Second Tenses in Egyp7an-Cop7c and Some Other African LanguagesHelmut Satzinger
Part clause conjugations, "second tenses," often in the service of focalizing constructions. Egyptian-Coptic, Somali, Hausa, other Chadic languages, Fulfulde
In linguistics, alternation is a variation in the form and/or sound of a word or word part. (Alternation is equivalent to allomorphs in morphology.) Also known as alternance.
A form involved in an alternation is called an alternant. The customary symbol for alternation is ~.
American linguist Leonard Bloomfield defined an automatic alternation as one that's "determined by the phonemes of the accompanying forms" ("A Set of Postulates for the Science of Language," 1926). An alternation that affects only some morphemes of a particular phonological form is called non-automatic or non-recurrent alternation.
Second Tenses in Egyp7an-Cop7c and Some Other African LanguagesHelmut Satzinger
Part clause conjugations, "second tenses," often in the service of focalizing constructions. Egyptian-Coptic, Somali, Hausa, other Chadic languages, Fulfulde
In linguistics, alternation is a variation in the form and/or sound of a word or word part. (Alternation is equivalent to allomorphs in morphology.) Also known as alternance.
A form involved in an alternation is called an alternant. The customary symbol for alternation is ~.
American linguist Leonard Bloomfield defined an automatic alternation as one that's "determined by the phonemes of the accompanying forms" ("A Set of Postulates for the Science of Language," 1926). An alternation that affects only some morphemes of a particular phonological form is called non-automatic or non-recurrent alternation.
Ling 507 Word Formation Strategies (presentation)Bernard Paderes
A presentation for Ling 507 (Morphology and Syntax). In this presentation, different word formation strategies are discussed. I also includes samples from different languages and practice exercises for the class.
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
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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.
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.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Abstract relative forms —
“emphatic” forms —
Second Tenses
Why are Egyptian that forms
called “emphatic”?
For a secondary connection with
FOCUS.
3. FOCUS IN EGYPTIAN – COPTIC
1 The jn constructions
In OEgn. already grammaticalised – not analysable.
Obviously only used for topicalising the agent.
Perfect / Preterite • jn plus noun
or
• absolute
pronoun
nominal sḏm·n⸗f (only
till FIP)
Aorist —
Prospective prospective sḏm⸗f
1.1 with finite verb form
4. Perfect / Preterite • jn plus noun
or
• absolute pronoun
perfective participle
Aorist imperfective participle
Prospective —
FOCUS IN EGYPTIAN – COPTIC
1 The jn constructions
In OEgn. already grammaticalised – not analysable.
Obviously only for topicalising the agent.
1.2 with participle
5. FOCUS IN EGYPTIAN – COPTIC
1 The jn constructions
In OEgn. already grammaticalised – not analysable.
Obviously only for topicalising the agent.
1.1–2 mixed paradigm (from Middle Kingdom on)
Perfect / Preterite • jn plus noun
or
• absolute pronoun
perfective participle
Aorist imperfective participle
Prospective prospective sḏm⸗f
8. History
Grammaticalised already in OEgn.:
construction not explicable within contemporary Egn.
(Otherwise, jn is agent marker with infinitive and passive
constructions.)
Does not survive beyond LEgn.
Material
1.1: nominal personal verb forms („suffix conjugation“)
1.2: adjectival verb forms (participles)
The verb forms involved are the perfect and aorist (imperfective)
participle in 1.1a, of which only the first one survives into LEgn.,
though not later; in 1.1b, the involved forms are the nominal
conjugated forms sḏm·n⸗f, and prospective sḏm⸗f.
Satzinger 2016
9. 2 The Cleft Sentences with pw.
The template is the Nominal Sentence #Predicate pw
Subject#, the focalised element being in predicate role, the
remainder following in the form of an adjectival phrase (ntj
clause, participle, relative form, …) in the function of the
subject.
The focalised element may be the agent or any other
element of the basic sentence.
Satzinger 2016
10. The focalised element may be the agent or any other nominal element of
the basic sentence.
Agent (the verb form is here the “perfective” participle):
swt pw rḏj n.j sn ‘It is he who has given them to me’ (CT 2,402 b)
ⲡϫⲟⲉⲓⲥ ⲡⲉⲧⲙⲟⲟⲛⲉ ⲙⲟï ‘It is the Lord who pastures me’ (Ps 22.1)
Object (the verb form is here the “imperfective” relative form):
jnk pw mrrw nṯr sˁnḫ.f wj "I am he whom the god wishes to preserve"
(P. Ebers 1, 10).
ⲟⲩⲟⲩⲛⲟⲩ ⲟⲩⲱⲧ ⲧⲉⲛⲧⲁⲩⲁⲁⲥ ‘They spent only one hour’
(Matth 20.12)
Indirect reference (the verb form: past relative form with n):
jnk pw ḏd.n n.f Šw ḥnˁ (Tfnt) "I am he to whom Shu and Tefnut have
said" (CT 4,092k).
