep – Westphalian Glotolog: high1287. Linguasphere: [show] Beste izen batzuk (autoglotonimoa: Deutsch). deutsch alt german, standard [GER]. german, standard [GER] hizk. Alemania; baita AEB, Arabiar Emirerri Batuak, Argentina, Australia, Austria, Belgika, Bolivia, Bosnia-Herzegovina, Brasil, Danimarka, Ekuador, Errumania, Errusia (Europa), Eslovakia, Eslovenia, Estonia, Filipinak, Finlandia, Frantzia, Hegoafrika, Hungaria, Italia, Kanada, Kazakhstan, Kirgizistan, Liechtenstein, Luxenburgo, Moldavia, Namibia, Paraguai, Polonia, Puerto Rico, Suitza, Tajikistan, Uzbekistan, Txekiar Errepublika, Txile, Ukraina eta Uruguain ere. Dialektoa: erzgebirgisch. Hizkuntza eskualde erlazionatuenak dira Bavarian, Schwäbisch, Allemannisch, Mainfränkisch, Hessisch, Palatinian, Rheinfränkisch, Westfälisch, Saxonian, Thuringian, Brandenburgisch eta Low saxon. Aldaera asko ez dira ulerkorrak beren artean. high -
Stony Brook University
SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... Invasions, Insurgency and Interventions: Sweden’s Wars in Poland, Prussia and Denmark 1654 - 1658. A Dissertation Presented by Christopher Adam Gennari to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History Stony Brook University May 2010 Copyright by Christopher Adam Gennari 2010 Stony Brook University The Graduate School Christopher Adam Gennari We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Ian Roxborough – Dissertation Advisor, Professor, Department of Sociology. Michael Barnhart - Chairperson of Defense, Distinguished Teaching Professor, Department of History. Gary Marker, Professor, Department of History. Alix Cooper, Associate Professor, Department of History. Daniel Levy, Department of Sociology, SUNY Stony Brook. This dissertation is accepted by the Graduate School """"""""" """"""""""Lawrence Martin "" """""""Dean of the Graduate School ii Abstract of the Dissertation Invasions, Insurgency and Intervention: Sweden’s Wars in Poland, Prussia and Denmark. by Christopher Adam Gennari Doctor of Philosophy in History Stony Brook University 2010 "In 1655 Sweden was the premier military power in northern Europe. When Sweden invaded Poland, in June 1655, it went to war with an army which reflected not only the state’s military and cultural strengths but also its fiscal weaknesses. During 1655 the Swedes won great successes in Poland and captured most of the country. But a series of military decisions transformed the Swedish army from a concentrated, combined-arms force into a mobile but widely dispersed force. -
DORIC DICTIONARY Doric Is the Traditional Dialect of the North East of Scotland
DORIC DICTIONARY Doric is the traditional dialect of the North East of Scotland. It has its roots in the farming and fishing communities that made up the area. In the last 20 years it has seen a revival and is gaining more recognition and being taught at schools. The list below shows favourite Doric / Scots words or phrases with their Dictionary definition and comments underneath. Aberdeenshire Council would like to thank pupils and staff at Banff Academy, in a project with the Elphinstone Institute Aberdeen University for providing a Doric Dictionary to use on the website: http://banffmacduffheritagetrail.co.uk Auld Auld. Old. Compare with Old Scots Ald. Aye! Aye. Yes. Unknown. Bairn A child, baby, infant. Old Norse Barn. Baltic BALTIC, prop.n. Sc. printers slang usage with def. art.: a jocular term for a watercloset (Edb. 1800–74), sc. as being a chilly place, often frozen in cold weather. Black Affrontit Ashamed or deeply embarrassed, from Old French Affronter. Blether To talk foolishly or in a trivial way; to prattle, speak boastfully; a chatterbox, from Old Norse blaðra – to utter inarticulately, move the tongue to and fro. Bonnie Bonnie, Bonny, Beautiful, pretty. Late 15th century. Bonnie Bonnie, bonny, boannie. Beatiful, pretty, good, excellent, fine. Origin not known, although my 8 year old told me it was because of the French word bonne - good. Good theory. Bosie To cuddle. NE Scots, reduced form of bosom. Bourach. Whit a Bourach! A crowd, group, cluster. A disorderly heap or mess. A muddle, a mess, a state of confusion. Probably from Gaelic, búrach a mess or shambles. -
An Automatic Part-Of-Speech Tagger for Middle Low German
