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Onondaga English English Onondaga Dictionary 1st
Edition Hanni Woodbury Digital Instant Download
Author(s): Hanni Woodbury
ISBN(s): 9780802037336, 080203733X
Edition: 1
File Details: PDF, 64.38 MB
Year: 2003
Language: english
ONONDAGA-ENGLISH / ENGLISH-ONONDAGA DICTIONARY
This page intentionally left blank
HANNI WOODBURY

Onondaga-English /
English-Onondaga
Dictionary

UNIVERSITY OF TORONTO PRESS

Toronto Buffalo London
© Hanni Woodbury, the Onondaga Nation Council of Chiefs, the Six Nations of the Grand
River, and the Woodland Cultural Centre

Published by University of Toronto Press Incorporated 2003

Toronto Buffalo London

Printed in Canada

ISBN 0-S020-3733-X

Printed on acid-free paper

National Library of Canada Cataloguing in Publication

Woodbury, Hanni
Onondaga-English/English-Onondaga dictionary I Hanni Woodbury.
ISBN 0-S020-3733-X
1. Onondaga language - Dictionaries - English. 2. English
Language - Dictionaries - Onondaga. I. Title.
PM2076.Z5W662003 497'.55 C2002-90444S-0

All royalties from the sale of this work are paid to the Onondaga National Council
of Chiefs and to the Six Nations of the Grand River.

Financial support for this publication has been provided by the Government of
Ontario through the Ontario Training and Adjustment Board.

University of Toronto Press acknowledges the financial assistance to its publishing

program of the Canada Council for the Arts and the Ontario Arts Council.

University of Toronto Press acknowledges the financial support for its publishing
activities of the Government of Canada through the Book Publishing Industry
Development Program (BPIDP).
Contents

Preface ix

Introduction 1
The Communities 1
The Onondaga Dialects 1
Sources 2
General Organization of the Dictionary 3
Onondaga-English Dictionary 3
English-Onondaga Dictionary 4
The Appendices 5

Onondaga Orthography 6
Choice of an Orthography 6
Symbols for Prosodic Features 8
Alphabetical Order of Onondaga-English Entries 9

The Structure of Words in Onondaga 11

The Verb 11
The Noun 14

Design of Onondaga-English Entries 16

The Dictionary Entries 16
Main Entries: Principal Types 17
Verb Bases 17
Noun Bases 18
Particle Bases 19
Main Entries with Alternants 19
Main Entries for Affixes and Clitics 20
Affixes 21
Clitics 21
Cross-reference Entries 22
vi Contents

A Detailed Guide to Onondaga-English Entries 23

Definitions of the Concepts Root, Stem, and Base 23
Use of the Concept Base in this Dictionary 23
Entries for Verb Bases 29
Active Verbs 29
Motion Verbs 37
Stative Verbs 38
Verb Bases with Prepronominal Prefixes 39
Verb Bases That Require Prepronominal Prefixes 39
Verb Bases That Optionally Take Prepronominal Prefixes 39
Verb Bases with Incorporated Nouns 42
Subentries with Incorporated Nouns 42
Verb Bases that Include Incorporated Nouns 44
The COMPOSED OF Part of the Entry 47
The DERIVED BASES Part of the Entry 47
The NOTE Part of the Entry 48
Aspect and Conjugation Class Marking 48
Entries for Noun Bases 49
Bases Designated n 49
Bases Designated v>n 50
Bases Designated N 51
Bases Designated V>N 52
Bases Designated v In 52
Bases Designated kinterm 53
Phonological Patterns 53
Base-initial Alternation 54
Changes Resulting from the Loss of Old Onondaga r 54
Vowel Sequences 57
The Resonants wand y 58
The Sequences kk and kg 58
Sequences with h 58
Prosodic Features of Accent and Length 59

References 63

Ab breviations 66

ONONDAGA-ENGLISH DICTIONARY 67

Guide to English-Onondaga Entries 979

ENGLISH-ONONDAGA DICTIONARY 983

 Contents vii

APPENDICES 1447

Appendix 1: Nature 1451

1.1. Animals 1451
1.2. Birds 1453
1.3. Fish 1454
1.4. Insects 1455
1.5. Parts of Animals, Birds, Fish, and Insects 1456
1.6. Trees 1457
1.7. Plants, Plant Parts, Vegetables, and Fruits 1458
1.8. Natural Materials 1460
1.9. Natural Formations 1463
1.10. Weather and Meteorological Phenomena 1467
1.11. Directions and Locations 1472
1.12. Time Divisions and Cycles 1474
1.13. Seasons 1476
1.14. Months and Moons 1477
1.15. Days of the Week 1479
1.16. Numbers 1479
1.17. Colors 1481
1.18. Shapes 1482

