The Canaanite Syllabary
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Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 12-2017 Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves Beau Duke Carroll University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Recommended Citation Carroll, Beau Duke, "Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves. " Master's Thesis, University of Tennessee, 2017. https://trace.tennessee.edu/utk_gradthes/4985 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Beau Duke Carroll entitled "Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in Anthropology. Jan Simek, Major Professor We have read this thesis and recommend its acceptance: David G. Anderson, Julie L. Reed Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves A Thesis Presented for the Master of Arts Degree The University of Tennessee, Knoxville Beau Duke Carroll December 2017 Copyright © 2017 by Beau Duke Carroll All rights reserved ii ACKNOWLEDGMENTS This thesis would not be possible without the following people who contributed their time and expertise. -
Neural Substrates of Hanja (Logogram) and Hangul (Phonogram) Character Readings by Functional Magnetic Resonance Imaging
ORIGINAL ARTICLE Neuroscience http://dx.doi.org/10.3346/jkms.2014.29.10.1416 • J Korean Med Sci 2014; 29: 1416-1424 Neural Substrates of Hanja (Logogram) and Hangul (Phonogram) Character Readings by Functional Magnetic Resonance Imaging Zang-Hee Cho,1 Nambeom Kim,1 The two basic scripts of the Korean writing system, Hanja (the logography of the traditional Sungbong Bae,2 Je-Geun Chi,1 Korean character) and Hangul (the more newer Korean alphabet), have been used together Chan-Woong Park,1 Seiji Ogawa,1,3 since the 14th century. While Hanja character has its own morphemic base, Hangul being and Young-Bo Kim1 purely phonemic without morphemic base. These two, therefore, have substantially different outcomes as a language as well as different neural responses. Based on these 1Neuroscience Research Institute, Gachon University, Incheon, Korea; 2Department of linguistic differences between Hanja and Hangul, we have launched two studies; first was Psychology, Yeungnam University, Kyongsan, Korea; to find differences in cortical activation when it is stimulated by Hanja and Hangul reading 3Kansei Fukushi Research Institute, Tohoku Fukushi to support the much discussed dual-route hypothesis of logographic and phonological University, Sendai, Japan routes in the brain by fMRI (Experiment 1). The second objective was to evaluate how Received: 14 February 2014 Hanja and Hangul affect comprehension, therefore, recognition memory, specifically the Accepted: 5 July 2014 effects of semantic transparency and morphemic clarity on memory consolidation and then related cortical activations, using functional magnetic resonance imaging (fMRI) Address for Correspondence: (Experiment 2). The first fMRI experiment indicated relatively large areas of the brain are Young-Bo Kim, MD Department of Neuroscience and Neurosurgery, Gachon activated by Hanja reading compared to Hangul reading. -
A Logogram for YAH "Wound"
Textdatenbank und Wörterbuch des Klassischen Maya Arbeitsstelle der Nordrhein-Westfälischen Akademie der Wissenschaften und der Künste an der Rheinischen Friedrich-Wilhelms-Universität Bonn ISSN 2366-5556 RESEARCH NOTE 17 Published 23 Jun 2020 DOI: 10.20376/IDIOM-23665556.20.rn017.en A Logogram for YAH "Wound" Nikolai Grube1 1) Rheinische Friedrich-Wilhelms-Universität, Bonn Among the many logographic signs which so far have escaped decipherment is a head sign which shows a V-shaped stepped design in its interior1. Figure 1. The Logograph 1078 in its manifestations 1078vc, 1078va and 1078vs. Drawings by Christian Prager. The sign (Fig. 1) has been identified by Eric Thompson (1962) as T1078, and by Martha Macri and Mathew Looper (2003) as PE3. A closer look at the sign shows that its full form includes a small attached prefix with “darkness” markings (Fig. 2a-c). The example on a shell from Piedras Negras Burial 13 (Houston et al. 1998: Fig. 3) (Fig. 2c) shows that the prefixed sign has a small hook and that it most likely represents an obsidian tool, perhaps a knife, such as the personified obsidian eccentric knife on Piedras Negras Stela 8 (Fig. 2f). This affix has not received previous attention in any of the existing sign catalogues, although it does occurs independently in other contexts, such as within the stela names on the back sides of Copan Stelae F and M (Fig. 2d, e). The fact that the sign appears with exactly the same affixation when it has the “knife” sign attached to it and without it indicates 1 This research note appears a few days after a post on the blog „Maya Decipherment“ by Dimitri Beliaev and Stephen D. -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
The Six Principles of Chinese Writing and Their Application to Design As Design Idea