An automatic part-of-speech tagger for Middle Low German Mariya Koleva, Melissa Farasyn, Bart Desmet, Anne Breitbarth and Véronique Hoste Ghent University Syntactically annotated corpora are highly important for enabling large-scale diachronic and diatopic language research. Such corpora have recently been developed for a variety of historical languages, or are still under development. One of those under development is the fully tagged and parsed Corpus of Historical Low German (CHLG), which is aimed at facilitating research into the highly under-researched diachronic syntax of Low German. The present paper reports on a crucial step in creating the corpus, viz. the creation of a part-of-speech tagger for Middle Low German (MLG). Having been transmitted in several non-standardised written varieties, MLG poses a challenge to standard POS taggers, which usually rely on normalized spelling. We outline the major issues faced in the creation of the tagger and present our solutions to them. Keywords: historical linguistics, part-of-speech tagging, conditional random fields, feature selection, normalization 1. Introduction Corpora of historical texts annotated with different levels of grammatical information, such as parts of speech, (inflectional) morphology, syntactic chunks, clausal syntax, provide an important resource for studies of diachronic syntactic variation and change (e.g. Kroch et al. 2000, Rögnvaldsson & Helgadóttir 2011). They enable the automatic extraction of syntactic information from historical texts (more than is manually possible), and allow making statistically valid observations. Apart from reducing the amount of time required for data retrieval, an important advantage is that they make research testable and replicable. The Corpus of Historical Low German (CHLG) (Breitbarth et al. -
The Semitic Component in Yiddish and Its Ideological Role in Yiddish Philology
philological encounters � (�0�7) 368-387 brill.com/phen The Semitic Component in Yiddish and its Ideological Role in Yiddish Philology Tal Hever-Chybowski Paris Yiddish Center—Medem Library [email protected] Abstract The article discusses the ideological role played by the Semitic component in Yiddish in four major texts of Yiddish philology from the first half of the 20th century: Ysroel Haim Taviov’s “The Hebrew Elements of the Jargon” (1904); Ber Borochov’s “The Tasks of Yiddish Philology” (1913); Nokhem Shtif’s “The Social Differentiation of Yiddish: Hebrew Elements in the Language” (1929); and Max Weinreich’s “What Would Yiddish Have Been without Hebrew?” (1931). The article explores the ways in which these texts attribute various religious, national, psychological and class values to the Semitic com- ponent in Yiddish, while debating its ontological status and making prescriptive sug- gestions regarding its future. It argues that all four philologists set the Semitic component of Yiddish in service of their own ideological visions of Jewish linguistic, national and ethnic identity (Yiddishism, Hebraism, Soviet Socialism, etc.), thus blur- ring the boundaries between descriptive linguistics and ideologically engaged philology. Keywords Yiddish – loshn-koydesh – semitic philology – Hebraism – Yiddishism – dehebraization Yiddish, although written in the Hebrew alphabet, is predominantly Germanic in its linguistic structure and vocabulary.* It also possesses substantial Slavic * The comments of Yitskhok Niborski, Natalia Krynicka and of the anonymous reviewer have greatly improved this article, and I am deeply indebted to them for their help. © koninklijke brill nv, leiden, ���7 | doi �0.��63/�45�9�97-��Downloaded34003� from Brill.com09/23/2021 11:50:14AM via free access The Semitic Component In Yiddish 369 and Semitic elements, and shows some traces of the Romance languages. -
German Languagelanguage Kitkit
GermanGerman LanguageLanguage KitKit Expressions - Grammar - Online Resources - Culture languagecoursesuk.co.uk Introduction Whether you plan to embark on a new journey towards learning German or you just need a basic reference booklet for a trip abroad, the Cactus team has compiled some of the most helpful German expressions, grammar rules, culture tips and recommendations. German is the most significant language in Central Europe, and as such is very popular among Cactus language learners. With its thriving economy, the bustling urban life of its cities, and its stunning landscapes reminiscent of the Grimms’ Fairy Tales, Germany and its neighbour Austria are appealing to many language learners. Learning German will enable you to fully enjoy your travel experiences to these countries. While German native speakers often have good English language skills, German language skills are coveted by many multinational companies and will certainly help you get an interview. Learning German is the beginning of an exciting adventure that is waiting for you! The Cactus Team 3. Essential Expressions Contact us 4. Grammar and Numbers Telephone (local rate) 5. Useful Verbs 0845 130 4775 8. Online Resources Telephone (int’l) 10. Take a Language Holiday +44 1273 830 960 11. Cultural Differences Monday-Thursday: 9am-7pm 12. German Culture Recommendations Friday: 9am-5pm 15. Start Learning German 2 Essential Expressions Hello Hallo (hah-loh) Goodbye Auf Wiedersehen / Tschüss (owf vee-dair-zayn / tchews) Please Bitte (bih-tuh) Thank you Danke (dahn-kuh) -