Appendix 2: People 1483

2.1. Persons, Generations, Life Stages 1483
2.2. Family and Kinship 1484
2.3. Body Parts 1487
2.4. Health 1496
2.5. Body Processes 1503
2.6. Positions of the Body: Being in Place, Getting in Place 1508
2.7. Perception 1513
2.8. Personality, Emotions, Moods, and Mental States 1514
2.9. Language and Speech 1521
2.10. Pursuits and Occupations 1527

Appendix 3: Household and Community 1531

3.1. Inside the Home: Parts of the House, Furniture, Decor, Equipment 1531
3.2. Kitchen Equipment and Furnishings 1534
3.3. Food and Food Preparation 1536
3.4. Eating and Drinking 1545
3.5. Clothing, Jewelry, Wearing Clothes and Jewelry 1548
3.6. Community: Places, Objects, and Buildings 1553
3.7. Recreation, Games, Equipment, Musical Instruments 1556
Vlll Contents

List of Tables
1 Onondaga Orthography 7
2 The Minimal Verb 12
3 Verb with Prepronominal Prefix 12
4 Verb with Derivational Suffix 13
5 The Minimal Noun 14
6 Position Classes in the Verb (Lounsbury 1953) 24
7 Position Classes in the Verb (Chafe 1967) 24
8 Position Classes in the Verb (Chafe 1996; Rudes 1999) 24
9 Position Classes in the Noun 24
10 Derivational Suffixes 26
llA Pronominal Prefixes (Onondaga Nation) 32
11 B Pronominal Prefixes (Six Nations) 34
12 Aspect Conjugation Classes 36
13 Aspect Conjugation Classes of Stative Verbs 38
14 Prepronominal Prefixes 40
15 Inventory of Old Onondaga and Contemporary Onondaga Vowels 54
16 Vowel Changes Associated with the Loss of Old Onondaga r 54
17 Base-Initial Modifications 55
Preface

This dictionary is the result of shared Hill, Eva Okun, the late Olive
efforts by a large number of people, Burnette, and a group of enthusiastic
among them several generations of na- students of the Onondaga language.
tive speakers of the two dialects of the Their careful reading of the entries
Onondaga language: greatly improved the dictionary and
From Six Nations Reserve in Canada: helped to sort out many questions about
Charles Bomberry, the late Isabelle dialect differences between Onondaga
Burning, Nora Carrier, the late Reg Nation and Six Nations speakers. I am
Henry, Peter Sky, the late Jacob Tho- grateful to the Onondaga Nation Coun-
mas, and the late Gladys Thomas Wil- cil of Chiefs and the Onondaga Nation
liams. Clan Mothers for their encouragement
From Onondaga Nation near Syra- and support of that work.
cuse, NY: The late Olive Burnette, The dictionary will be of use to any-
Helen Crouse, Louis Farmer, the late one interested in the Onondaga lan-
Wallace Green, Phoebe Hill, Eva guage: speakers, students, linguists, and
Okun, Audrey Shenandoah, Susan social scientists. It is organized in a
Thomas, the late Harry Webster, and way that does not presuppose any
the late Lotte Webster. knowledge of Onondaga. It can be used
I am deeply thankful for the kindness in many different ways: as a speU-
and patience shown me by these col- checker, as a way to find the Onondaga
laborators, who, for thirty years, have translation of an English word or the
taught me about their language. My English translation of an Onondaga
hope is that this dictionary, and a ref- word, to find out something about the
erence grammar of Onondaga which is complicated structure of the Onondaga
in preparation, will return to them in a word, to trace the relationships among
useful form something of what they words, and to find words with related
have taught me. meanings.
I am also particularly grateful to Michael Foster, Karin Michelson,
Percy Abrams, who spent many months and I have, for the last twelve years,
at Onondaga Nation going over a ver- had many discussions concerning the
sion of this dictionary with Phoebe special problems inherent in making a
x Preface

