Academic literature on the topic 'Hieroglyphic Writing'
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Journal articles on the topic "Hieroglyphic Writing"
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Arekeeva, Yu E. "METHODS OF TEACHING HIEROGLYPHIC WRITING AT AN EARLY AGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 52–60. http://dx.doi.org/10.35634/2500-0748-2020-12-52-60.
Full textAbstract:
In recent years, there has been a steady increase of interest in learning the Chinese language, starting from an early age. However, the learning process at the initial stages is fraught with many difficulties, one of which is associated with memorizing a pictorial element – a hieroglyph. The present study is relevant due to the lack of studies on the methods of teaching hieroglyphic writing to preschoolers and younger students. The aim of the work is to create a productive system for teaching Chinese characters at tender age. The present article examines the difficulties arising in the study of Chinese writing, the special aspects of the study of hieroglyphic writing by preschoolers and younger schoolchildren, as well as proposes some methods of teaching hieroglyphics in this age group. The conducted research made it possible to formulate some conclusions. Due to the multidimensionality of the Chinese language, which distinguishes it from the Romance languages, the study of hieroglyphics in the classroom is not prevalent, giving way to the development of children’s oral speech skills. However, even in limited conditions, the teacher needs to lay the foundation for the formulation of graphic skills, etymological and structural analysis of hieroglyphs, relying on game forms of information presentation. Teaching hieroglyphic writing to children at an early age is a complex process which is associated, on the one hand, with the characteristic features of the Chinese language, and, on the other hand, with the psychoemotional features of children of this age group. To address the issues that arise during the learning process, a number of methods are proposed which could contribute to a deeper acquisition of hieroglyphic material. To increase the motivation to study, the teacher should, taking into account the specific situation, combine various approaches to teaching hieroglyphic writing. Further detailed discussions with Chinese teachers, as well as the development of teaching aids and recommendations for both preschoolers and primary schoolchildren are extremely important for creating a comprehensive and effective system of hieroglyphics teaching to children at an early age.
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Arekeeva, Yu E. "METHODS OF TEACHING HIEROGLYPHIC WRITING AT AN EARLY AGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 52–60. http://dx.doi.org/10.35634/2500-0748-2020-12-52-60.
Full textAbstract:
In recent years, there has been a steady increase of interest in learning the Chinese language, starting from an early age. However, the learning process at the initial stages is fraught with many difficulties, one of which is associated with memorizing a pictorial element – a hieroglyph. The present study is relevant due to the lack of studies on the methods of teaching hieroglyphic writing to preschoolers and younger students. The aim of the work is to create a productive system for teaching Chinese characters at tender age. The present article examines the difficulties arising in the study of Chinese writing, the special aspects of the study of hieroglyphic writing by preschoolers and younger schoolchildren, as well as proposes some methods of teaching hieroglyphics in this age group. The conducted research made it possible to formulate some conclusions. Due to the multidimensionality of the Chinese language, which distinguishes it from the Romance languages, the study of hieroglyphics in the classroom is not prevalent, giving way to the development of children’s oral speech skills. However, even in limited conditions, the teacher needs to lay the foundation for the formulation of graphic skills, etymological and structural analysis of hieroglyphs, relying on game forms of information presentation. Teaching hieroglyphic writing to children at an early age is a complex process which is associated, on the one hand, with the characteristic features of the Chinese language, and, on the other hand, with the psychoemotional features of children of this age group. To address the issues that arise during the learning process, a number of methods are proposed which could contribute to a deeper acquisition of hieroglyphic material. To increase the motivation to study, the teacher should, taking into account the specific situation, combine various approaches to teaching hieroglyphic writing. Further detailed discussions with Chinese teachers, as well as the development of teaching aids and recommendations for both preschoolers and primary schoolchildren are extremely important for creating a comprehensive and effective system of hieroglyphics teaching to children at an early age.
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Matsukawa, Kosuke. "Choice of voice in Maya hieroglyphic writing." Written Language and Literacy 12, no. 2 (December 15, 2009): 237–57. http://dx.doi.org/10.1075/wll.12.2.07mat.
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Maya hieroglyph writing was the prestigious writing system of the Maya civilization and was carved on stone or wooden monuments mainly during the Classic Period (ca. AD 250–900). Three types of voice (active voice, passive voice, and mediopassive voice) have been identified in Maya hieroglyphs. These three types of voice are not used randomly, and usually one of the three voice types is preferred for each verb. The choice of voice in Maya hieroglyphs seems to be constrained by the contextual nature of texts as historical records and the nature of the respective agent and patient. In this paper, I analyze what kinds of factors constrain the choice of voice in Maya hieroglyphic writing.
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Guruleva, T. L., and A. R. Abdrakhmanova. "Hieroglyphic valence and frequency as typological characteristics of Chinese hieroglyphic writing." Vestnik of Samara University. History, pedagogics, philology 30, no. 2 (July 16, 2024): 142–49. http://dx.doi.org/10.18287/2542-0445-2024-30-2-142-149.