Guide for the Use of the International System of Units (SI)
Guide for the Use of the International System of Units (SI) m kg s cd SI mol K A NIST Special Publication 811 2008 Edition Ambler Thompson and Barry N. Taylor NIST Special Publication 811 2008 Edition Guide for the Use of the International System of Units (SI) Ambler Thompson Technology Services and Barry N. Taylor Physics Laboratory National Institute of Standards and Technology Gaithersburg, MD 20899 (Supersedes NIST Special Publication 811, 1995 Edition, April 1995) March 2008 U.S. Department of Commerce Carlos M. Gutierrez, Secretary National Institute of Standards and Technology James M. Turner, Acting Director National Institute of Standards and Technology Special Publication 811, 2008 Edition (Supersedes NIST Special Publication 811, April 1995 Edition) Natl. Inst. Stand. Technol. Spec. Publ. 811, 2008 Ed., 85 pages (March 2008; 2nd printing November 2008) CODEN: NSPUE3 Note on 2nd printing: This 2nd printing dated November 2008 of NIST SP811 corrects a number of minor typographical errors present in the 1st printing dated March 2008. Guide for the Use of the International System of Units (SI) Preface The International System of Units, universally abbreviated SI (from the French Le Système International d’Unités), is the modern metric system of measurement. Long the dominant measurement system used in science, the SI is becoming the dominant measurement system used in international commerce. The Omnibus Trade and Competitiveness Act of August 1988 [Public Law (PL) 100-418] changed the name of the National Bureau of Standards (NBS) to the National Institute of Standards and Technology (NIST) and gave to NIST the added task of helping U.S. -
CHAPTER SEVENTEEN History of the German Language 1 Indo
CHAPTER SEVENTEEN History of the German Language 1 Indo-European and Germanic Background Indo-European Background It has already been mentioned in this course that German and English are related languages. Two languages can be related to each other in much the same way that two people can be related to each other. If two people share a common ancestor, say their mother or their great-grandfather, then they are genetically related. Similarly, German and English are genetically related because they share a common ancestor, a language which was spoken in what is now northern Germany sometime before the Angles and the Saxons migrated to England. We do not have written records of this language, unfortunately, but we have a good idea of what it must have looked and sounded like. We have arrived at our conclusions as to what it looked and sounded like by comparing the sounds of words and morphemes in earlier written stages of English and German (and Dutch) and in modern-day English and German dialects. As a result of the comparisons we are able to reconstruct what the original language, called a proto-language, must have been like. This particular proto-language is usually referred to as Proto-West Germanic. The method of reconstruction based on comparison is called the comparative method. If faced with two languages the comparative method can tell us one of three things: 1) the two languages are related in that both are descended from a common ancestor, e.g. German and English, 2) the two are related in that one is the ancestor of the other, e.g. -
The Germanic Third Weak Class