dictionary of an lroquoian language. My husband, Thomas Woodbury, has

The basic design of this dictionary is a given me his constant support during
product of these conversations. I am ex- these years. His help and interest have
tremely grateful to both of them for become invaluable to my work on Onon-
this collaboration; I have benefited daga.
greatly from it. I am especially in- In November of 1994, having been ap-
debted to Karin Michelson, who has proached by Dr. John Stanley, Manager
just completed her dictionary of of Literacy Development at the
Oneida, and who has been immensely Ontario Ministry of Training, Colleges,
generous in sharing her ideas. She and I and Universities, about compiling a
had decided to make our dictionaries as dictionary and grammar of Onondaga, I
similar as possible. The parallel prob- met at Six Nations Reserve with a
lems we faced made for very close con- group of speakers from Six Nations and
tact between us concerning details of Onondaga Nation. We discussed the
structure, format, and even wording. feasibility of the project, and shared
Many of the decisions about how to our ideas about the uses and form of the
deal with particular entries are the dictionary. Most, if not all, of our early
result of these consultations. Our fellow ideas have been incorporated in the
lroquoianists Clifford Abbott, Wallace final work. Participants of this
Chafe, Carrie Dyck, Bryan Gick, the planning group were Percy Abrams, Kim
late Floyd Lounsbury, David Maracle, Abrams, Virginia Abrams, Nora
Gunther Michelson, Marianne Mithun, Carrier, Phoebe Hill, Lucille Jamieson,
and Blair Rudes gave valuable advice Hubert Sky, Gladys Williams, and
during discussions at Iroquois Confer- Chief Toby Williams.
ences over the years when we presented A co-sponsorship between the On-
our ideas on dictionary making. Mi- tario Ministry of Training Colleges and
chael Foster, Karin Michelson, Russell Universities (formerly the Ontario
Deer, and Percy Abrams gave close Training and Adjustment Board), the
readings to the introductory sections of Six Nations of the Grand River, and
the dictionary and made many helpful the Woodland Cultural Centre in
suggestions. Finally, many thanks to Brantford, Ontario, provided funds
Anthony Woodbury for his good advice supporting the research and publication
and useful suggestions offered along the of this dictionary. The project is a part
way. of a larger one undertaken by the Minis-
I am indebted to Nickolas Wolff of try to document all of the Algonquian
Hanover, New Hampshire, who de- and lroquoian languages spoken in the
vised an ingenious program for my dic- Province of Ontario. I thank Amos Key,
tionary database. He took tremendous director of the Woodland Cultural Cen-
interest in the project and has been tre, and John Stanley and his successors
ready with solutions to problems at at OMTCU, for their good advice and
every tum. help over the years.
Introduction

The Communities available options are made to achieve

similar or identical meanings.
The Onondaga language is one of a The speakers themselves are very
group of still extant languages that much aware of these differences, and
form the northern branch of the Iro- speakers in both communities expressed
quoian family of languages; the others their desire to keep the two dialects
are Mohawk, Oneida, Cayuga, Seneca, distinct in this dictionary. Ideally,
and Tuscarora. The southern branch of this would mean that each example is
the family is represented by a single submitted to one or more speakers in
language, Cherokee. Onondaga is spo- each community to test it for accept-
ken at two locations: in Canada, at Six ability. As a practical matter this is
Nations Reserve, which is located near impossible, since the few remaining
Brantford, Ontario, and in the United speakers simply do not have the time
States, at Onondaga Nation, which is or the inclination to do this. It was de-
located just south of the city of Syra- cided, therefore, that it is more impor-
cuse, NY. tant to include entries in the dictionary
even if it is impossible to verify their
acceptability in both communities. As a
The Onondaga Dialects compromise, the practice followed is to
identify each example by community.
The dialects of the two communities of Hence, an example that was collected
Onondaga speakers are somewhat di- at Six Nations Reserve is marked (6N),
vergent. The differences are in part and an example from Onondaga Nation
phonological, and in part morphologi- is marked (ON). In addition, a group of
cal: the pronominal prefix systems of speakers at Onondaga Nation spent
the two communities of speakers differ many weeks going over a late version of
somewhat, and the dialects sometimes this dictionary and checked all of the
differ with respect to word construction; examples for acceptability in their
that is, different choices from among dialect. For this reason many examples
are marked as coming from both commu-
2 Introduction

nities, and this has greatly improved nally from the the early 1900s; exam-
the dialect information of the work. ples from Woodbury and Webster date
The user of the dictionary should from the 1970s. These were used, pri-
keep in mind that when an example is marily to provide contexts for cited ex-
marked for only one of the dialects, amples. The texts also provide highly
this does not mean that it is unaccept- inflected forms of words, which are less
able in the other dialect. It may simply easily obtained in elicited forms.
mean that the word has not been Hewitt's orthography, while admira-
checked in the other dialect. Further- bly consistent, is very difficult to re-
more, there is a lot of variation within produce. Examples from his works have
each community, and it is possible that been transliterated into the orthogra-
examples that are acceptable to one phy used in this volume? My own work
speaker may not be to another. Some- (Woodbury, 1992; Woodbury and
times speakers have commented on Webster, 1980) was written in a phone-
their opinions of speech forms; these mic orthography that is not well re-
comments have been added to the NOTE garded by contemporary speakers. Ex-
section of entries in the Onondaga- amples from those works have been
English dictionary. transliterated into the orthography
used for this dictionary, an orthogra-
phy that is preferred by members of the
Sources two communities (see Onondaga Or-
thography, pp. 6-10). I have at times
The bulk of the examples in the dic- cited corrected versions of words from
tionary come from my field notes which those works, since they are my own, and
have been gathered from speakers in because I have learned a number of
the two communities from 1971 to the things since publishing them. I have
present. In addition, I have cited se- also made analytical changes where an
lected examples from, principally, six earlier analysis no longer seemed valid
textual sources: Hewitt (1903), Hewitt to me, and where contemporary speak-
(1928), Shea (1860), Woodbury (1992), ers provided new pronunciations of the
Woodbury and Webster (1980a, b, c, d), same words. In the latter case, the
and Zeisberger (1887).1 The textual source code, (ON) or (6N), has been
sources had several different uses, and added to the reference to the cited
were treated somewhat differently work.
from one another. The works by Shea and Zeisberger,
Examples from the works by Hewitt completed in the seventeenth and
and from Woodbury (1992) date origi- eighteenth centuries, respectively,
date from a time before the Onondaga
1. Examples from these sources are marked as
language underwent major phonological
follows: changes. These works are often cited in
Hl-220: Hewitt 1903, pp. 1-220. the notes to main entries to show attes-
H612-791: Hewitt 1928, pp. 612-721.
Wl-701.1-8: Woodbury (1992), pp.1-701,
followed by line numbers.
W+W = Woodbury and Webster 1980, page 2. In Hewitt (1928) the features of length and
and sentence numbers. stress are not marked. In Hewitt (1903), they
52-103: Shea 1860, pp. 2-103. are marked, but not reliably so. I cite his
Zl-236: Zeisberger 1887, pp. 1-236. forms as given by him.
 Introduction 3

tations in Old Onondaga. 3 The works by Compiling a dictionary of Onondaga,

Shea and Zeisberger are cited in the indeed of any of the Iroquoian lan-
orthographies these authors used. guages, presents hurdles that are diffi-
cult to imagine for speakers of morpho-
logically less complex languages. There
General Organization of the are basically three ways to organize a
Dictionary bilingual dictionary. One of these, the
most familiar to speakers of English, is
to list whole words as main entries and
The dictionary is organized into three
then provide their glosses in the second
parts. The first is the Onondaga-
language. A second way is to list single
English dictionary, the second is the
morphemes (meaningful parts of words)
English-Onondaga dictionary, and the
as main entries, and give as subentries
third is a set of thematically organized
examples containing the morpheme as
appendices.
it occurs in combination with other
morphemes in whole words. A third
Onondaga-English Dictionary method, the method chosen here, lists
entries by bases. The method is de-
The organization of the Onondaga- scribed at length below.
English dictionary has its origin in The choice of the method used here
ideas that grew out of a series of meet- is based on the nature of the Onondaga
ings that were begun in 1988, when word. The lroquoian languages are clas-
Karin Michelson, Michael K. Foster, sified as polysynthetic and fusional.
and I met to discuss ways to organize They are polysynthetic because, typi-
dictionaries of Oneida, Cayuga, and cally, a word consists of one or more
Onondaga. It was our goal to do this in lexical roots, and a series of prefixes
a way that would capture most accu- and suffixes that modify the meanings
rately how the Iroquoian languages are of the roots in various ways. The lan-
constructed to convey the meanings of guages are fusional insofar as the seg-
words. The structure of this dictionary ments which compose the word, the
is the result of these deliberations. 4 morphemes, do not simply line up one
next to the other, but rather fuse into
3. They will also be of value for any com- one another so that the shape of a
parative work that may be undertaken now
that numerous modern Northern Iroquoian given morpheme may be changed by its
dictionaries are either already published or proximity to another morpheme. In ad-
in the works, i.e., for Oneida (Abbott et al dition to the characteristic processes of
1996) and (Michelson and Doxtator, 2002);
for Mohawk (Maracle, 1992, 1993; G. polysynthesis and fusion, the compo-
Michelson, 1973; 2000) and (Mithun, in nent morphemes of Iroquoian words are
preparation); for Cayuga (Sweetgrass First hierarchically ordered. This means
Nations Language Council, forthcoming; Fos-
ter, in preparation); for Seneca (Chafe 1967; that the morphemes that make up a
in preparation); for Tuscarora (Rudes 1987; word cannot be interpreted merely as a
1999). sequence of meaningful entities which
4. Our ideas concerning the structure of Iro-
quois language dictionaries were presented modify one another from left to right.
to the larger community of Iroquoian linguists
and to speakers of these languages at the
1988 Conference on Iroquoian Research, and from comments and suggestions made by par-
several times thereafter. We benefited greatly ticipants in these discussions.
4 Introduction

