This paper examines the phenomenon of vocalism in Northern Greek dialects, where unstressed vowels /e/ and /o/ become [i] and [u] respectively, and unstressed /i/ and /u/ are lost. The paper dates this change to the modern Greek language and explains it as a tendency to raise unstressed vowels, affecting preceding consonants and sometimes creating diphthongs. The paper also reexamines forms like [an sis > an ys] and discusses theories about the raising and loss of unstressed vowels over time.
QCon SP - ShortTalk - Virtualização e Provisionamento de Ambientes com Vagr...Lucas Arruda
Você já parou pra pensar que sua stack de desenvolvimento (Apache, PHP, MySQL, etc) consome recursos de sua máquina do trabalho ou pessoal em momentos que você não está desenvolvendo?
E quanto ao setup de ambiente e as muitas configurações que precisamos fazer a cada projeto novo que chega ou quando algum membro novo entra no time?
Logo depois, como garantir que todos do time estão utilizando exatamente as mesmas versões para garantir máxima compatibilidade entre os diversos ambientes (local, staging, produção, etc)?
Venha conhecer como a combinação entre duas tecnologias irá automatizar bastante processo manual economizando tempo e recursos e garantindo maior compatibilidade.
QCon SP - ShortTalk - Virtualização e Provisionamento de Ambientes com Vagr...Lucas Arruda
Você já parou pra pensar que sua stack de desenvolvimento (Apache, PHP, MySQL, etc) consome recursos de sua máquina do trabalho ou pessoal em momentos que você não está desenvolvendo?
E quanto ao setup de ambiente e as muitas configurações que precisamos fazer a cada projeto novo que chega ou quando algum membro novo entra no time?
Logo depois, como garantir que todos do time estão utilizando exatamente as mesmas versões para garantir máxima compatibilidade entre os diversos ambientes (local, staging, produção, etc)?
Venha conhecer como a combinação entre duas tecnologias irá automatizar bastante processo manual economizando tempo e recursos e garantindo maior compatibilidade.
This book provides basic understanding of linguistic knowledge that introduces linguistics as a science discussing the essence of language. This book provides the students with basic and general concept, terms, theories, and fields of linguistics. To help the students understand the basic linguistic knowledge, this book includes theoretical explanation and exercises.
Professor John Coleman, Phonetics Department, Oxford University, talk "Voices...onthewight
Professor John Coleman from the Phonetics Department at Oxford University presenting his talk "Voices from the Past" to the Isle of Wight Cafe Scientifique.
He discusses, how do present day languages sound compared to those spoken by our ancestors? An audio journey into the spoken words of the past.
Discover the deep cultural connections we share with our linguistic cousins across Europe and Asia and hear reconstructions of ancient words, last spoken over 6,000 years ago.
It is a common question as to why do the new learners of English need to study Phonetics. The discussion to answer this question dates back to the late 19th century and sufficient evidence has been provided to prove that the need of studying Phonetics by the learners of English as Second Language is synonymous to acquiring communicative competence in the target language. This small presentation reviews the need and importance of Phonetics in Learning English as Second Language.
This book provides basic understanding of linguistic knowledge that introduces linguistics as a science discussing the essence of language. This book provides the students with basic and general concept, terms, theories, and fields of linguistics. To help the students understand the basic linguistic knowledge, this book includes theoretical explanation and exercises.
Professor John Coleman, Phonetics Department, Oxford University, talk "Voices...onthewight
Professor John Coleman from the Phonetics Department at Oxford University presenting his talk "Voices from the Past" to the Isle of Wight Cafe Scientifique.
He discusses, how do present day languages sound compared to those spoken by our ancestors? An audio journey into the spoken words of the past.
Discover the deep cultural connections we share with our linguistic cousins across Europe and Asia and hear reconstructions of ancient words, last spoken over 6,000 years ago.
It is a common question as to why do the new learners of English need to study Phonetics. The discussion to answer this question dates back to the late 19th century and sufficient evidence has been provided to prove that the need of studying Phonetics by the learners of English as Second Language is synonymous to acquiring communicative competence in the target language. This small presentation reviews the need and importance of Phonetics in Learning English as Second Language.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...
ανασκόπηση του βόρειου φωνηεντισμού,Christodoulou
1. 1
.
Thesaurus Linguae Cypriae Graecae
Under the notion of the so called vocalism of Northern Greek in the
modern Greek language we mean the fronting of unstressed /e/ and /o/ to [i]
and [u] respectively and the loss of unstressed /i/ and /u/. This change is
attested today or was attested in earlier times in Central and Northern Greece,
Ipeiros, Thrace, islands of the Aegean Sea and at the area of modern Turkey.
The phenomenon is so widely spread that we assume it has to be relatively old.
This paper dates this change and assumes it belongs to the modern
language and is parallel to the phenomenon of synizesis.
This paper also gives an explanation of this change as a tendency to raise
unstressed vowels in these dialects. The raising of vowels also affects preceding
consonants which as a result show palatalization. Unstressed /i/ and /u/ become
semi-vowels [y] and [w] when raised. Semi-vowels can not be associated to a
preceding consonant so they are dismissed. But in the case that a semi-vowel is
adjacent to a vowel it can be assosiated to it creating a diphthong. At this point
there is a connection of this phenomenon to Synizesis because in Synizesis we
also have vowel raising and association of semi-vowel to vowel. Unstressed /e/
and /o/ become [i] and [u] respectively after raising. Vowel loss and vowel
raising affected vowels simultaneously and in an evolutionary manner. Raising
of unstressed /e/ to [i] was distinguished from semi-vocalization and loss of
unstressed /i/ because the secondary [i], which comes from the raising of /e/,
was not further raised to become a semi-vowel.
This paper also re-examines some other phenomena of the vocalism of
Northern Greek such as forms like
>
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y ,
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Proceedings of the 7th International Conference on Greek Linguistics
,
13. 13
Palatalization
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m vr i
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,
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340-341).
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176),
14. 14
,
,
.
,
,
,
.
AnSa Andriotis, N.
Samothrace ,
, 1939-40, . 153-208
, .
»,
,
.
»,
,
, 1943-44,
Dr
Drachman, .
»,
), 28-30
, .
P.
De quelques faits phonétiques du dialecte moderne de
,
,
.«
,
i
. 171-185
, 1931,
., «
,
,
. 131-185
-Drachman, G., «
(
1976,
, 1977,
-
. 37-50
., «
(
(
, 1993,
u
)»,
-
:
),
. 195-206
,
.
., «
( )
»,
, 1980, . 401-437
Hodot, René, «
,
,
»,
,
,
, 2000, . 29-34
, «
»,
), 23-30
(
1976,
,
. 13-21
NeGe Newton, Brian, The Generative Interpretation of a Dialect, A Study of Modern Greek
Phonology, Cambridge, At the University Press, 1972
,
, «
»,
4
,
,
1999,
, 2001, . 480-486
RoGr Rohlfs, Gerhard, Historische Grammatik der unteritalienischen Gräzität, München,
1950
,
., «
i
»,
(
), 13-15
1983, . 329-343
1977,
Proceedings of the 7th International Conference on Greek Linguistics