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The article is devoted to the study of such typological characteristics of Chinese writing as character valence and frequency. The aim of the study is to establish the average hieroglyphic valence of one hundred most and one hundred least frequent characters and to reveal the dependence of hieroglyphic valence on character frequency. To quantitatively characterize Chinese characters, the method of quantitative counting (solid counting method, counting method) of characters from the data of paper and electronic dictionaries was used. Using the method of automated information extraction from Chinese language corpuses, we quantitatively analyzed the character base of Chinese Internet corpus, INTERNET-ZH, and LCMC, determined the frequency of characters, and identified the hundred most and least frequent characters. The average hieroglyphic valence of one hundred most and one hundred least frequent hieroglyphs was counted by using the resources of Xinhua Online Character Dictionary and Qihai Web Portal by using the continuous counting method. In the quantitative analysis, quantitative data on initial, middle and final hieroglyphic valence were obtained, and hieroglyphs with zero hieroglyphic valence were identified. As a result, the analysis showed that the most frequent hieroglyphs have higher hieroglyphic valence than the least frequent ones (the average hieroglyphic valence of one hundred least frequent hieroglyphs is 2.23, and that of one hundred most frequent hieroglyphs is 503,32). Theoretical and practical significance is substantiated by the fact that new material on the topic under study is generalized, the concept of «hieroglyphic valence» is introduced into scientific turnover, the difference between morphemic and hieroglyphic valence in Chinese is described.
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Dolynska, Lubov, Yuliya Naumova, and Nataliia Shevchenko. "Psycholinguistic Features of Students’ Acquisition of Visual-Semantic Image of a Hieroglyph in Studying Japanese." PSYCHOLINGUISTICS 27, no. 1 (April 16, 2020): 30–51. http://dx.doi.org/10.31470/2309-1797-2020-27-1-30-51.
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Introduction. The article highlights psycholinguistic features of students’ acquisition of visual-semantic image of a hieroglyph in studying Japanese. The choice of the image category is justified by its ability to reflect in individual’s consciousness a complete picture of the object of cognition, which corresponds with the specific character of the hieroglyphic script. The visual-semantic image of a hieroglyphic sign has been defined as a complicated cognitive complex (mental image), which is an integral product of visual sensory-perceptual reception of all graphic elements of the hieroglyph formal structure, a coherent vision of it and conceptual representation, embodied in the meaning.
Goal. The purpose of the article is to present results of the study of psycholinguistic features of students’ acquisition of visual-semantic images of hieroglyphs. The following techniques have been chosen as the main psychodiagnostic tools: «Pictograms» by О. Luria, «Hidden Figures» by K Gottschaldt, «Matching Familiar Figures» by J. Kagan, «Free Sorting of Objects» by R. Gardner in modification by V. Kolg.
Results. Results of theoretical explorations on the psychological features of the problem of a personality’s acquisition of foreign languages, particularly, hieroglyphic, have been presented. It has been shown that interpretive capabilities of hieroglyphic signs are fundamentally different from the usual European method of linguistic codification of reality and that optimization ways of Oriental languages acquisition should be based on the differences between phonemic and hieroglyphic writing. Psycholinguistic peculiarities of students’ acquisition of the visual-semantic image of a hieroglyph have been revealed – character and structure of students’ visual and meaning images of hieroglyphic meanings have a significantly expressed individuality. The study of individual cognitive learning styles the educational information by students has shown that main cognitive skills and abilities are one of the factors of this success in combination with others; quality of the hieroglyphics acquisition improves with a good ability in systematization, generalization, unification of the unit into broad classes, as well as in the tendency to reasonableness.
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Grinshkun, Vadim V., and Anna S. Grigorieva. "Using AR-technology for mastering hieroglyphics as an approach to informatization of learning Chinese language in school." RUDN Journal of Informatization in Education 17, no. 1 (December 15, 2020): 7–17. http://dx.doi.org/10.22363/2312-8631-2020-17-1-7-17.