ISSN 1923-1555[Print] Studies in Literature and Language ISSN 1923-1563[Online] Vol. 8, No. 3, 2014, pp. 84-88 www.cscanada.net DOI: 10.3968/4968 www.cscanada.org The Six Principles of Chinese Writing and Their Application to Design As Design Idea ZHOU Zhen[a],* [a]Academy of Fine Arts, Shandong Normal University, Jinan, China. The Six Principles are the principles of Chinese *Corresponding author. characters’ formation and application which was Received 12 February 2014; accepted 26 May 2014 developed during the formation of Chinese characters. Published online 25 June 2014 As an open set with new characters constantly being developed, the total number of Chinese characters from Abstract past to present reaches a tremendous sum. The Chinese Given the impact that nationality and locality have on the dictionary published by the People’s Republic of China in essential elements of design, it is a demanding task for 1989 covered about 56,000 characters. It is really amazing Chinese designers to set up new Chinese design styles. that such huge and complicated character-formation can In my opinion, the Six Principles of Chinese Writing (六 be generalized by only six principles. = 書原理), which are the principles of Chinese characters’ In my opinion, the Six Principles comprise a set of formation and application, is a set of design idea that can design thoughts based on using graphics to indicate be applied to modern design. In this paper, I present my meanings. From this standpoint, the Six Principles can research on the new design idea of design based on the be regarded as an effective design method which can be Six Principles of Chinese writing with mark design as applied to modern design, especially in the field of visual examples. -
+ Natali A, Professor of Cartqraphy, the Hebreu Uhiversity of -Msalem, Israel DICTIONARY of Toponymfc TERLMINO~OGY Wtaibynafiail~
United Nations Group of E%perts OR Working Paper 4eographicalNames No. 61 Eighteenth Session Geneva, u-23 August1996 Item7 of the E%ovisfonal Agenda REPORTSOF THE WORKINGGROUPS + Natali a, Professor of Cartqraphy, The Hebreu UhiVersity of -msalem, Israel DICTIONARY OF TOPONYMfC TERLMINO~OGY WtaIbyNafiaIl~- . PART I:RaLsx vbim 3.0 upi8elfuiyl9!J6 . 001 . 002 003 004 oo!l 006 007 . ooa 009 010 . ol3 014 015 sequala~esfocJphabedcsaipt. 016 putting into dphabetic order. see dso Kqucna ruIt!% Qphabctk 017 Rtlpreat8Ii00, e.g. ia 8 computer, wflich employs ooc only numm ds but also fetters. Ia a wider sense. aIso anploying punauatiocl tnarksmd-SymboIs. 018 Persod name. Esamples: Alfredi ‘Ali. 019 022 023 biliaw 024 02s seecIass.f- 026 GrqbicsymboIusedurunitiawrIdu~morespedficaty,r ppbic symbol in 1 non-dphabedc writiog ryste.n& Exmlptes: Chinese ct, , thong; Ambaric u , ha: Japaoese Hiragana Q) , no. 027 -.modiGed Wnprehauive term for cheater. simplified aad character, varIaoL 031 CbmJnyol 032 CISS, featm? 033 cQdedrepfwltatiul 034 035 036 037' 038 039 040 041 042 047 caavasion alphabet 048 ConMQo table* 049 0nevahte0frpointinlhisgr8ti~ . -.- w%idofplaaecoordiaarurnm;aingoftwosetsofsnpight~ -* rtcight8ngfIertoeachotkrodwithap8ltKliuofl8qthonbo&. rupenmposedonr(chieflytopogtaphtc)map.see8lsouTM gz 051 see axxdimtes. rectangufar. 052 A stahle form of speech, deriyed from a pbfgin, which has became the sole a ptincipal language of 8 qxech comtnunity. Example: Haitian awle (derived from Fresh). ‘053 adllRaIfeatlue see feature, allhlral. 054 055 * 056 057 Ac&uioaofsoftwamrcqkdfocusingrdgRaIdatabmem rstoauMe~osctlto~thisdatabase. 058 ckalog of defItitioas of lbe contmuofadigitaldatabase.~ud- hlg data element cefw labels. f0mw.s. internal refm codMndtextemty,~well~their-p,. 059 see&tadichlq. 060 DeMptioa of 8 basic unit of -Lkatifiile md defiile informatioa tooccqyrspecEcdataf!eldinrcomputernxaxtLExampk Pateofmtifii~ofluwtby~namaturhority’. -
Writing Systems: Their Properties and Implications for Reading
Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so. -
Proposal for Ethiopic Script Root Zone LGR
Proposal for Ethiopic Script Root Zone LGR LGR Version 2 Date: 2017-05-17 Document version:5.2 Authors: Ethiopic Script Generation Panel Contents 1 General Information/ Overview/ Abstract ........................................................................................ 3 2 Script for which the LGR is proposed ................................................................................................ 3 3 Background on Script and Principal Languages Using It .................................................................... 4 3.1 Local Languages Using the Script .............................................................................................. 4 3.2 Geographic Territories of the Language or the Language Map of Ethiopia ................................ 7 4 Overall Development Process and Methodology .............................................................................. 8 4.1 Sources Consulted to Determine the Repertoire....................................................................... 8 4.2 Team Composition and Diversity .............................................................................................. 9 4.3 Analysis of Code Point Repertoire .......................................................................................... 10 4.4 Analysis of Code Point Variants .............................................................................................. 11 5 Repertoire .................................................................................................................................... -
THIS Winitkbagk) SYLLABARY