THE GERMANIC THIRD WEAK CLASS JAY H. JASANOFF Harvard University Germanic verbs of the 3rd weak class form presents characterized by an alternation between predesinential *ai (e.g. Go. 3sg. habai1» and *a (e.g. Ipl. habam). These verbs are usually compared with the 'e-verbs' of Italic and Balto Slavic, but no IE present built on the stative suffix *-e- will account phonologi cally for the form of the suffix in Germanic. Instead, it can be shown that the characteristic Germanic paradigm results from the 'activization' of an older middle paradigm in which a 3sg. in *-ai « IE *-oi; cf. Skt. duh~ 'milks') was further suffixed by the productive active ending *-Pi « IE *-ti). 1. The inflection of the third class of weak verbs (exemplified by the verb 'to have': Gothic haban, Old Norse hafa,! Old High German hab~, Old Saxon hebbian, Old English habban) presents one of the classic problems in the historical morphology of Germanic. Not only do the verbs of this class show peculiarities in all the older Germanic languages, but they differ remarkably in their conjugation from one language to another, so that it is not at all obvious how the Common Germanic paradigm should be reconstructed. Given this diversity of forms, we will do well to begin with a short review of the morphological facts themselves. The situation is simplest in Old High German. The entire conjugation of hab~n is athematic (to the extent that this term still has any meaning), and is based on the single stem hab~-: 1sg. hab~, 3sg. hab~t, 3pl. -
Definitionen in Wörterbuch Und Text
Definitionen in W¨orterbuch und Text: Zur manuellen Annotation, korpusgestutzten¨ Analyse und automatischen Extraktion definitorischer Textsegmente im Kontext der computergestutzten¨ Lexikographie Inauguraldissertation zur Erlangung des Grades eines Doktors der Philosophie an der kulturwissenschaftlichen Fakult¨at der Technischen Universit¨at Dortmund vorgelegt im Mai 2010 von Irene Magdalena Cramer geboren in Frankfurt am Main Stand Februar 2011 Inhaltsverzeichnis 1 Einleitung3 2 Zum Wort Definition, seiner Bedeutung und Verwendung9 2.1 Zum Einstieg in die Definitionstheorie................ 12 2.2 Ursprunge¨ der Definition oder: Wozu?................ 14 2.2.1 Zur Etymologie........................ 14 2.2.2 Platon............................. 14 2.2.3 Aristoteles........................... 16 2.3 Definitionen als Werkzeug des Erkenntnisgewinns.......... 17 2.4 Mehr zum Wozu: Blaise Pascal und John Locke........... 19 2.4.1 Blaise Pascal.......................... 20 2.4.2 John Locke.......................... 21 2.4.3 Zusammenfassung....................... 22 2.5 Vom Wozu und Wann: Ludwig Wittgenstein, Definitionen und Spracherwerb........ 23 2.5.1 Ludwig Wittgenstein und die verweisende Definition..... 23 2.5.2 Definitionen und Spracherwerb................ 25 2.5.3 Zusammenfassung....................... 27 2.6 Wozu und Wann in Lexikographie, Terminographie, den Wissenschaften und im Alltag. 29 2.6.1 Die Funktion der terminologischen Definition........ 29 2.6.2 Die Funktion der wissenschaftlichen Definition........ 31 2.6.3 Die Funktion der lexikographischen Definition........ 36 2.6.4 Die Funktion der Alltagsdefinition.............. 44 i ii 2.6.5 Zusammenfassung....................... 48 2.7 Die Pragmatik des Definierens.................... 49 2.8 Was definieren Definitionen?..................... 55 2.9 Bestandteile.............................. 57 2.9.1 Der Definitor: grundlegende Annahmen........... 57 2.9.2 Definiendum und Definiens: grundlegende Annahmen.... 63 2.10 Definitionstypen von Isidor de Sevilla bis heute........... -
Teaching English-Spanish Cognates Using the Texas 2X2 Picture Book Reading Lists
TEACHING ENGLISH-SPANISH COGNATES USING THE TEXAS 2X2 PICTURE BOOK READING LISTS JOSÉ A. MONTELONGO, ANITA C. HERNÁNDEZ, & ROBERTA J. HERTER ABSTRACT English-Spanish cognates are words that possess identical or nearly identical spellings and meanings in both English and Spanish as a result of being derived mainly from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts. The Texas 2x2 Reading List is a list of recommended reading books for children ranging in ages from pre-school to the early primary grades. The list is published yearly by the Children’s Round Table, a division of the Texas Library Association. The books that comprise the Texas 2x2 Reading List are a rich source of vocabulary and contain many English-Spanish cognates. Teachers can use the Texas 2x2 picture books to create a cognate vocabulary lesson that can be taught as a companion to a picture book read- aloud. The purpose of this paper is to present some of the different types of cognate vocabulary lessons that may be created to accompany a picture book read-aloud. The lessons are based on the morphological and spelling regularities between English and Spanish cognates and can be used to teach students how to convert words from one language to another. Examples of the different types of regularities and the Texas 2x2 books that contain them are included, as is an example cognate vocabulary lesson plan to accompany the picture book, Oddrey (Whamond, 2012).