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Problem and goal. Methods are proposed for solving the problem of searching for information technologies, which, due to new approaches to information visualization, can increase the efficiency of students mastering hieroglyphics - one of the main and most difficult to study components of Chinese language learning systems. As a way to solve this problem, the application of augmented reality technology can be proposed, provided that the means and forms of its effective use are found in the framework of teaching the Chinese language in school. The aim of the study described in the article was the development and experimental confirmation of the effectiveness of approaches to teaching students in school hieroglyphic writing and the semantic interpretation of hieroglyphs based on the use of augmented reality tools. Methodology. A practical study was carried out on the basis of the formation of the experimental (63 people) and control (71 people) groups of students in grades 5 and 6. Schoolchildren of the experimental group were trained using augmented reality tools, hieroglyph markers, a specially selected collection of 3D models and developed tasks for comparing hieroglyphs and their semantic meanings, searching for hieroglyphics by their meanings, developing 3D models for visualizing the meanings of hieroglyphs. The analysis of the level of lexical skills of schoolchildren in terms of comparing hieroglyphs and their semantic values was carried out using integral indicators using methods of mathematical statistics. Results. It is shown that the proposed approach to using augmented reality technologies in the framework of teaching the Chinese language at school is effective. It is justified to create and develop collections of electronic versions of hieroglyphs and virtual objects that reflect the meaning of the main hieroglyphs studied at school. An effective method is when the students themselves are involved in such developments. Such approaches can play a significant role in informatization of educational systems for schoolchildren, as well as in establishing additional interdisciplinary ties. Conclusion. The effectiveness of the proposed approaches to the development of systems for preparing schoolchildren to study hieroglyphics in the framework of teaching the Chinese language based on the use of augmented reality technology has been experimentally confirmed. During the study, schoolchildren of the 5th and 6th grades showed an increased level of lexical skills in terms of comparing hieroglyphs and their semantic meanings, searching and writing hieroglyphs for a given semantic value.
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Waal, Willemijn. "They wrote on wood. The case for a hieroglyphic scribal tradition on wooden writing boards in Hittite Anatolia." Anatolian Studies 61 (December 2011): 21–34. http://dx.doi.org/10.1017/s0066154600008760.
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AbstractThe wooden writing boards frequently mentioned in Hittite texts have given rise to much debate, mostly regarding the scale on which they were used and the type of script that was written on them (cuneiform or hieroglyphs). In this paper, the evidence for the use of wooden writing boards in Hittite Anatolia will be (re-)evaluated. It will be argued that they were used for private and economic documents, and that they were written on in Anatolian hieroglyphs. Important indications of this are the distinct terms consistently used in connection with writing on wood, which point to a separate scribal tradition. Further, the form and nature of the hieroglyphic script itself and the fact that it survived after the fall of the Hittite empire confirm that the script must have been widely employed. It is thus proposed that two parallel scribal traditions existed in Hittite Anatolia: a (lost) hieroglyphic tradition on wooden writing boards used for private and daily economic records, and a Hittite cuneiform tradition reserved for palace administration.
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Zaslavsky, Claudia. "The Influence of Ancient Egypt on Greek and Other Numeration Systems." Mathematics Teaching in the Middle School 9, no. 3 (November 2003): 174–78. http://dx.doi.org/10.5951/mtms.9.3.0174.
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You may have learned how the ancient Egyptians wrote numbers. For example, for the number 600, you would write a symbol for a scroll six times. Actually, ancient Egypt had two main systems of writing: hieroglyphic and hieratic. Hieroglyphics, dating back over 5,000 years, were used mainly for inscriptions on stone walls and monuments. Hieratic writing was a cursive script suitable for writing on papyrus, the Egyptian form of paper. Much of our knowledge of ancient Egyptian mathematics comes from a papyrus written by the scribe Ahmose around 1650 B.C.E. Although he wrote in hieratic script, recent historians transcribed this document and others into hieroglyphics, giving readers the impression that all Egyptian writing was in hieroglyphics, the system that you may have learned.
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Breyer, Francis. "Das Verhältnis zwischen Hieroglyphen- und Keilschrift-Luwisch." Altorientalische Forschungen 49, no. 1 (June 1, 2022): 18–31. http://dx.doi.org/10.1515/aofo-2022-0002.
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Abstract The linguistic differences between Hieroglyphic and Cuneiform Luwian have long been known. However, it is unclear how these should be assessed: How exactly do the two varieties relate to each other? Are they different dialects, just different registers or even different sociolects? Based on the thesis developed recently, according to which the transformation of the Luwian hieroglyphs into a veritable writing system only took place in the context of the late Hittite empire, this article works out that Hieroglyphic Luwian probably is to be considered a functiolect.
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Guruleva, T. L., and A. R. Abdrakhmanova. "Psycholinguistic Aspects of Chinese Characters." Язык и текст 10, no. 3 (September 29, 2023): 34–42. http://dx.doi.org/10.17759/langt.2023100304.
