scholarly journals On the Aramaic Onomasticon in the Cuneiform Text Corpus

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Brandon Simonson
Keyword(s):  
Spoken Language ◽  
Text Corpus ◽  
Personal Names ◽  
First Millennium

Most of the Aramaic onomasticon is not located in extant alphabetic sources, but instead can be found in cuneiform sources. In order to learn more about the reach of Aramaic through the individuals using it as a spoken language during the first half of the first millennium BCE, we must attend to the Aramaic personal names that appear in this much larger corpus of texts and inscriptions. Using a method that considers both linguistic and conceptual criteria, this paper compiles and analyzes possible Aramaic names that appear in the cuneiform text corpus and culminates with an updated list of the genuine Aramaic onomasticon. Ultimately, this paper provides insight that may be used in identifying West Semitic and other foreign onomastica in the cuneiform text corpus. My talk presents the results of this paper, which emerges from a much larger study of Aramaic names in the first millennium BCE.

The Historical Sections of the Astronomical Diaries in Context: Developments in A Late Babylonian Scientific Text Corpus

Iraq ◽  
2013 ◽  
Vol 75 ◽  
pp. 197-210 ◽  
Author(s):  
Reinhard Pirngruber
Keyword(s):  
Knowledge Production ◽  
Formal Structure ◽  
Text Corpus ◽  
Scientific Text ◽  
First Millennium ◽  
Scientific Worldview ◽  
Over Time

The article addresses developments within the Astronomical Diaries, as regards their formal structure and the content of their historical sections, with a particular emphasis on ominous references. Although both the total number and length of historical sections increased significantly over time, the number of ominous references declined. A relationship can be posited between this development and on-going changes in the prevailing scientific worldview in first millennium B.C. Babylonia. The Diaries were deeply embedded in Babylonian traditions of knowledge production, rendering untenable assessments that deny any impact of Babylonian science of divination on them; at the same time, a characterization of the Diaries as a kind of database for diviners falls equally short.

scholarly journals Greek or Minoan? Names and Naming Habits in the Aegean Bronze Age

2019 ◽  
pp. 21-46
Author(s):  
Torsten Meißner
Keyword(s):  
Bronze Age ◽  
Social Contexts ◽  
Greek Language ◽  
Ample Evidence ◽  
Personal Names ◽  
First Millennium ◽  
Future Work ◽  
Aegean Bronze Age ◽  
Linear B

The decipherment of Linear B in 1952 has added a completely new historical dimension to the study of Greek personal names. Due to the administrative nature of the texts, the Linear B documents provide ample evidence for personal names at the end of the Aegean Bronze Age. Much of the research has focussed on interpreting and etymologising individual names, a task made difficult, and to some extent uncontrollable, by the nature of the script that renders the Greek language less precisely than the later alphabetic script. The criteria to identify and therefore define a personal name in Linear B is examined and some common interpretations are questioned on this basis. Naming habits and name structures are also examined and compared to the situation in the first millennium, and the differences between the two periods are highlighted. This article argues that any overarching account of personal names in Mycenaean Greek needs to be sensitive to the different sites and find spots of Linear B documents, and therefore to the historical and social contexts reflected in the texts. The main aims of this article are both methodological and practical and can form the basis for future work in this area.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

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