Egyptian voiced stops became contintuants very early; were preserved in marginal idioms. later interaction between idioms led to reinterpretation of voiced stops as emphatic.
Old English was a synthetic language (the lexical and grammatical notions of the word were contained in one unit). It was highly inflected, with many various affixes. The principal grammatical means were suffixation, vowel interchange
Old English was a synthetic language (the lexical and grammatical notions of the word were contained in one unit). It was highly inflected, with many various affixes. The principal grammatical means were suffixation, vowel interchange
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
The Power of Afaan Oromo as a Device for Explaining Africa’s Prehistory vs. E...Dereje Birbirso
Early Egyptologists had to first study Afaan Oromo in order to understand Ancient Kemet hieroglyphics and texts. Similarly, early Assyriologists had to study Afaan Oromo in order to decipherer Babylonian cuneiform texts. Moreover, comparative theologians used Afaan Oromo and culture to understand the origin of major religions of the world. Early African travellers, too, were convinced that Afaan Oromo was not only the lingua franca of Africa up until 19th century CE, but was possibly the language of the Ancient Egyptian, Ancient Nile Valley or possibly even of Hittite from which was Indo-European languages emerged as offshoot. Adopting an Africology and evolutionary linguistics perspective, this study shall exploit classical and contemporary archives and explores the linguistic, epistemological, theological and relational power of Afaan Oromo in explaining Africa’s pre-history as well as classical, medieval and modern era Africa’s and Ethiopia’s history. Significant substantive and historical implications are highlighted for researchers who want to use Oromo language and institutional themes as a launching pad to study African prehistory.
This presentation discusses about the influence of Sanskrit over English - linguistic similarities between English, Greek and Latin. A lecture delivered at Academic Staff College 2015
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
The Power of Afaan Oromo as a Device for Explaining Africa’s Prehistory vs. E...Dereje Birbirso
Early Egyptologists had to first study Afaan Oromo in order to understand Ancient Kemet hieroglyphics and texts. Similarly, early Assyriologists had to study Afaan Oromo in order to decipherer Babylonian cuneiform texts. Moreover, comparative theologians used Afaan Oromo and culture to understand the origin of major religions of the world. Early African travellers, too, were convinced that Afaan Oromo was not only the lingua franca of Africa up until 19th century CE, but was possibly the language of the Ancient Egyptian, Ancient Nile Valley or possibly even of Hittite from which was Indo-European languages emerged as offshoot. Adopting an Africology and evolutionary linguistics perspective, this study shall exploit classical and contemporary archives and explores the linguistic, epistemological, theological and relational power of Afaan Oromo in explaining Africa’s pre-history as well as classical, medieval and modern era Africa’s and Ethiopia’s history. Significant substantive and historical implications are highlighted for researchers who want to use Oromo language and institutional themes as a launching pad to study African prehistory.
This presentation discusses about the influence of Sanskrit over English - linguistic similarities between English, Greek and Latin. A lecture delivered at Academic Staff College 2015
Live on Sa Neter TV - The Mdu Ntr for Intellectual Warfare by Bro. Reggie. This presentation is a short guide on reading the Ancient Egyptian Mdu Ntr based on a lecture on Sa Neter TV
Project of compiling a lexicon of Egyptian lexical roots, supported by the Austrian Research Fund (Wissenschaftsfonds / FWF). Collaborators Mag. Kristina Hutter (2018), Prof. Danijela Stefanovic (2020).
Project: Publication of the Middle Kingdom and Second Intermediate Period stelae (CAA) from the Berlin Museum,
by Danijela Stefanovic and Helmut Satzinger
Il papiro mitologico di Khonsu-mes della Collezione Drovetti: uno dei più beg...helmutsatzinger
Conference
“Una collezione di antichità Egizie unica al mondo”
Bernardino Drovetti, dall’avventura alla scienza
23 maggio 2014
Accademia delle Scienze di Torino Sala dei Mappamondi
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Egyptian Emphatic Consonants Do they exist, and how might they have been articulated ? Helmut Satzinger http://www.univie.ac.at/egyptology/ 5000 Jahre Semitohamitische Sprachen in Asien und Afrika 5000 Years Semitohamitic Languages in Asia and Africa Berlin, 22.-24. Juli 2010
2. “ All branches except Egyptian exhibit a special set of consonants, besides voiced and voiceless pairs, the 'emphatic' series , realised as pharyngealised (velarised) in Arabic and Berber, glottalised (ejective, explosive) in South Arabian, Ethiopian and Cushitic and glottalised (explosive or implosive) in Chadic; Egyptian, incidentally, also lacked voiced consonants ( d stands for /t/, t for /th/, in the standard transliteration) ... ” ( Comrie Major Languages 548.)