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<p>The work is aimed at clarifying the psycholinguistic mechanism of Chinese hieroglyphic writing acquisition. The psycholinguistic experiment involved a survey and questionnaire among native and non-native speakers of Chinese regarding the perception of texts in two types of writing - hieroglyphic and transcriptional — according to four criteria: 1) speed of reading texts (subjective evaluation of respondents); 2) time taken to read texts in two different types of recording (objective evaluation); 3) degree of difficulty in perceiving transcribed texts (subjective evaluation of respondents); 4) number of times reading texts in pinyin transcription required to fully understand the content of the text (objective evaluation). Eight different authentic Chinese texts of different discourses with a total of 344 words were selected for the study, with the main group of respondents being native Chinese speakers of different professions, ages and gender, with different levels of English proficiency. A total of 128 respondents took part in the survey, of whom 55 respondents were native speakers of Chinese and 73 respondents were from different nationalities learning Chinese as a foreign language. The second part of the experiment was aimed at investigating the psycholinguistic mechanism of text transcoding from pinyin transcriptional recording to hieroglyphic recording by native speakers of Chinese. The results obtained allow us to say that, on average, reading texts of different discourses in pinyin transcription is 1.7 times longer than reading texts in hieroglyphic recording, reading and understanding texts written in pinyin transcription is more difficult for native speakers than reading and understanding hieroglyphic texts, especially texts of literary (poetic), folklore and ironic discourse, and when writing hieroglyphs, semantic and graphical errors are possible.</p>
Dissertations / Theses on the topic "Hieroglyphic Writing"
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Tanaka, Yuki. "A comparative study of Maya hieroglyphic writing and Japanese orthography in the quirigua hieroglyphic corpus /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674100381&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2008."Department of Anthropology." Keywords: Hieroglyph, Linguistic anthropology, Maya, Phonology, Quirigua, Writing system. Includes bibliographical references (p. 132-162). Also available online.
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Tanaka, Yuki. "A Comparative Study of Maya Hieroglyphic Writing and Japanese Orthography in the Quiriguá Hieroglyphic Corpus." OpenSIUC, 2008. https://opensiuc.lib.siu.edu/theses/417.
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This paper examines consonant-vowel syllabic spelling in Maya hieroglyphic writing, comparing it with Japanese writing, both of which use logo-syllabograms. The central aim is to suggest a new perspective that will contribute to building testable theories for Mayan hieroglyphic spelling rules. Two research questions addressed here are: 1) how does the ancient Maya spelling system work; and 2) what is the motivation behind the ancient Mayan people's choice and use of CV syllabograms and logo-syllabic writing. I will investigate these questions from the following perspectives: 1) linguistic approaches to logo-syllabic writing systems; 2) phonetics; 3) a native Japanese speaker's intuition; 4) relationships between spoken and written languages. By using linguistic theories and methods with anthropological comparative methods, I propose the hypothesis that a word-final vowel in Maya hieroglyphic writing represents either an echo-vowel, a part of grammatical morpheme, a paragogic vowel accounting for word-final syllabification, or an underspelled word-final consonant.
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Miyagawa, So. "An intuitive unicode input method for ancient Egyptian hieroglyphic writing." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201695.
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In this study, I extended input methods for the Japanese language to Egyptian hieroglyphics. There are several systems that capable of inputting Egyptian hieroglyphic writing. However, they do not allow us to directly input hieroglyphs, for instance, into MS Word. The new Egyptian hieroglyphic input system being reported here, developed using technology used for inputting Japanese writing, is quite unique and allows the direct input of hieroglyphs, for example, into MS Word. Ancient Egyptian hieroglyphs and the Japanese writing system (with its mixture of hiragana, katakana and kanji) share basic graphemic characteristics. For instance, Ancient Egyptian hieroglyphic logograms are functionally similar to Japanese kanji logograms (Chinese characters), whereas Egyptian hieroglyphic phonograms are functionally similar to Japanese hiragana and katakana syllabic phonograms. The input technology for Japanese makes it possible to input a mixture of logograms and phonograms, and phonetic complements. This technology is a well-organized and handy tool to input Japanese writing into computers, having been used by over 100 million people. I applied this technology to Ancient Egyptian hieroglyphic inputting and created a new intuitive hieroglyphic inputting system using Google Japanese Input. Using this method, anyone can directly write Egyptian hieroglyphic writing into software like MS Word. If the transcription of an ancient Egyptian word is entered, the correct hieroglyphs are generated by this system. If there are multiple options for any phonemic combinations that use other combinations of phonetic complements or determinatives, a dropdown window with a list of several combinations of glyphs appears and the user can choose the desired combination.
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Van, Essche Eric. "Du lisible au visible: l'écriture figurative dans les temples de l'époque ramesside." Doctoral thesis, Universite Libre de Bruxelles, 1995. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212509.
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Decorte, Roeland Pieter-Jan Ewoud. "The origins of writing, and its relation to art on Bronze Age Crete." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/274634.