Amelia Louise Susman Schultz, Sam Blowsnake, and Ho-Chunk Auto-Literacy1 In June 103 years ago, Amelia was born in New York City into a German Jewish family, sharing the Brooklyn home of tante, a great aunt who was a seamstress. At age six, she started grade school at PS 44, skipped 2 grades, and graduated as valedictorian of James Marshall High School at 14. Joseph Greenberg shared her subway ride, sometimes conversing in Latin with a school mate. Since she was just under five feet tall, she was ineligible to work at Macys, the usual graduation option for women until marriage. Instead, she enrolled in Brooklyn College, 1931-1935, gaining an AB degree in Psychology with Solomon Asch while earning $20/month through National Youth Administration (NYA) of the CCC. Seeking a graduate degree, she was warned by classmate Irving Goldman that only Columbia anthropology under Franz Boas willingly accepted women into its graduate program. Most other disciplines were strictly men only. Accepted at Columbia University, 1935-1939, she wrote two dissertations. The first was a study of acculturation at multitribal Round Valley in northern California, relying on documents in the San Francisco archive more than interviews with these intertribals whose traumas included genocide, girl slavery, and land loss to the ranching family of their BIA agent. Her work was part of a comparative team study in eight tribes, eventually published as Acculturation in Seven American Indian Tribes (Marian Smith = Puyallup; Jack Harris = White Knife Shoshoni; Marvin Opler = Southern Ute; Henry Elkin = Northern Arapaho; Natalie Joffe = Fox; Irving Goldman = Carrier; and William Whitman = San Ildefonso). -
The Origin of the Alphabet: an Examination of the Goldwasser Hypothesis
Colless, Brian E. The origin of the alphabet: an examination of the Goldwasser hypothesis Antiguo Oriente: Cuadernos del Centro de Estudios de Historia del Antiguo Oriente Vol. 12, 2014 Este documento está disponible en la Biblioteca Digital de la Universidad Católica Argentina, repositorio institucional desarrollado por la Biblioteca Central “San Benito Abad”. Su objetivo es difundir y preservar la producción intelectual de la Institución. La Biblioteca posee la autorización del autor para su divulgación en línea. Cómo citar el documento: Colless, Brian E. “The origin of the alphabet : an examination of the Goldwasser hypothesis” [en línea], Antiguo Oriente : Cuadernos del Centro de Estudios de Historia del Antiguo Oriente 12 (2014). Disponible en: http://bibliotecadigital.uca.edu.ar/repositorio/revistas/origin-alphabet-goldwasser-hypothesis.pdf [Fecha de consulta:..........] . 03 Colless - Alphabet_Antiguo Oriente 09/06/2015 10:22 a.m. Página 71 THE ORIGIN OF THE ALPHABET: AN EXAMINATION OF THE GOLDWASSER HYPOTHESIS BRIAN E. COLLESS [email protected] Massey University Palmerston North, New Zealand Summary: The Origin of the Alphabet Since 2006 the discussion of the origin of the Semitic alphabet has been given an impetus through a hypothesis propagated by Orly Goldwasser: the alphabet was allegedly invented in the 19th century BCE by illiterate Semitic workers in the Egyptian turquoise mines of Sinai; they saw the picturesque Egyptian inscriptions on the site and borrowed a number of the hieroglyphs to write their own language, using a supposedly new method which is now known by the technical term acrophony. The main weakness of the theory is that it ignores the West Semitic acrophonic syllabary, which already existed, and contained most of the letters of the alphabet. -
Preposed Phonetic Complements in Maya Hieroglyphic Writing
PREPOSED PHONETIC COMPLEMENTS IN MAYA HIEROGLYPHIC WRITING Nikolai Grube 1. Introduction The use of phonetic complements is attested in a few ancient writing systems where word signs (logograms) exist alongside signs denoting syllabic or alphabetic values (syllabograms/phonograms). Amongst logosyllabic scripts, only Egyptian (Ritner 1996), hieroglyphic “Lu- vian” (Melchert 2004), the cuneiform scripts (Cooper 1996) and Maya hieroglyphic writing use phonetic complements. Phonetic comple- ments are syllabic signs, which are preposed, postposed, or both, in relation to a logographic sign and serve as a reading aid. Phonetic complements can be partial or complete in regard to the reading of the logographic sign. All logosyllabic scripts which use phonetic comple- mentation overwhelmingly favor final over initial position (Justeson 1978:92). Phonetic complements in initial position are so rare, that Ignace Gelb, one of the most influential theoreticians of writing sys- tems has totally ignored them (1973:275). Phonetic complements are generally considered as ways of specifying dubious readings, although their use often later was extended to cases which are not dubious. Logographic signs sometimes can have multiple potential readings, either because the signs have been adopted from a language which provides different phonic values for the same meaning or because re- lated but different meanings are rendered by a single sign (Justeson 1978:254-255). 2. Phonetic complements in Maya hieroglyphic writing The role of phonetic complements in Maya hieroglyphic writing is still little understood, although considerable progress has been made in 28 NIKOLAI GRUBE recent years. Phonetic complements do not define a separate class of signs in Maya writing but a function of syllabic signs. -
A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis.