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index 3a2e8c7..e355917 100755..100644
--- a/2004-en-alt/ithkuil-ch3-basic-morphology.html
+++ b/2004-en-alt/ithkuil-ch3-basic-morphology.html
@@ -101,8 +101,8 @@
   cognitively distinct from one another, but rather as complementary manifestations 
   of ideas existing in a common underlying semantic continuum whose components 
   are space and time. The equivalents to nouns and verbs in other languages are 
-  merely “reified” (or nominalized) and “activized” (or 
-  verbalized) derivatives of semantic formatives. Nevertheless, for simplicity’s 
+  merely “reified” (or nominalized) and “activized” (or 
+  verbalized) derivatives of semantic formatives. Nevertheless, for simplicity’s 
   sake, we will refer to nominal formatives as nouns and verbal formatives as 
   verbs when discussing their morphology.</P>
 <P align="justify">All Ithkuil formatives, whether functioning as nouns or verbs, 
@@ -138,20 +138,20 @@
   composition, separability, compartmentalization, physical similarity or componential 
   structure. This is best explained and illustrated by means of analogies to certain 
   English sets of words.</P>
-<P align="justify">Consider the English word ‘tree.’ In English, a 
+<P align="justify">Consider the English word ‘tree.’ In English, a 
   single tree may stand alone out of context, or it may be part of a group of 
   trees. Such a group of trees may simply be two or more trees considered as a 
   plural category based on mere number alone, e.g., two, three, or twenty trees. 
   However, it is the nature of trees to exist in more contextually relevant groupings 
   than merely numerical ones. For example, the trees may be of like species as 
-  in a ‘grove’ of trees. The grouping may be an assortment of different 
-  kinds of trees as in a ‘forest’ or occur in patternless disarray 
-  such as a ‘jungle.’</P>
-<P align="justify">As another example, we can examine the English word ‘person.’ 
-  While persons may occur in simple numerical groupings such as ‘a (single) 
-  person’ or ‘three persons’ it is more common to find persons 
+  in a ‘grove’ of trees. The grouping may be an assortment of different 
+  kinds of trees as in a ‘forest’ or occur in patternless disarray 
+  such as a ‘jungle.’</P>
+<P align="justify">As another example, we can examine the English word ‘person.’ 
+  While persons may occur in simple numerical groupings such as ‘a (single) 
+  person’ or ‘three persons’ it is more common to find persons 
   (i.e., people) referred to by words which indicate various groupings such as 
-  ‘group,’ ‘gathering,’ ‘crowd,’ etc. </P>
+  ‘group,’ ‘gathering,’ ‘crowd,’ etc. </P>
 <P align="justify">Segmentation and amalgamated componential structure are further 
   configurative principles which distinguish related words in English. The relationships 
   between <EM>car</EM> versus <EM>convoy</EM>, <EM>hanger</EM> versus <EM>rack</EM>, 
@@ -162,18 +162,18 @@
 <P align="justify">Another type of contextual grouping of nouns occurs in binary 
   sets, particularly in regard to body parts. These binary sets can comprise two 
   identical referents as in <EM>a pair of eyes</EM>, however they are more often 
-  opposed or “mirror-image” (i.e., complementary) sets as in <EM>limbs</EM>, 
+  opposed or “mirror-image” (i.e., complementary) sets as in <EM>limbs</EM>, 
   <EM>ears</EM>, <EM>hands</EM>, <EM>wings</EM>, etc.</P>
 <P align="justify">In Ithkuil, the semantic distinctions implied by the above 
   examples as they relate to varying assortments of trees or persons would be 
-  accomplished by inflecting the word-stem for ‘tree’ or ‘person’ 
+  accomplished by inflecting the word-stem for ‘tree’ or ‘person’ 
   into one of nine configurations. Additional semantic distinctions on the basis 
   of purpose or function between individual members of a set could then be made 
   by means of Affiliation (see <A href="ithkuil-ch3-morphology.htm#Sec3o2">Section 3.2</A> below) and by 
-  the use of specific affixes. For example, once the words for ‘forest’ 
-  or ‘crowd’ were derived from ‘tree’ and ‘person’ 
-  via Configuration, the Ithkuil words for ‘orchard,’ ‘copse,’ 
-  ‘team’ or ‘mob’ could easily be derived via affiliation 
+  the use of specific affixes. For example, once the words for ‘forest’ 
+  or ‘crowd’ were derived from ‘tree’ and ‘person’ 
+  via Configuration, the Ithkuil words for ‘orchard,’ ‘copse,’ 
+  ‘team’ or ‘mob’ could easily be derived via affiliation 
   and affixes. (Such derivations into new words using affixes are explored in 
   detail in <A href="ithkuil-ch7a-affixes.html" onclick="javascript:changenav7();">Chapter 
   7: Using Affixes</A>.)</P>
@@ -217,14 +217,14 @@
 </DIV>
 <P align="justify">The <FONT size="2">DUPLEX</FONT> configuration is marked by 
   Grade 2 mutation of the C<FONT size="1">1</FONT> radical consonant and indicates 
-  a related binary set. While it often refers to body parts, e.g., one’s 