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This thesis sheds first light on the complex narrative behind the earliest appearance of writing in Europe. A radical new framework of interpretation, recognising art and writing as different ends of a single mode of graphic expression, is applied to the material culture of Early to Middle Bronze Age Crete as a context-conscious alternative to the strict and anachronistic divisions imposed by traditional models. This allows for a novel way of viewing and identifying structures of meaning embedded in otherwise familiar evidence. A comprehensive synthesis of the archaeological evidence for the undeciphered Bronze Age Cretan writing systems is offered, contextualising the thesis and its arguments within a new narrative of mostly autonomous script formation on Crete. Detailed analysis of the material record is started in the Early Bronze Age, where a previously unrecognised system of Prepalatial glyptic iconography is demonstrated to have maintained uniform distribution and presentation for roughly eight centuries, appearing in the exact contexts, and ostensibly fulfilling similar functions, as later writing. This newly identified system is argued to have provided the conceptual background against which later writing emerged. The thesis subsequently discusses the Archanes Script, the first accepted ‘true’ writing to appear west of Egypt, which has been severely understudied and highly ill-understood. Redefining the Archanes Script completely, a first signary is constructed, and new documents discovered. A further chapter argues for the possible existence of other, as of yet unidentified, linear writing systems on Crete. This is followed by a study of the Cretan Hieroglyphic writing system; the unjustified omission of supposedly ‘decorative’ signs in many of its documents is identified, the script’s corpus nearly doubled, and ‘a complete turnaround in the way in which we approach and define Cretan Hieroglyphic’ proposed.
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Ray, Corey Carpenter. "Understanding the ancient Egyptians : an examination of living creature hieroglyphs." Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/51538.
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Thesis (MA)--Stellenbosch University, 1999.ENGLISH ABSTRACT: In this thesis an exploration is made into whether or not hieroglyphs reflect ideas of the ancient Egyptians themselves. By examining "living creature" hieroglyphs one may contemplate why the ancient Egyptian chose a particular manner of depiction. The manner of depiction can then be examined insofar as what ideas they may reflect. In this way study into other groups of signs such as those of the environment may be used to further illuminate the lives and our understanding of the ancient Egyptian(s). This thesis begins with an examination of both the problem inherent in such a task and an overview of some of the "processes" involved. By understanding that a reconstructed reality, that of the hieroglyph, reflects both real and perceived characteristics represented in glyphic form, one may seek out the mental impressions considered relevant to the people themselves. Next the role literacy played and still plays is discussed. This discussion includes a brief historical overview of both the history of decipherment and the "language" of the ancient Egyptians. The importance of "writing", artistic in nature in Egypt in regards to hieroglyphs, is then discussed as it relates to its use as symbol. Hieroglyphs are then discussed in their role as art, communication, and language emphasizing the multitudinous role(s) which they served. The importance is thus reiterated that hieroglyphs served as a communication of ideas to both the literate and the "illiterate" in at least a menial manner. After providing a "background" context of both the world and time of hieroglyphs and their subsequent "understanding" and interpretation, there is an analysis of the hieroglyphs for living creatures including the following Gardiner groupings: (1) mammals, (2) birds, (3) amphibians and reptiles, (4) fish, (5) invertebrates and lesser animals. The signs are examined in regards to their function and variations followed by some observations and comments related to the "structure" and perspective of the sign itself. Summary observations and comments are then made about each group. The thesis is then brought full circle by examining the implications of what hieroglyphs can tell us about the ancient Egyptians, via the perceptive and communicative role which they played. By understanding hieroglyphs as "fingerprints" of/from the mind of the people and subsequently their culture, this framework may provide a new mechanism into understanding the Egyptian via their own visualization and perceptive nature. A case is then proposed that this new "mechanism", if it is indeed considered feasible, can be applied to not only the physical world consisting of nature such as the environment, but also to groups which depict manmade objects.