Instead, as Lounsbury (1953:76) has put discussed below (see Use of the Concept
it, words exhibit a "box within a box" Base in this Dictionary, p. 23).
type of structure. It is important in a system that in-
While it is true that sometimes it is cludes complex units to make sure that
possible to predict the meaning or com- the information concerning the composi-
position of a given word from the mean- tion of complex bases does not get lost.
ings or functions of its morpheme con- In order to avoid this, we use a system
stituents, there are a surprising number of cross-references in which, on the one
of words in Onondaga where this is not hand, the composition of every complex
the case. The approach we devised to base is specified, and, on the other
deal with these facts in our dictionar- hand, the participation of every base
ies was to set up the alphabetically in larger, more complex, bases is also
arranged head terms of entries as units provided. The system of cross-reference
we call bases. Such units may consist of corresponds to the internal structure of
a single morpheme, but often they con- words, and it reflects the fact that
sist of a sequence of morphemes, whose speakers are frequently able to identify
meaning as a totality transcends the relationships between bases.
meanings of the individual morphemes
comprising it. An example of this is the English-Onondaga Dictionary
entry -Rihwihs?- promise, affirm, de-
cree, which consists of two morphemes: Onondaga speakers who will use this
-Rihw- matter, thing and -ihs?- finish, dictionary are all fluent speakers of
use up. We speak of such bases as being English, and many have English as
non-compositional in order to contrast their first language. The English-
them with morpheme sequences whose Onondaga dictionary is a response to
meanings are more clearly additive, as, the needs and wishes of the speakers
for example, -n~hahninv- buy corn who are teaching the language and the
which consists of -n~h- corn and -hninv- students who are striving to learn
buy. Onondaga as a second language. This
In addition, bases may be defined not part of the dictionary is designed as
only in terms of meaning but also in the point of entry for the user. The
terms of the formal peculiarities they English-Onondaga dictionary is not
display, i.e., by their selection of idio- merely an index to the entries of the
syncratic forms or combinations of mor- Onondaga-English dictionary. Rather,
phemes. Examples are bases that in- it provides three kinds of more substan-
clude a derivational suffix. The selec- tial information: a meaning in English,
tion of such a suffix is lexicalized, and a list of all of the examples that are
therefore not predictable. Thus, our attested for that meaning, and a cross-
main entries are units with unique se- reference to the base entry in the
mantic and formal properties, i.e., units Onondaga-English dictionary. To find
that are non-compositional. The suben- the Onondaga equivalent for an English
tries, which are typically regularly word it is not necessary to turn to the
inflected forms of the base, are compo- Onondaga-English dictionary. How-
sitional in relation to their base. The ever, if additional information is de-
distinction between a base and various sired, it is available to the user by turn-
other units of the Onondaga word is
 Introduction 5

ing from the English-Onondaga dic- semantic domains. The appendices

tionary to the cited base in the should also be of interest to the more
Onondaga-English dictionary. general reader. They do not attempt to
organize the entire Onondaga lexicon
The Appendices into formally analyzed semantic
domains. Rather, they are collections
The third part of the dictionary is a set of items from categories that playa
of thematically organized appendices. part in the routine of daily life. They
They are intended for teachers and thus include only a selection of the
students of Onondaga, who find it examples that appear in the first two
useful to look for words in particular parts.
Onondaga Orthography