+  a related binary set. While it often refers to body parts, e.g., one’s 
   eyes, ears, lungs, wings, etc., it can also be used to describe any set of two 
   identical or complementary objects or entities, e.g., <EM>a matched pair of 
   vases, a two-volume set, a set of bookends, mutual opponents</EM>. Thus, the 
   Ithkuil word for <EM>spouse</EM> inflected for the <FONT size="2">DUPLEX</FONT> 
   configuration would translate as <EM>a man and wife</EM> or <EM>a married couple</EM>.</P>
 <P align="justify">One context in which the <FONT size="2">DUPLEX</FONT> appears 
-  for both nouns and verbs is with events which contain two complementary “halves” 
+  for both nouns and verbs is with events which contain two complementary “halves” 
   exemplified by English words such as <EM>bounce</EM>, <EM>flash</EM>, <EM>arc</EM>, 
   <EM>wag</EM>, <EM>swing</EM>, <EM>switch</EM>, <EM>breathe/respiration</EM>, 
   indeed, any concept which involves a dual-state notion of up/down, to/fro, back/forth, 
@@ -233,7 +233,7 @@
   For example the word for <EM>hammer blow</EM> inflected for the <FONT size="2">UNIPLEX</FONT> 
   would signify the singular impact of the hammer, whereas the same word inflected 
   for the <FONT size="2">DUPLEX</FONT> signifies a single down-then-up cycle of 
-  the swing of the hammer, the two complementary “halves” of the action 
+  the swing of the hammer, the two complementary “halves” of the action 
   being divided by the impact.</P>
 <BR>
 
@@ -262,7 +262,7 @@
   or <EM>object</EM> inflected for the <FONT size="2">DISCRETE</FONT> configuration. 
   Note that the distinction between a spatially configured set versus a temporally 
   (i.e., iterative) configured set would be made by use of an additional affix, 
-  -V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>šk</STRONG></FONT>, 
+  -V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ĆĄk</STRONG></FONT>, 
   specifying which spacetime axis is implied. This affix is analyzed in <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o13" onclick="javascript:changenav7();">Sec. 
   7.7.13</A>.</P>
 <P align="justify">For verbs, the <FONT size="2">DISCRETE</FONT> signifies a single 
@@ -428,7 +428,7 @@
   by Grade 9 mutation of the C<FONT size="1">1</FONT> radical consonant and is 
   the most difficult to explain, as there is no Western linguistic equivalent. 
   The <FONT size="2">MULTIFORM</FONT> serves to identify the noun as an individual 
-  member of a “fuzzy” set. A fuzzy set is a term which originates 
+  member of a “fuzzy” set. A fuzzy set is a term which originates 
   in non-traditional logic, describing a set whose individual members do not all 
   share the same set-defining attributes to the same degree, i.e., while there 
   may be one or more archetypical members of the set which display the defining 
@@ -436,12 +436,12 @@
   vary from this archetypical norm by a wide range of degrees, whether in physical 
   resemblance, degree of cohesion or both. Indeed, some members of the set may 
   display very little resemblance to the archetype and be closer to the archetype 
-  of a different fuzzy set, i.e., fuzzy sets allow for the idea of “gradient 
-  overlap” between members of differing sets.</P>
+  of a different fuzzy set, i.e., fuzzy sets allow for the idea of “gradient 
+  overlap” between members of differing sets.</P>
 <P align="justify">It is difficult to accurately translate into English without 
   resorting to paraphrase the sorts of concepts that Ithkuil easily expresses 
   using the <FONT size="2">MULTIFORM</FONT>. For example, the Ithkuil word for 
-  ‘tree’ inflected for the <FONT size="2">MULTIFORM</FONT> configuration 
+  ‘tree’ inflected for the <FONT size="2">MULTIFORM</FONT> configuration 
   would mean something like <EM>a group of what appear to be trees</EM>, or better 
   yet, <EM>a group of tree-like objects</EM> (i.e., some being trees, and others 
   seeming less like trees). Essentially, any set of entities whose similarity 
@@ -519,7 +519,7 @@
   normally applied to nouns in the <FONT size="2">UNIPLEX</FONT> configuration 
   when spoken of in a neutral way, since a noun in the <FONT size="2">UNIPLEX</FONT> 
   specifies one single entity without reference to a set, therefore the concept 
-  of “shared” function would be inapplicable. Examples: <EM>a man, 
+  of “shared” function would be inapplicable. Examples: <EM>a man, 
   a door, a sensation of heat, a leaf</EM>. With verbs, the <FONT size="2">CONSOLIDATIVE</FONT> 
   would imply that the act, state, or event is occurring naturally, or is neutral 
   as to purpose or design.</P>
@@ -550,12 +550,12 @@
   orchard</EM>. </P>
 <P align="justify">The <FONT size="2">ASSOCIATIVE</FONT> affiliation can also 
   be used with nouns in the <FONT size="2">UNIPLEX</FONT> configuration to signify 
-  a sense of unity amongst one’s characteristics, purposes, thoughts, etc. 