ⲧⲉⲧⲛⲁϣⲱⲡⲉ ⲧⲉⲧϣⲓⲛⲉ ⲥⲱⲥ ‘It is the future we seek’ (Heb 13.14)
Satzinger 2016
12. History
Freely formed in OEgn. after the template #Predicate pw Subject# of
the Nominal Sentence, with variable pw in OEg., and with invariable
pw in MEgn.
Although the basic template of the Nominal Sentence is N. N. in Legn.,
the Cleft Sentence preserved its tripartite form: the element pȝ < pw
(variable again) was interpreted otherwise. Similarly in Coptic.
Material
Any adjectival clause construction: participle, relative form, sḏm·tj⸗f(j),
nty clause, etc. In LEgn. only the perfective participle, relative form
had survived, in the later tenses no synthetic forms (with nty > ⲉⲧ-).
Satzinger 2016
13. 3 Adverb focalising: the “emphatic construction”
The Egn. template for this task is originally the sentence with
adverbial predicate (Adverbial Sentence): the focalised adverb
in predicate role, in the second position; the remaining
sentence = subject, its nucleus being a nominalised verb form,
in the first position.
Subject
that clause:
sḏm·n⸗f, “imperf.” sḏm⸗f,
prospective sḏm⸗f
Predicate
adverbial expression:
adverb, preposition phrase,
subjunctive sḏm⸗f (with final
meaning), clause of
circumstance
Satzinger 2016
14. History
Grammaticalised already before OEgn.:
Adverbial Sentence: predicate restricted to locative expressions,
Emphasising construction: all kinds of adverbials possible.
Adverbial Sentence: independent utterances are embedded in jw matrix,
Emphasising construction: embedding in jw matrix is avoided.
Survives in its grammaticalised form into Coptic. Its use is blurred in
Coptic: not exclusively depending on adverbial nature of the focalised
element; the focalised element may be a noun (ef-na-r-ou ‘what will he
do ?’), or in the so-called autofocal construction (eu-raše ‘what they are
doing is rejoicing’).
Material
Nominal personal verb forms („suffix conjugation“).
The verb forms involved are the nominal conjugated forms sḏm·n⸗f,
aoristic (vulgo “imperfective”) and prospective sḏm⸗f.
Satzinger 2016
15.
16.
17. Standard Somali
Focalising statements with focus marker baa.
Use of the “restrictive conjugation”
Normal conjugation Restrictive conjugation
It’s a banana I’m eating It’s I who am eating a banana
1s muuska baan cunayaa aniga baa muuska cunaya
2s muuska baad cunaysaa adiga baa muuska cunaya
3sm muuska buu cunayaa isuga baa muuska cunaya
3sf muuska bay cunaysaa iyada baa muuska cunaysa
1p muuska baan cunaynaa annuga baa muuska cunayna
2p muuska baad cunaysaan idinka baa muuska cunaya
3p muuska bay cunayaan iyaga baa muuska cunaya
baan = baa + an
baad = baa + ad
Etc.
No focus: waan cunayaa muus ‘I‘m eating a banana’
waan = waa + an
waad = waa + ad
Etc.
18.
19.
20. H A U S A
Afroasiatic / Chadic / West-Chadic
African language with most numerous speakers,
apart from Arabic.
25 mio speakers, mostly in Nigeria (15 mio) and Niger.
Hausa conjugation pattern:
{Personal + TAM marker} + invariable verb;
yaa tàfí ‘he went’
Subjunctive: no TAM marker; yà zoo ‘may he come,’ etc.
Progressive: {Personal + nàa ‘pertaining to’} + verbal noun;
yanàa zuwàa ‘he is coming’
(no accent = high tone)
21. (no accent = high tone)
Perfect I Perfext II
(relative perfect)
Progressive I Progressive II
(rel. progressive)
Newman: completive preterite continuous rel. continuous I
Reconstructions after P. Newman, based inter alia on dialectal variation.
1sg naa — na — < *nakà — inàa — nakèe
2sg m kaa — ka — < *takà — kanàa — kakèe
2 sg f kin — kikà — < kinkà — kinàa— kikèe
3 sg m yaa — ya — < *yakà — yanàa — yakèe
3 ag f taa — ta — < *takà — tanàa — takèe
1 pl mun — mukà — < munkà — munàa — mukèe
2 pl kun — kukà — < kunkà — kunàa — kukèe
3 pl sun — sukà — < sunkà — sunàa — sukèe
impers. an — akà — < *akà — anàa — akèe
22. The two Second Tenses, or Relative Tenses, are found
1. in part clauses (temporal, …): introduced by dà ‘with,’
baayan dà ‘after,’
2. in relative clauses: introduced by dà ‘with’; zanèn dà munkà
ɗaukà ‘the tie-wrapper which you (pl.) took’
3. in focus constructions with a fronted noun or pronoun, nàawa
nèe ya fi kyau ‘Mine is the best,’
4. in questions with question word (“WH-questions”): yàushée
kukà gamàa ‘when did you (pl.) finish ?’; furthermore,
obviously in contrast to Coptic,
5. in narrative (sequential, continuative) sentences: Muusaa ya
taashì ya shigèe ‘Musa got up [and] went past.’
(All exx. from Newman 1937 / 2000, 572–73.)
