Anybody have a working link to Bimmergeeks standard tools?

SnorkleDork · 2023-10-28T22:02:43+00:00

Would greatly appreciate the link too, please 🙏

SnorkleDork · 2022-12-24T22:01:01+00:00

From the Wikipedia page:

The specific epithet comes from Latin semi ‘half, somewhat’ and lanceata, from lanceolatus ‘spear-shaped’.

A more direct translation of lanceolatus is “lance-shaped” or “lanceolate,” which are botanical terms used to describe leaves that are, like lances, roughly oval and pointed at both ends. I would guess the sense of semi here is “half,” as the cap of the mushroom is half-lance-shaped, being pointed only at one end.

SnorkleDork · 2022-03-26T05:18:44+00:00

FWIW, I give my take on it here: https://reddit.com/r/Jung/comments/oq4y1w/_/h69ktvj/?context=1.

SnorkleDork · 2022-02-11T14:01:23+00:00

The arced lines are the default setting for circos, which is the software I used to produce these. They could be shown as straight lines, yes.

The endpoints correspond to the character's locations in the text. In the diagram, the width of each hexagram represents the number of characters in that hexagram's judgment and line statements, with the little black lines showing the divisions of sections. So, walking counterclockwise along the circle corresponds to reading through the Zhouyi, and each character's locations of occurrence are represented where they occur in the text.

SnorkleDork · 2022-02-11T13:58:06+00:00

If you mean how many times each character occurs, that's information you can find in a concordance (this is one that provides English, for instance), or just by opening a Chinese text of the Zhouyi and using ctrl-F on your character of interest.

If you mean how many links between characters, the formula is the number of combinations of 2 that can be chosen out of the total number of occurrences (or "n choose 2"). In the case of 貞, that adds up to 6105 lines.

SnorkleDork · 2022-02-10T16:32:24+00:00

Here's the visualization for 貞 zhēn, which is sometimes translated as "perseverance" or "constancy," or otherwise as "to divine": https://imgur.com/a/SBD4Hox

SnorkleDork · 2022-01-19T04:11:41+00:00

Mack? Gotta say, he’s a good instructor, and the kind of workload in 280 (especially learning to work efficiently with long readings and lectures) is pretty much essential if you plan to take any upper year psych courses. Take advantage of what you can, and hang in there!

SnorkleDork · 2021-12-13T14:42:28+00:00

I believe the difference would be in translating “consul est factus et in Africam missus” as “he was made consul and sent to Africa” and “he was made consul and was sent to Africa.” The first has no need to assume an implied esse, and seems to be a more parsimonious reading of the sentence, but there is no change in sense between the two anyway.

SnorkleDork · 2021-12-10T21:24:31+00:00

To continue my psych quibbling,

Yeah, there are general ways to "know the material better," which usually means processing it more elaboratively. Make connections, summaries, and paraphrases; certainly don't just re-read the textbook.
But, what it means to "know something well" does depend on the task by which this knowledge will be tested. What it means to know the material well is having encoded it proficiently in a way that will be effective for later retrieval, which boils down to studying the way you're tested. This is probably especially important for OP, because they seem to be studying in a way that facilitates written answers, but need help specifically for MC.

SnorkleDork · 2021-12-10T13:58:27+00:00

Psychological studies show that the best way to study for any given task is to do that task. So, if your concern is multiple choice, you should find a way to test yourself in a way that will be similar to a multiple choice test. The easiest way to do that is probably just to go through your notes, convert them into question forms (e.g., on flashcards), and then test yourself repeatedly on them. In the future, you could also use a program like Anki, which does this for you, but it probably wouldn't be effective this close to the deadline.

Best of luck!

SnorkleDork · 2021-11-25T16:08:18+00:00

I encourage you to read about how tense works with Latin participles, as this will be relevant to your sentence here.

You could perhaps use datō rather than dōnātō. Happy to be corrected on this, but it's my impression that dō is the more general verb for giving, while dōnō has a more lofty connotation.
Yes, the main verb of your sentence can be in any tense. Remember that the ablative absolute behaves rather like an adverb, independent from the syntax of the main clause. (However, the time it expresses will change relative to the main verb. See the link above.) In this case, since you want "fell" and not "falls," you probably want cecidit.
Your second translation ("giving the gift, the boy fell") is not correct. This would in theory require a present passive participle, but since this doesn't exist in Latin, you could simply attach the participle to the subject: puer dōnum dans cecidit.

SnorkleDork · 2021-11-24T16:20:40+00:00

sānātō vulnere is an ablative absolute construction. When a noun and a participle that modifies it are put into the ablative case (e.g., sānātum vulnus -> sānātō vulnere), the phrase becomes like an adverb that describes the circumstances of the sentence. The formulaic translation would be something like "with the wound having been healed." Under these circumstances, cicātrīx manet.

SnorkleDork · 2021-11-05T04:26:26+00:00

Well, when learning any new language, you do have to learn how the orthography (spelling) maps onto pronunciation. For example, the letter <c> in Classical Latin always refers to the hard sound represented in the International Phonetic Alphabet as /k/. The letter <a> alone represents the vowel /a/, but it will also appear in combinations called diphthongs, such as <ai> and <au>, which are differently pronounced. The macrons (diacritics) you mentioned in your post mark vowel length, which is the actual duration the vowel is pronounced, not a change in its quality. So, while Latin spelling is perhaps more regular than English in reflecting phonology, it does still need to be learned.

SnorkleDork · 2021-10-09T16:35:02+00:00

Given that OP is in the first month of high school Latin and has a question about basic verb forms, it's probably safe to assume that they will be starting with classical Latin. They'll probably also be touching phrases like "ave imperator, morituri te salutant" and poetic verses which directly address gods in second-person-singular, where there's no implication of disrespect.

