This study employs Cognitive Linguistics to determine the foundational elements of the ancient Israelitesâ concept of teaching as reflected in the text of the Hebrew Bible (Old Testament) and Ben Sira, a significant post-biblical Hebrew book interested in teaching and wisdom. It analyses four prominent lexemes that comprise a lexical set referring to the act of teaching: ××¨× -H (yrh in the Hiphil stem), ××× -D (lmd in the Piel stem), ×××¢ -H (yd` in the Hiphil stem), and ×סר -D (ysr in the Piel stem). The thesis concludes that, in its most basic form, the concept of teaching in ancient Israel was that a teacher creates the conditions in which learning can occur. The methodology employed in this project is built on a premise of cognitive studies, namely, that because teaching is a universal human activity, there is a universal concept of teaching: one person A recognises that another person B lacks knowledge, belief, skills, and the like (or has incomplete or distorted knowledge, etc.), and person A attempts to bring about a changed state of knowledge, belief, or skill in person B. This universal concept provides the starting place for understanding the concept of teaching that Biblical Hebrew reflects, and it also forms the conceptual base against which the individual lexemes are profiled. The study incorporates a micro-level analysis and a macro-level analysis. At the micro-level, each lexeme is examined with respect to its linguistic forms (the linguistic analysis) and the contexts in which the lexeme occurs (the conceptual analysis). The linguistic analysis considers the clausal constructions of each instantiation and determines what transitivity, ditransitivity, or intransitivity contributes to the meaning. Collocations of the lexeme, including prepositional phrases, adverbial adjuncts, and parallel verbs, are evaluated for their contribution to meaning. The conceptual analysis of each lexeme identifies the meaning potential of each word, as well as what aspect of the meaning potential each instantiation activates. The study then determines the lexemeâs prototypical meaning, which is profiled on the base of the universal concept of teaching. This step of profiling represents an important adaptation of the Cognitive Linguistics tool of profiling to meet the special requirements of working with ancient texts in that it profiles prototype meanings, not instantiations. In the macro-analysis, the data of all four lexemes in the lexical set are synthesised. The relationships among the lexemes are assessed in order to identify the basic level lexeme and consider whether the lexemes form a folk taxonomy. Finally, the profiles of the four prototype meanings are collated and compared in order to describe the ancient Israelite concept of teaching. The study finds that the basic level item of the lexical set is ××× -D (lmd-D) based on frequency of use and distribution. In its prototypical definition, ××× -D (lmd-D) means to intentionally put another person in a state in which s/he can acquire a skill or expertise through experience and practice. In contrast to this sustained kind of teaching, the prototypical meaning of ××¨× -H (yrd-H) is situational in nature: a person of authority or expertise gives specific, situational instruction to someone who lacks knowledge about what to do. The lexemes ×סר -D (ysr-D) and ×××¢ -H (yd`-H) represent the most restricted and the most expansive lexemes, respectively: the prototypical meaning of ×סר -D (ysr-D) is to attempt to bring about changed behavior in another person through verbal or physical means, often to the point of causing pain; the prototypical meaning of ×××¢ -H (yd`-H) is that a person of authority causes another person to be in a state of knowing something from the divine realm or related to experiences with the divine realm. The study determines that while the four lexemes of the Biblical Hebrew lexical set âto teachâ have significant semantic overlap, they cannot be construed in a folk taxonomy because the words are not related in a hierarchical way.

As argued, the connection between Athenian BC society and tragedy - an area of research far from exhausted - should be examined on the basis of an anthropological/cultural, and rather comparatively oriented perspective, rather than a purely historical or literary one. A further defence holds that such an approach explores in a fresh way the connection between the two which is based on a model of self, on the one hand, and Sophocles' and Euripides' characters on the other - both proposed to consist of the same culturally framed, yet diversely expressed components which define an individual actor/self as would be portrayed by anthropological studies. Because of the proposed nexus of variously expressed components, the staged character is seen as an agent who exposes the complexity and ambiguity of one's own self of whom the individual agent was unaware of possessing. The above argument, approached mainly through primary sources, will be defended as follows. After defining in the introduction concepts such as `self' and `performance', the discussion on the components of self and character begins by exploring their background - the ideology and culture of Athens. As argued, because of particular factors linked to economic and military power, Athens is contrasted with other Greek cities, and at the same time, its performance culture becomes the topos of the performing self. The second chapter defends the concepts of self and dramatic character, as well as the elements associating them which are cultural projections of the society, but also are associated with the notion of `self as presented in recent anthropological discussions of human agency. Lastly, the third chapter argues on the actualisation of the self's model on stage; after the comparative analysis of the characters' actions in three plays by Sophocles, and three by Euripides, the conclusion reached is that the proposed model of self, cultural, but also self-reliant, is an entity which is utilised as a model agent of staged characters.