AFRIKAANSE OPSOMMING: In hierdie tesis is die moontlikheid ondersoek dat hierogliewe iets van die ideewereld van die antieke Egiptenare reflekteer. In die bestudering van "lewende wese" hierogliewe kom vrae op soos waarom die antieke Egiptenare juis 'n spesifieke vorm van voorsteIIing verkies het. Die vorm van voorsteIIing kan dan bestudeer word vir die idees wat dit moontlik mag reflekteer. Ander groepe/velde van tekens, soos die van die breër omgewing, kan gebruik word om verdere lig te werp op die lewe van die antieke Egiptenaar(e) en ons verstaan daarvan. Die tesis begin met 'n bestudering van die inherente probleme in die aanpak van so 'n taak en 'n oorsig oor sommige van die "prosesse" daarby betrokke. By die verstaan van die hieroglief as 'n gekonstrueerde realiteit, wat weklike sowel as afgeleide eienskappe reflekteer, ontdek die ondersoeker daarvan iets van die persoonlike/kulturele indrukke wat deur hierdie groep mense as relevant ervaar is. In die volgende afdeling kom die rol van geletterdheid aan die beurt. Hierdie bespreking sluit 'n bondige historiese oorsig oor die geskiedenis van ontsyfering asook die taal van die Egiptenare in. Die belang van die "skryfkuns" en veral die kunsaard daarvan in die Egiptiese hierogliewe word vervolgens bespreek. Dit is veraI waar soos dit in verhouding staan met die gebruik daarvan as simbool. Die veelsydige rol(le) en belang van hierogliewe in die kuns, kommunikasie en taal word dan ondersoek en bespreek. Die klem word daarop gelê dat hierogliewe as die kommunikasie van idees aan beide die geletterde en "ongeletterde" dien. Nadat 'n agtergrondkonteks van die wereld en tyd van die hierogliewe en die daaruitvloeiende "verstaan" en interpretasie daarvan gegee is, word 'n analise van die "lewende wese" hierogliewe gedoen. Dit sluit die volgende groeperinge van Gardiner in: (1) soogdiere, (2) voels, (3) amfibiee en reptiele, (4) visse, (5) invertebrata en kleiner diere. Hierdie hierogliewe word ondersoek in terme van hulle funksie en variasies, gevolg deur waarnemings en opmerkings aangaande die "struktuur" en die perspektief van die teken. Opsommende observasies en enkele opmerkings oor elke groep volg daarna. Die tesis word afgerond met 'n ondersoek na die implikasies van wat ons kan wys word uit die hierogliewe aangaande die antieke Egiptenare, via die perspektiwiese en kommunikatiewe rol wat dit vervuI. Deur hierogliewe te verstaan as die "vingerafdrukke" van die begrip van hierdie mense kan hierdie raamwerk 'n nuwe meganisme in die verstaan van die Egiptenaar via die visualisasie en waarneembare aard daarvan, vorm. 'n Voorstel word gemaak dat hierdie nuwe "meganisme", indien dit uitvoerbaar is, toegepas kan word, nie net op die hierogliewe van die fisiese wereld bestaande uit die natuur en die omgewing nie, maar ook op hierogliewe wat mensgemaakte voorwerpe voorstel.
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Wilson, Penelope. "A lexicographical study of the Ptolemaic texts in the Temple of Edfu." Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303304.
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Leal, Pedro Germano Moraes Cardoso. "The invention of hieroglyphs : a theory for the transmission of hieroglyphs in early-modern Europe." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5167/.
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The present dissertation investigates the process of transmission of hieroglyphs from Egypt to Early-Modern Europe. This phenomenon has been studied by Egyptologists and Art Historians, mostly from a historical and descriptive standpoint, but here an original theoretical perspective was adopted: Grammatology or the study of writing. In order to understand this process of stimuli diffusion, and its outcome, it was deemed necessary to delve into both the Egyptian writing-system and the hieroglyphic phenomenon in the Renaissance, which led the dissertation to be divided into two parts. The First Part is devoted to The Ancient Hieroglyph: Chapter One addresses the mechanics of Egyptian hieroglyphs, their grammatological functions and the outline of a theory for the text-image dynamics in this context; Chapter Two examines the terminology of “hieroglyph” in Egypt, and its conceptual difference from the Greek and Contemporary views on the matter; Chapter Three describes the historical development of the Egyptian writing and a hypothesis for the emergence of a “hieroglyphic hermeneutics”; Chapter Four is dedicated to Horapollon’s Hieroglyphica, which is regarded as the main vector of diffusion between Ancient and Modern hieroglyphic traditions. The Second Part focuses on The Early-Modern Hieroglyph: Chapter Five outlines the early process of diffusion and the first ideas of hieroglyph in the Renaissance; Chapter Six discusses the creation of new hieroglyphic codes; Chapter Seven tackles the role of hieroglyphs in the birth of the emblematic tradition and its continuous relationship on different culture levels; Chapter Eight look into the Spanish jeroglificos, regarding it as a hybrid genre of hieroglyphs and emblems; Chapter Nine explores the impact of Renaissance hieroglyphs on the cultural perception of writing; and finally, in Chapter Ten, the process of convergence between hieroglyphs, alchemical iconography and emblems is analysed in the light of the previous chapters. It was found that there is an objective relationship between Ancient and Modern hieroglyphs, not easily perceptible and often downplayed as a result of a certain logocentrism, but of great importance – especially in terms of its impact on the establishment of a European text-image tradition. Another conclusion is that, if Renaissance scholars, artists and poets thought it possible to write through images, and in fact created speaking pictures, visual compositions can be considered as a form of writing - being therefore a potential subject of Grammatology. This finding does not exclude other instruments of analysis, but creates a number of theoretical solutions in the field of text-image studies that have been employed in the present study.
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Angenot, Valérie. "La formule m) ("regarder") dans les tombes privées de la dix-huitième dynastie: approche sémiotique et herméneutique." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211365.
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Louant, Emmanuel. "Le dieu-fils Harsomtous dans les temples égyptiens d'époque tardive : étude de sa relation avec le dieu-patron du sanctuaire pour définir sa personne et ses fonctions spécifiques en tant que dieu-fils dans et hors du temple d'Edfou." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211729.