Choice of an Orthography that occurs in restricted environments in

Onondaga.
Onondaga teachers and their students Table 1 (p. 7) describes the letters
greatly prefer an orthography that that are used to represent Onondaga
represents the actual pronunciation of sounds, equating them to sounds that
Onondaga segments as phonetically as occur in English words. It also shows
possible. The orthographies in general the differences between the letters used
use in the two communities are not the in this dictionary and the
same, and neither is fully systematic, orthographies used in the classroom at
so it became necessary to devise an or- Six Nations and Onondaga Nation. The
thography that was acceptable to equivalences between the letters and
speakers in both communities and, at the Onondaga sounds they represent are
the same time was fully capable of de- only approximate, and this is
scribing the language without ambigu- particularly noticeable for the vowel
ity. Technically, the orthography that sounds. Two Onondaga sounds, ~ and {i,
is used in this work is subphonemic. are nasalized. This nasal quality occurs
Written phonemically, the Onondaga in English somewhat faintly when a
language can be adequately described vowel is followed by n or m; in
using just fifteen letters: a, C€, e, i, 0, ~, Onondaga the nasal quality is much
{i, t, k, 5, W, n, y, h, ?, in addition to the more pronounced than it is in English.
feature of vowel length (-). However, The Onondaga sounds represented by
speakers in both communities prefer an the letters e and 0, which often sound
orthography that distinguishes be- like diphthongs in English, are not
tween voiced d and voiceless t, and diphthongs in Onondaga; rather, they
voiced g and voiceless k. In addition, a are pronounced as plain vowel sounds.
sizable group prefers the use of j to rep- The Onondaga sound represented by the
resent the cluster ts, which is pro- letter ?, the glottal stop, is not written
nounced like j when it occurs before y or out in English, but it does occur for many
i. It has also been necessary to introduce speakers of American and Canadian
the letter c to represent a voiceless con- English in words that begin in a vowel.
sonant [5], pronounced sh in English, It is important to note that when two
Table 1: Onondaga Orthography

Letters Similar to English Onondaga Example

a s.i!.w, f.i!.ther oy~?gw.i!.· 7 smoke
tuck h.i!.ksa 7ah boy
ee h.i!.t dehaeehdats he runs
b.i!.d hodce·gw~h he has claimed it
e weigh gaM:hna 7 pack, load
~bb f.hnf.ga·khwa7 pitcher
i bee, heat hwiks five
0 gQ QCiekha 7 fire
~ mf.n, sf.nd, mf.mory oy~?gwa·7 smoke
\I. moon, tll.lle od.l.l.·yo·da 7 haystack
c ship, sash dewadekhah~\l.s it comes apart
\1gyatg 7 my friend
d dolt ladle oQ.ekha? fire
g garden gagahee 7 glasses
h hand hwiks five
desaeet7ah Put on your shoes!
j jingle gajisdoha· 7 torch, lamr
k king before hand 7 at the end of a e 7nikh\l.k she sews
word dak7ahs~·? spider
skate before an obstruent consonant eksa?ah girl
n nine, banana osno·we 7 it's fast
s sing so·week duck
t tin before h or 7; at the end of a word hadistha 7 they use it
heyog~Fah it is barely visible
w a ?thaeehdat he ran
stamp before an obstruent consonant wa7tkdagw~hd~sda 7 I flattened it
w away ow~·na 7 word
y y:es gay:a·ee 7 bag
7 uh:.oh ga.?ahsee·.? basket

Differences Among Prevailing Orthographies

Dictionary Onondaga Nation Six Nations

ee a a
~ en ~
\1 on Q
c sh sh
h sometimes omitted after k
and t
8 Onondaga Orthography