The present research was conducted. with the aim of better understanding of Linear B texts through the help of the Near Eastern parallels. The method chosen was the comparison between individual texts and groups of texts and not between the 'models' reconstructed for this or that society. Several restrictions for such a comparison were set up. The comparison itself was limited to the problems of manpower (lists of personnel, ration lists, land-surveys). The best parallels for Mycenaean records of work-teams (male and female) were found among the Sumerian documents from the period of the Third Dynasty of Ur, for the quotas of conscripts from specific villages - in Ugarit, and for the texts dealing with the land tenure and the organisation of the cultic personnel - among the Hittite cuneiform texts and Luwian hieroglyphic Kululu lead strips. The attempt was made to reconstruct the structure of the productive population in Mycenaean Greece and to find its place among other societies of the Ancient World.

No description available.

No description available.

The thesis consists of a critical analysis of the scholia Demosthenica on the First Olynthiac. The merits of the scholia are discussed through an examination of the different traditions of scholia on the speech. The thesis also contains a discussion of the value of the prolegomena Ulpiani and its relationship to the scholia proper. It is apparent that the author of the prolegomena was aware of different interpretations of the speech which have, in some cases, been preserved in the scholia. The sources of the scholia are examined and certain individuals have been identified as posible authors. Of particular interest is the possiblity that Menander Rhetor may be the author of a long unified commentary which is found in one codex. The influence of the Alexandrians appears to be less significant than is widely held. A summary of the development of commentaries and the function of scholia within that tradition is also provided. The thesis offers a complement to general works on rhetoric. The comments contained in the scholia and prolegomena are found to be perceptive and provide a fresh approach to the study of Demosthenes' speeches. There are clear indications that the scholia Demosthenica have been undervalued in the past.

An epinician ode is not only praise for a laudandus but also a form of civic discourse in which the laudandus conducts a debate inviting the audience to make a judgement. This enquiry investigates how the eighteen epinician odes composed by Pindar and Bacchylides for Sicilian laudandi accommodate the political and social aspirations of the patrons commissioning them. It also investigates how rhetoric contributes to the fulfilment of the encomiastic purpose in those odes. This enquiry situates the epinician odes in their proper historical context. It contrasts its findings with those of others. It concludes that in odes composed for laudandi other than tyrants the purpose of the debate is more often than not to counter suspicions which fellow citizens may harbour against the laudandus. However, the laudandi concerned appear to have been problematic already before they entered Panhellenic competition, and not, as some scholars think, because of their newly acquired status as Panhellenic victor. In particular, Pindar’s fifth and sixth Olympian odes are poems in which the suspicions of others are apparently countered as a matter of urgency. At the other end of the spectrum is Pindar’s first Nemean ode, arguably an ode composed for an unproblematic laudandus. This enquiry concludes that the presence of strategies of inclusion or exclusion is not determined by the status of the laudandus. It further concludes that odes composed for tyrants do not necessarily reflect a Herrschaftssystem: rather elements of Polisideologie are often used in these odes in the debate with the audience. Hence the variety of patron message employed in epinician odes is much greater than has hitherto been thought. Finally, this enquiry makes some observations on the development of odes composed for the Sicilian tyrants over time and links the observations with historical circumstances surrounding the Deinomenid and Emmenid tyrannies.

The history of classical conditioning is summarized. The contributions and weaknesses of several earlier models of classical conditioning are studied. Two new neuronal models are proposed. The first, called the delay-producing connections (or DPC) model, is an extension of the Klopf (1988) and Sutton & Barto (1981) models. The DPC model makes two contributions: (1) it represents the trace of each conditioned stimuli (CS) by differential equations; and (2) it replaces each CS in the activation rule with a trace of the relevant CS. A method is suggested to measure the trace of a CS. The second model, called the adaptive delays (or AD) model, is proposed as an extension of the DPC model to account for the phenomenon of inhibition of delay. Both models reproduce the shape of a CR, the curve of efficacy of conditioning as a function of the interstimulus interval (ISI), the dependence of the optimal ISI on CS duration, the extinction of a CR (even for long lasting CSs as opposed to Klopf's (1988) model), and several other properties of classical conditioning.

No description available.

Detailed discussion of tuning the classical guitar within the context of equal temperament's development. Alternative models for tuning systems are discussed along with accurate and practical guidelines on how to tune the conventional classical guitar using equal temperament.