23. Other Chadic languages
Mubi
Classification: Afro-asiatic / Chadic / East Chadic
Normal prefix conjugation, ní wĕn báàb ‘I opened the door (’.)ڊﺎب
But suffix conjugation:
• If direct or indirect object is fronted:
1st suffix conjugation — báàb wĕn-na ‘It’s the door I opened’;
• If one of two objects is fronted:
2nd suffix conjugation — ká wén-ndé báàb ‘It’s for you I opened the door’;
• Adverbial complement fronted and one object postpositioned:
3rd suffix conjugation — íbrè ɗyémég-én bèdígí ‘It’ s with a needle ()إڊرة that I
sewed the gown’;
• Object fronted and adverbial complement postpositioned: 1st or 3rd suffix
conjugation.
(After Jungraithmayr, in Fs Thausing 1981, 102ff.)
34. Fulfulɗe is a class language, as are also the related
languages Wolof and Serer of Senegal, and the Bantu
languages which are only very distantly related.
Cf. Ful-ɓe vs. Ba-ntu, Wa-tussi (person plural class)
35.
36. 14. ngal
Various including
Augmentative Singular
ɗem-ngal ‘tongue’
15. ngol Various, often long things ɓog-gol ‘rope’
16. ngii/ngil
Various including
Augmentative Singular
ɓog-gii/ɓog-gii ‘big rope’
17. ka Various laan-a ‘boat’
18. ki Various lek-ki ‘tree’
19. ko Various haak-o ‘soup’
20. kol
'Calf,' 'Western type of
School'
ñal-ol ‘calf’, lekkol ‘school’
21. ɗam mainly for Liquids lam-ɗam ‘salt’, ndiy-am ‘water’
22. ɗum Neutral maw-ɗum ‘big thing’
23. ɗe Non-human Plural juu-ɗe ‘hands’
24. ɗi Non-human Plural na'i ‘cows’
25. man all classes nagge man, na'i man ‘cows’
38. Anlautstufe Klasse 1. hes- (neu) 2. woɗ- (rot) 3. wor- (männlich) 4. wul- (heiß)
3. ndi kesri mboɗeeri ngordi ngulndi
3. nga kesa mdoɗeewa ngorga ngulnga
3. ngu kesu mboɗeewu ngorgu ngulngu
3. ka kesa mboɗeeha ngorka ngulka
3. kon keson mboɗeehon ngorkon ngulkon
3. ɗam kesam mboɗeejam ngorɗam ngulɗam
1. Sg. mi -mi
2. Sg. ’a -ɗa, -ta, -a
3. Sg. (Pers.cl.) ’o -ɗo
1. Pl. inkl. ’en -ɗen, -’en
1. Pl. exkl. men —sic
2. Pl. ’on -ɗon, -ton, -’on
3. Pl. (Pers.cl.) ɓe -ɓe
Subject pronouns of
prefix and suffix
conjugation
Hans G. Mukarovsky, Wiener
ZeitschriK für die Kunde des
Morgenlandes Vol. 53 (1957), pp.
161-180.
39. Suffix conjugation: the verb is preceded by —
a) A relative pronoun:
Suka ˀon mo piˀū mi ‘this child is it which I beat’ (mi pi’i ‘I beat’; mo: class pronoun
as object);
b) a question word:
ndeye ngar ɗon ‘When did you (pl.) come?’ (’on war ‘you came’);
c) an adverbial expression:
jango kirsan mi nagge ‘tomorrow I‘ll slaughter a cow’
(mi hirsan nagge jango ‘I‘ll slaughter the cow tomorrow’)
d) a fronted object:
ko gerlal maungal waru mi ‘It is a big partridge what I killed’
(mi wari ‘I kill’; ko ‘it is’)
40. In all exx. mentioned, the focalised element was fronted;
often there is a deictic Element; and in all cases the verb
form or construction is different from the normal
utterances.
The languages dispose of a special conjugation for the
part clause.
There are also many cases of languages where the
focalised element is fronted, but the construction is
otherwise the same as in the normal utterance.
E.g., Yoruba (SW of Nigeria):
Aṣọ ni mo rà Mo rà aṣọ
cloth it-is I buy I buy cloth
‘It was cloth I bought.’ ‘I bought cloth.’
41. • In situ focalisation is effected by acoustic means (stress), like
Ger. Der Mann hat den Hund gesehen; not visible in writing.
• Fronting the focal element (like Den Hund hat der Mann
gesehen) is not possible in a language with rigid word order,
like Egn., except for topicalisation. Rigid word order is, on
the other hand, a must for languages that do not mark the
complement (object) otherwise.
• This leaves us with clefting: making the focal element
predicate, the remainder assuming the form of relative clause
or adjectival phrase, having the role of the subject: C’est le
chien que l’homme a vu / ỉw pw mȝ·n z / pȝ-ỉw pȝ ỉ·ptr pȝ-rmt /
ⲡⲉⲩϩⲟⲣ ⲡⲉⲛⲧⲁⲡⲣⲱⲙⲉ ⲛⲁⲩ ⲉⲣⲟϥ /