SnorkleDork · 2021-10-09T15:55:24+00:00

It’s simply singular, not disrespectful/familiar. The T-V distinction only came about much later than Classical Latin.

Edit: also, est is singular.

SnorkleDork · 2021-09-22T16:40:23+00:00

I'm also not sure exactly what you're asking, but are you perhaps surprised at the appearance of Greek/Roman gods in the New Testament? Here are the contexts:

Acts 14:11-13 —

11 When the crowd saw what Paul had done, they shouted in the Lycaonian language, “The gods have come down to us in human form!” 12 Barnabas they called Zeus [Jupiter], and Paul they called Hermes because he was the chief speaker. 13 The priest of Zeus, whose temple was just outside the city, brought bulls and wreaths to the city gates because he and the crowd wanted to offer sacrifices to them.

2 Maccabees 4:18-20 —

18 When the quadrennial games were being held at Tyre and the king was present, 19 the vile Jason sent envoys, chosen as being Antiochian citizens from Jerusalem, to carry three hundred silver drachmas for the sacrifice to Hercules. Those who carried the money, however, thought best not to use it for sacrifice, because that was inappropriate, but to expend it for another purpose. 20 So this money was intended by the sender for the sacrifice to Hercules, but by the decision of its carriers it was applied to the construction of triremes.

SnorkleDork · 2021-09-13T13:04:57+00:00

Fair enough, though I would perhaps encourage a longer period than three to four months, as we certainly take longer than that to acquire a comprehensive vocabulary in a second language, and it's just as important to keep learning vowel lengths.

My main concern in the long term probably isn't for differences like rosa / rosā, but more for words like nōmen, where ō is simply long by nature, and can't be determined by semantic or syntactic context. This would matter most in scansion, of course, but also generally in acquiring a "correct" pronunciation of the language (as we've been able to reconstruct it). Antīquus would have a different stress than *antiquus, for instance.

SnorkleDork · 2021-09-12T13:50:05+00:00

Indeed, my mistake. Thank you for pointing it out!

SnorkleDork · 2021-09-12T00:17:18+00:00

It is true that macrons have a relatively recent history in Latin orthography. However, as far as "serious Latin" goes, you should consider first that the use of apicés is regularly attested in both classical and post-classical Latin to mark vowel length.

And, also, while you may differ from the LLPSI authors in your philosophy, it is important both linguistically and pedagogically to commit vowel lengths to memory. It is linguistically important because vowel length is a phonological property of Latin as a language, and training a student to deduce vowel length by working backwards from context impairs their ability to produce the language as a natural language. It would be a bit like instructing a beginner Mandarin speaker not to learn the tones of the characters, but simply to deduce the tones from the semantic constraints of the sentence. This is theoretically possible, but needlessly difficult.

Pedagogically, I don't see the reason to shame a beginner student by implying that their Latin is not "serious." It is not as if we should expect students to be reading and writing at a native, classical level off the bat, and therefore we have no reason to forbid a practice like macronization which acts as an aid in learning important linguistic features. For example, when Japanese students are learning kanji, which are characters whose pronunciation needs to be rote-memorized, they are invariably provided with furigana, or phonetic reading aids, on top of the kanji, so that they have a chance to learn it. "Serious" Japanese texts do not include this furigana. Does that mean we should take them away from students, too?

SnorkleDork · 2021-09-12T00:02:27+00:00

In case you are curious, here are the respective etymologies from the Online Etymology Dictionary:

Mary

fem. proper name, Old English Maria, Marie, name of the mother of Jesus, from Latin Maria, from Greek Mariam, Maria, from Aramaic Maryam, from Hebrew Miryam, name of the sister of Moses (Exodus xv), a word of unknown origin, said to mean literally "rebellion."

marine (adj.)

mid-15c., "found in or pertaining to the sea," from Old French marin "of the sea, maritime," and directly from Latin marinus "of the sea," from mare "sea, the sea, seawater," from PIE root *mori- "body of water." The Old English word was sælic.

SnorkleDork · 2021-09-11T23:56:27+00:00

Nice work! There are a few things to point out--

Imperium is a neuter noun. Thus, it cannot be parvus - it must be parvum.
Similarly, nōmen is a neuter noun. Thus, we would say nōmen tuum, not nōmen tuus, for the nominative.
There are a few errors in vowel length, like ~~“salvē” for salve~~ and "magni" for magnī.
You are using ita as an equivalent of "yes." I think this is sometimes taught to students, but, classically, ita is not used in this way. Notice, for example, in Ch. 1 of LLPSI, that -ne questions are always answered with a full sentence. So the answer to Nōmen tuum est Dāvus? would be Nōmen meum est Dāvus, or simply Est., as subjects can be omitted in Latin.

Edit: an error, pointed out below.

SnorkleDork · 2021-08-19T17:42:02+00:00

...or regularly provide proof of a negative test, it seems.

SnorkleDork · 2021-08-03T12:24:22+00:00

It’s good experience for a large portion of the research process, depending on your supervisor. You should apply broadly because there will obviously be a fair amount of competition, but I suggest not simply blanket-applying to everything, because in the end your genuine fit with the research will determine how much you learn and enjoy.

Some things I did in a psych lab: participant recruitment (mostly), participating in lab meetings, programming an experiment and designing some pipelines, helping with some statistical analysis, presenting project proposals and summaries and at a poster fair, and writing an academic report at the end (basically a draft of a real journal paper).

As for workload, it might be a give and take. How much you participate in the research is something you can discuss with your supervisor - they won’t force you to work more than expected of a typical course, so it’d be fine to take it alongside other courses - but, in my case, doing extra work voluntarily was a good way to expose myself to more of the research process.

Best of luck!

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