Full textBooks on the topic "Hieroglyphic Writing"
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Watterson, Barbara. Introducing Egyptian hieroglyphs. 2nd ed. Edinburgh: Scottish Academic Press, 1993.
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Donoughue, Carol. The mystery of the hieroglyphs: Egyptian hieroglyphs and how they were deciphered. London: British Museum Press, 1999.
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Budge, E. A. Wallis. Egyptian language: Easy lessons in Egyptian hieroglyphics, with sign list. London: Routledge, 1989.
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Barbara, Mintz, ed. Hieroglyphs: The writing of ancient Egypt. London: Published for the Trustees of the British Museum by British Museum Publications, 1985.
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Adkins, Lesley. Las claves de Egipto: La carrera por leer los jeroglíficos. Madrid: Editorial Debate, 2000.
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Milton, Kwasi. The hieroglyphics: The genesis of writing. Hampton, Va: United Brothers Communications System, 1992.
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Ḥammād, Muḥammad. Taʻallam al-Hirūghlīfī: Lughat Miṣr al-qadīmah wa-aṣl al-khuṭūṭ al-ʻālamīyah. [Cairo]: al-Hayʾah al-Miṣrīyah al-Āmmah lil-Kitāb, 1991.
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Pellham, Brian. Egyptian heiroglyphics [sic] and their meanings. Bellevue, WA: Kheper Pub., 1995.
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Marrone, Caterina. I geroglifici fantastici di Athanasius Kircher. [Roma]: Stampa alternativa & Graffiti, 2002.
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Armah, Ayi Kwei. Hieroglyphics for babies =: Les hiéroglyphes dès le berceau. [Dakar?]: Per Ankh, 1997.
Find full textBook chapters on the topic "Hieroglyphic Writing"
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Wolfreys, Julian. "The Hieroglyphic Other: The Beetle, London and the Anxieties of Late Imperial England." In Writing London, 8–35. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591943_2.
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Pae, Hye K. "The Emergence of Written Language: From Numeracy to Literacy." In Literacy Studies, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_2.
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Abstract This chapter reviews how written signs first emerged and developed into systematic writing systems. The first sign system appeared to fulfill accounting purposes for the preservation of private properties in antiquity. Initial written signs, including plain tallies, complex tokens, and tokens in clay envelopes, are reviewed. Written signs before the emergence of the Greek alphabet, such as cuneiforms and hieroglyphs, are also reviewed. As agricultural culture and urbanization took place, writing systems became more multifaceted and systematized. The characteristics of true alphabets are discussed. For a comparison purpose, the Chinese writing system is briefly mentioned. The chapter ends with a discussion of the transition from numeracy to literacy.
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"Hieroglyphic Writing." In Egyptian Language (Routledge Revivals), 13–24. Routledge, 2013. http://dx.doi.org/10.4324/9780203071267-8.
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Dobson, Eleanor. "‘The master-key that opens every door’: Hieroglyphs, Translations and Palimpsests." In Writing the Sphinx, 97–146. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474476249.003.0004.
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This chapter considers the translation of ancient Egyptian hieroglyphs along with advancements in printing technologies across the nineteenth century, which led to an increased hieroglyphic presence in modern media. It focuses, in particular, in the use of hieroglyphs by authors of fiction, including H. Rider Haggard and E. Nesbit. In some cases, Egyptologists lent their expertise; alternatively, authors and designers consulted these experts’ grammars and dictionaries to construct their own (sometimes erroneous) meanings. Analysing the use of hieroglyphs in a variety of fiction and other cultural forms not only reveals networks of consultation between those with a professional and an amateur interest in ancient Egypt, but the wealth of connotations that the hieroglyphs suggested: from a magical language (often in children’s or supernatural fiction) to a romantic script suitable for love letters and secret correspondence (suited to romance, mystery, and detective genres). Meanwhile, increased tourism in Egypt resulted in the proliferation of palimpsestic chiselling of names onto temples and pyramids, while ankhs obelisks were incorporated into European and American grave designs. Ultimately, these uses of hieroglyphs reveal a bid for immortality, whether that of the individual or even the literary works that contemporary authors were inscribing with ancient Egyptian script.
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Prager, Christian M. "Visual dimensions of Maya hieroglyphic writing:." In The Social and Cultural Contexts of Historic Writing Practices, 101–24. Oxbow Books, 2021. http://dx.doi.org/10.2307/j.ctv2npq9fw.11.
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"The Hieroglyphic Writing of the Ancient Egyptians." In Pharaohs, Fellahs & Explorers, 254–80. Routledge, 2013. http://dx.doi.org/10.4324/9781315828497-13.
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Restall, Matthew, and Amara Solari. "4. The writing rabbit." In The Maya: A Very Short Introduction, 43–56. Oxford University Press, 2020. http://dx.doi.org/10.1093/actrade/9780190645021.003.0004.