3. 1 The earliest Egyptian inherited the triple contrast voiceless aspirated ~ voiced ~ glottalized from Proto-Afrasian. (Allan R. Bomhard . “A Sketch of Proto-Afrasian Phonology.” In G. Takács (ed.), Semito-Hamitic Festschrift for A. B. Dolgopolsky and H. Jungraithmayr, Berlin 2008, 79–92, notably p. 81.)
4. 1 The earliest Egyptian inherited the triple contrast voiceless aspirated ~ voiced ~ glottalized from Proto-Afrasian. 2. First, the voiced consonants became devoiced . The resulting system had the contrast voiceless aspirated ~ voiceless unaspirated ~ glottalized. (Allan R. Bomhard . “A Sketch of Proto-Afrasian Phonology.” In G. Takács (ed.), Semito-Hamitic Festschrift for A. B. Dolgopolsky and H. Jungraithmayr, Berlin 2008, 79–92, notably p. 81.)
5. 1 The earliest Egyptian inherited the triple contrast voiceless aspirated ~ voiced ~ glottalized from Proto-Afrasian. 2. First, the voiced consonants became devoiced . The resulting system had the contrast voiceless aspirated ~ voiceless unaspirated ~ glottalized . 3. Next, the emphatics other than * k’ became deglottalized and merged with the voiceless unaspirated stops. It is not difficult to understand why * k’ would have remained longer than the other emphatics since back articulation is the unmarked point of articulation for ejectives. (Allan R. Bomhard . “A Sketch of Proto-Afrasian Phonology.” In G. Takács (ed.), Semito-Hamitic Festschrift for A. B. Dolgopolsky and H. Jungraithmayr, Berlin 2008, 79–92, notably p. 81.)
6. 1 The earliest Egyptian inherited the triple contrast voiceless aspirated ~ voiced ~ glottalized from Proto-Afrasian. 2. First, the voiced consonants became devoiced . The resulting system had the contrast voiceless aspirated ~ voiceless unaspirated ~ glottalized. 3. Next, the emphatics other than * k’ became deglottalized and merged with the voiceless unaspirated stops . It is not difficult to understand why * k’ would have remained longer than the other emphatics since back articulation is the unmarked point of articulation for ejectives. 4. Finally, * k’ became q . (We may note that a similar development is found in several East Cushitic languages, Somali being one example.) (Allan R. Bomhard . “A Sketch of Proto-Afrasian Phonology.” In G. Takács (ed.), Semito-Hamitic Festschrift for A. B. Dolgopolsky and H. Jungraithmayr, Berlin 2008, 79–92, notably p. 81.)
7. “ The earliest Egyptian inherited the triple contrast voiceless aspirated ~ voiced ~ glottalized from Proto_Afrasian.” ———————————— Plausible .
8. “ First, the voiced consonants became devoiced ” ———————————— Against all evidence. Proto-Egn. *b, *d, *g did not become p, t, k. p, t, k go back to Proto-Egn. *p, *t, *k. What is true is that Main Stream Egyptian doesn‘t have any voiced stops. But not because they had become devoiced stops, but rather, because they had become voiced continuants.
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10. “ First, the voiced consonants became devoiced. The resulting system had the contrast voiceless aspirated ~ voiceless unaspirated ~ glottalized. ” (Bomhard.) ————————————— In fact: the resulting system had the contrast
11. “ Next, the emphatics other than * k’ became deglottalized ...” >>> Not before the Coptic period (if at all!) — “ ... and merged with the voiceless unaspirated stops .” >>> There is something in this; yet the background is much more complicated.
12. Did Main Stream Egyptian (MSE) have any “ devoiced unaspirated stops” ? It probably had voiceless aspirated and glottalized stops.
13. There was mutual lexical influence between the two idioms. But their phonetic systems were not congruent. How did “Southerners” pronounce the voiced stops of “Northern” words ? How could the writing system of the “South” (the Egn. Hieroglyphs) render the voiced stops?
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15. The conservative “North” had voiced stops, but the progressive “ South” hadn’t. When “Northern ” words passed into the standard language — how did “Southerners ” pronounce them ? And how did the Egyptian script — which had no graphemes at hand — render them ? The default solution was obviously to pronounce the voiced stops like the glottalized. And to use the same graphemes for them.
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19. How did the Egyptians pronounce the emphatic stops? Semitic emphatics were rendered inconsistently (as also the voiced stops): Egyptian transcriptions of Semitic sounds, 2nd millennium B.C.
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29. “ ...in several other Neo-Aramaic dialects (such as, for example, T’ u r-‘Abd i n), the emphatics are realized as unaspirated voiceless stops – here, the non-emphatic voiceless stops are distinguished from the emphatics by the presence of the feature of aspiration.” (Bomhard op.cit. p. 80.)