or more consonant letters follow one an- An example involving the loss of w be-
other these are to be pronounced as fore y in which vowel length replaces
separate sounds. For example, the the lost w is:
sequence sh, which, in English, would
be pronounced as in the word shovel, is ga'y~n~da?ih it is complete
pronounced in Onondaga as s followed
by h. It turns out that, in addition to long
In addition to the nineteen letters vowels, r left behind a number of
listed in Table 1, a raised dot (-) is used phonological effects, or reflexes. These
as a symbol to indicate vowel length. are discussed in the section on
Anyone of the vowels can occur as a phonological patterns (pp. 54-57) but
long vowel, that is, a', re', e', i·, 0', ~', for now, note that a historical r is rep-
tJ'. Vowel length can be predictable by resented as R in the head of the entry of
a general rule, in which case it is a pro- certain bases.
sodic feature of Onondaga (see the next
section). If it is not predictable by a
general rule, its presence or absence may Symbols for Prosodic Features
affect the meaning of a word.
The development of phonemic vowel There are in spoken Onondaga features
length is relatively recent in Onon- which characterize the rhythm and
daga; Iroquoianists hypothesize that flow of the language. They mark the
these long vowels arose in the last one fact that, within a word, some sylla-
hundred and twenty years. In fact, be- bles are longer than others, some are
cause we have Shea's dictionary of Qld louder than others, and some are pro-
Onondaga, which purports to be based nounced with a higher pitch than oth-
on a seventeenth-century manuscript, ers. These are the prosodic features of
and Zeisberger's dictionary from 1887, length, loudness, and pitch. Two sym-
we know that long vowels came about bols are used in this dictionary to indi-
historically from the loss of two conso- cate prosodic features. The feature of
nants: the disappearance of r every- loudness is marked with an acute accent
where (modem Onondaga has no r's), n and a long vowel is marked with a
and the loss of w before a following y. raised dot (-) following the vowel. The
That is, where Old Onondaga had r or loudest syllable of the word, i.e., the
w, modem Onondaga (in many environ- one with the acute accent, is the
ments) has a long vowel. stressed syllable. Vowel length has
An example of a long vowel that two sources in Onondaga. We have al-
came originally from r is: ready mentioined one, where length is
due to the earlier presence of r or w. The
oy~?gwa·? smoke term we introduced for length from this
source was phonemic length, meaning
In this word the long vowel a' is the that the length is an integral part of
modem Onondaga equivalent of ara in the word. The second source, described
the old Onondaga word oy~?gwara? below, is a process that is somewhat
smoke. regular in modem Onondaga, and we
call this a prosodic process.
 Onondaga Orthography 9

Prosodic vowel length occurs when a wa?ha'ya?k

vowel is followed by a single consonant wa?-ha-ya?k-0
under certain conditions. FACTUAL-he-cut.off-PUNCTUAL
ASPECT
hoda·dih he cut it off
he was talking
It is assumed that this word is marked
In this example the a in the second for the category of aspect, because all
syllable is pronopnced as a long vowel. other verbs that are comparable in
The syllable which is pronounced every respect are so marked. In the se-
with the highest pitch (or tone) is not quence of entries, 0 precedes all other
marked with any special symbol. This entries. The use of the symbol is con-
is because it is always predictable fined to the Onondaga-English diction-
which syllable has the highest pitch. ary.
In the following example, it is the Capital R (marking the presence of r
vowel that precedes the stressed in Old Onondaga) is treated for alpha-
(loudest) vowel that has the highest betizing purposes as invisible; an entry
pitch. is always alphabetized in terms of the
following element. A base beginning in
had a ·d yaha? R precedes an identical base without
he talks, he speaks the R. For example, the entry for the
base -Rh- forest precedes the entry for
Note that the a of the second syllable the pronominal prefix h- ; and the en-
which has the highest pitch, is also try for the base -Ryo-I -Ryo?d- animal,
pronounced as a long vowel (a'), while game precedes the entry for the pro-
the third syllable is the one that is nominal prefix -yo-. A base ending in R
stressed (6). The patterns of stress and follows an identical base that lacks the
pitch assignment and vowel lengthen- R. Thus, the entry for a suffix -h- pre-
ing are detailed in the section on cedes the entry for the pronominal pre-
phonological patterns (p. 59ff.). fix -hR-, and -hR-, in turn, precedes the
entry for the pronominal prefix ha-.
Three bases consist of R only, and these
Alphabetical Order of the bases cannot be alphabetized in terms
Onondaga-English Entries of a sound that follows R. These bases
are listed just after the entries for 0
The alphabetical order of entries in the morphemes.
Onondaga-English dictionary is: 0, R, The reader will notice that there is
a, iP, C, d, e, r, g, h, i, j, k, n, 0, s, t, {I, W, one more capital letter that occurs in
y,7. the head term of some entries in the
The symbol zero (0) is used to indi- Onondaga-English dictionary: capital
cate that there is meaning present, but N. Capital N does not represent a
that meaning is not expressed by any sound; rather it marks the fact that in
actual sounds. For example: the space where the N appears, there
must occur a noun element. There are
numerous verbs in Onondaga which can
only occur together with one of a number
Exploring the Variety of Random
Documents with Different Content
 Biochemistry - Study Materials
Spring 2023 - Research Center