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“The writing rabbit” explores the central importance of art in the Maya world. At the highest levels of society, art lent ideological support to ruling lineages. Mayas at various levels of society were proficient in the ceramic and lapidary arts. Scholars have been fascinated by the “Maya code” for generations and we can read now almost all their extant texts. Their hieroglyphic writing was logophonetic, a combination of logographic and phonetic. The Maya made books from beaten fig bark, known as codices, four of which survive. Maya architecture, both domestic and urban, was formed around patios or plazas. Late Classic rulers advertised their political might through large-scale urban projects.
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"3. Preposed Phonetic Complements in Maya Hieroglyphic Writing." In Linguistics and Archaeology in the Americas, 27–43. BRILL, 2010. http://dx.doi.org/10.1163/9789047427087_004.
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"8. The Workshop for Maya on Hieroglyphic Writing." In Maya Cultural Activism in Guatemala, 131–40. University of Texas Press, 1996. http://dx.doi.org/10.7560/708501-009.
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Nosch, Marie-Louise, and Agata Ulanowska. "The materiality of the Cretan Hieroglyphic script:." In The Social and Cultural Contexts of Historic Writing Practices, 73–100. Oxbow Books, 2021. http://dx.doi.org/10.2307/j.ctv2npq9fw.10.
Full textConference papers on the topic "Hieroglyphic Writing"
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Strel’nikov, I. A., and N. V. Strel’nikova. "THE MNE-TECHNICAL APPROACHES TO TEACHING HIEROGLYPHIC KEYS (RADICALS) OF IDEOGRAPHIC WRITING IN JAPAN AND CHINA." In New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy. PD of KSUEL, 2020. http://dx.doi.org/10.38161/978-5-7823-0731-8-2020-217-228.
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In the article various approaches to the use of mnemonic techniques in teaching key characters of Japanese and Chinese characters were discussed. The retrospective analysis of mnemonics in a historical aspect is given, modern approaches to mnemonics in pedagogical theory and practice are considered.
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Шулина, Алина Ивановна. "TOPICAL ISSUES OF TEACHING CHINESE." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/ecs302.2022.32.66.003.
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В статье проводится анализ основных ошибок, которые допускают студенты в процессе обучения по направлению подготовки специалистов международных отношений на примере взаимодействия с Китаем в области изучения китайского языка. Приводятся примеры сложностей и ошибок, которые наиболее часто возникают у студентов в процессе изучения и применения правил фонетики, лексики, грамматики, иероглифики китайского языка. На ошибках в письменном китайском языке в статье сделан особый акцент, поскольку данная область вызывает у обучающихся наибольшее затруднение, потому в ней и допускается самое большое количество ошибок. Рассматриваются ошибки студентов в устном и письменном китайском языке, которые допускаются из-за различий в области культур России и Китая. На основе проведенного анализа предложены методы преподавания китайского языка как с целью профилактики возникновения ошибок со стороны студентов, так и для повышения качества подготовки специалистов в области международных отношений на примере взаимодействия с Китаем. The article analyzes the main mistakes that students make in the process of studing in the area of training specialists in international relations on the example of interaction with China in the field of learning Chinese. Examples of the difficulties and mistakes that students most often experience in the process of learning and applying the rules of phonetics, vocabulary, grammar, and Chinese hieroglyphics are given. This article places special emphasis on errors in the written Chinese language, since this area causes the students the greatest difficulty, because the greatest number of errors are allowed in it. Also, the article discusses the mistakes of students in speaking and writing Chinese, which are allowed due to differences in the areas of cultures of Russia and China. Based on the analysis, methods of teaching Chinese are proposed with the aim of preventing errors from occurring on the part of students and to improve the quality of training specialists in the field of international relations using the example of interaction with China.
Reports on the topic "Hieroglyphic Writing"
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Gundacker, Roman. Zur Lesung des Eigennamens des dritten und fünften Königs der VI. Dynastie. Verlag der Österreichischen Akademie der Wissenschaften, December 2020. http://dx.doi.org/10.1553/erc_stg_757951_r.gundacker_zur_lesung_des_eigennamens_des_dritten_und_fuenften_koenigs_der_vi._dynastie.
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The royal name borne by the third and fifth king of the VI dynasty is either read (a) Ppy (Ppjj) or (b) Pjpj. Even though the earlier option appears to represent better the actual hieroglyphic writing, the latter fits it no less, and there are parallels for either reading among hypocoristic names of the Old Kingdom with Ppy (Ppjj) belonging to a more common type than Pjpj. However, based on an analysis of hypocoristic names and the king list tradition down to Manetho, this royal name can be identified as a special kind of reduplicated hypocoristic name with a distinct stress pattern, which is characteristic for the Old Kingdom: Pjpj ~ *Păyắpăyă.