Prepared by: Researcher Johnson

Date: July 28, 2025

Module 1: Case studies and real-world applications

Learning Objective 1: Problem-solving strategies and techniques
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Learning Objective 2: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 3: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Historical development and evolution
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Literature review and discussion
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 5: Key terms and definitions
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Problem-solving strategies and techniques
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 7: Practical applications and examples
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Current trends and future directions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
References 2: Fundamental concepts and principles
Key Concept: Key terms and definitions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 11: Diagram/Chart/Graph]
Practice Problem 11: Interdisciplinary approaches
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Assessment criteria and rubrics
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Statistical analysis and interpretation
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 15: Diagram/Chart/Graph]
Remember: Practical applications and examples
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 16: Comparative analysis and synthesis
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 17: Diagram/Chart/Graph]
Important: Interdisciplinary approaches
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 19: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 20: Diagram/Chart/Graph]
Abstract 3: Learning outcomes and objectives
Practice Problem 20: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Fundamental concepts and principles
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 22: Theoretical framework and methodology
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 23: Case studies and real-world applications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 24: Experimental procedures and results
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 27: Diagram/Chart/Graph]
Practice Problem 27: Literature review and discussion
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Case studies and real-world applications
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Study tips and learning strategies
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
References 4: Statistical analysis and interpretation
Practice Problem 30: Comparative analysis and synthesis
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 31: Ethical considerations and implications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 32: Current trends and future directions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Statistical analysis and interpretation
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 34: Diagram/Chart/Graph]
Remember: Problem-solving strategies and techniques
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Historical development and evolution
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 36: Practical applications and examples
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 37: Statistical analysis and interpretation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 38: Diagram/Chart/Graph]
Practice Problem 38: Best practices and recommendations
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Assessment criteria and rubrics
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 40: Diagram/Chart/Graph]
Section 5: Assessment criteria and rubrics
Example 40: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 41: Comparative analysis and synthesis
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 42: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Problem-solving strategies and techniques
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Experimental procedures and results
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Ethical considerations and implications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 48: Assessment criteria and rubrics
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 50: Diagram/Chart/Graph]
References 6: Statistical analysis and interpretation
Practice Problem 50: Key terms and definitions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 53: Diagram/Chart/Graph]
Key Concept: Key terms and definitions
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Best practices and recommendations
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 55: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 57: Comparative analysis and synthesis
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Literature review and discussion
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 59: Literature review and discussion
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Results 7: Case studies and real-world applications
Important: Study tips and learning strategies
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 61: Case studies and real-world applications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 62: Diagram/Chart/Graph]
Important: Experimental procedures and results
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Experimental procedures and results
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Interdisciplinary approaches
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Research findings and conclusions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 66: Diagram/Chart/Graph]
Definition: Historical development and evolution
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 67: Case studies and real-world applications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 68: Study tips and learning strategies
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Experimental procedures and results
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 70: Diagram/Chart/Graph]
Introduction 8: Historical development and evolution
Important: Case studies and real-world applications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 72: Diagram/Chart/Graph]
Definition: Theoretical framework and methodology
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 73: Diagram/Chart/Graph]
Important: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 74: Interdisciplinary approaches
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Critical analysis and evaluation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Learning outcomes and objectives
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 77: Comparative analysis and synthesis
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Case studies and real-world applications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 79: Diagram/Chart/Graph]
Definition: Assessment criteria and rubrics
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Module 9: Experimental procedures and results
Note: Assessment criteria and rubrics
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Interdisciplinary approaches
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Literature review and discussion
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Comparative analysis and synthesis
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Critical analysis and evaluation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Current trends and future directions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 87: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 88: Study tips and learning strategies
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Best practices and recommendations
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Appendix 10: Fundamental concepts and principles
Definition: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 91: Ethical considerations and implications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Learning outcomes and objectives
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Ethical considerations and implications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 94: Theoretical framework and methodology
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Historical development and evolution
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Key terms and definitions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Assessment criteria and rubrics
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Current trends and future directions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 99: Diagram/Chart/Graph]
Important: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 100: Diagram/Chart/Graph]
Lesson 11: Comparative analysis and synthesis
Important: Best practices and recommendations
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Comparative analysis and synthesis
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 103: Diagram/Chart/Graph]
Remember: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Case studies and real-world applications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 105: Practical applications and examples
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 106: Comparative analysis and synthesis
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Statistical analysis and interpretation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 109: Diagram/Chart/Graph]
Example 109: Assessment criteria and rubrics
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Quiz 12: Problem-solving strategies and techniques
Note: Experimental procedures and results
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 111: Statistical analysis and interpretation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Ethical considerations and implications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Literature review and discussion
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Current trends and future directions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Literature review and discussion
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Current trends and future directions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Learning outcomes and objectives
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 119: Diagram/Chart/Graph]
Key Concept: Research findings and conclusions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 120: Diagram/Chart/Graph]
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