+  a sense of unity amongst one’s characteristics, purposes, thoughts, etc. 
   For example, the word <EM>person</EM> inflected for the <FONT size="2">UNIPLEX</FONT> 
   and <FONT size="2">ASSOCIATIVE</FONT> would translate as <EM>a single-minded 
   person</EM>. Even nouns such as <EM>rock</EM>, <EM>tree</EM> or <EM>work of 
   art</EM> could be inflected this way, subjectively translatable as <EM>a well-formed 
-  rock, a tree with integrity</EM>, <EM>a “balanced” work of art</EM>.</P>
+  rock, a tree with integrity</EM>, <EM>a “balanced” work of art</EM>.</P>
 <P align="justify">With verbs, the <FONT size="2">ASSOCIATIVE</FONT> signifies 
   that the act, state or event is by design or with specific purpose. The <FONT size="2">CONSOLIDATIVE</FONT> 
   versus <FONT size="2">ASSOCIATIVE</FONT> distinction could be used, for example, 
@@ -586,7 +586,7 @@
   a rag-tag group, a dysfunctional couple, a cacophony of notes, of a mess of 
   books, a collection in disarray</EM>. It operates with nouns in the <FONT size="2">UNIPLEX</FONT> 
   to render meanings such as <EM>a man at odds with himself, an ill-formed rock, 
-  a chaotic piece of art, a “lefthand-righthand” situation</EM>.</P>
+  a chaotic piece of art, a “lefthand-righthand” situation</EM>.</P>
 <P align="justify">With verbs, the <FONT size="2">VARIATIVE</FONT> indicates an 
   act, state, or event that occurs for more than one reason or purpose, and that 
   those reasons or purposes are more or less unrelated. This sense can probably 
@@ -615,16 +615,16 @@
 <P align="justify">The <FONT size="2">COALESCENT</FONT> affiliation indicates 
   that the members of a configurational set share in a complementary relationship 
   with respect to their individual functions, states, purposes, benefits, etc. 
-  This means that, while each member’s function is distinct from those of 
+  This means that, while each member’s function is distinct from those of 
   other members, each serves in furtherance of some greater unified role. For 
   example, the Ithkuil word translating English <EM>toolset</EM> would be the 
   word for <EM>tool</EM> in the <FONT size="2">AGGREGATIVE</FONT> configuration 
-  (due to each tool’s distinct physical appearance) and the <FONT size="2">COALESCENT</FONT> 
+  (due to each tool’s distinct physical appearance) and the <FONT size="2">COALESCENT</FONT> 
   affiliation to indicate that each tool has a distinct but complementary function 
   in furtherance of enabling construction or repair activities. Another example 
   would be the Ithkuil word for <EM>finger</EM> inflected for the <FONT size="2">SEGMENTATIVE</FONT> 
   configuration and the <FONT size="2">COALESCENT</FONT> affiliation, translatable 
-  as the fingers on one’s hand (note the use of the <FONT size="2">SEGMENTATIVE</FONT> 
+  as the fingers on one’s hand (note the use of the <FONT size="2">SEGMENTATIVE</FONT> 
   to imply the physical connection between each finger via the hand). A further 
   example would be using the <FONT size="2">COALESCENT</FONT> with the word for 
   <EM>(piece of) food</EM> to signify <EM>a well-balanced meal.</EM></P>
@@ -632,10 +632,10 @@
   often in conjunction with the <FONT size="2">DUPLEX</FONT> configuration since 
   binary sets tend to be complementary. It is used, for example, to signify symmetrical 
   binary sets such as body parts, generally indicating a lefthand/righthand mirror-image 
-  distinction, e.g., <EM>one’s ears, one’s hands, a pair of wings</EM>. 
+  distinction, e.g., <EM>one’s ears, one’s hands, a pair of wings</EM>. 
   Pairs that do not normally distinguish such a complementary distinction (e.g., 
-  <EM>one’s eyes</EM>) can nevertheless be optionally placed in the <FONT size="2">COALESCENT</FONT> 
-  affiliation to emphasize bilateral symmetry (e.g., <EM>one’s left and 
+  <EM>one’s eyes</EM>) can nevertheless be optionally placed in the <FONT size="2">COALESCENT</FONT> 
+  affiliation to emphasize bilateral symmetry (e.g., <EM>one’s left and 
   right eye functioning together</EM>).</P>
 <P align="justify">With verbs, the <FONT size="2">COALESCENT</FONT> signifies 
   that related, synergistic nature of the component acts, states, and events which 
@@ -662,7 +662,7 @@
   specifically address the quantity to which a formative is instantiated within 
   a given context, nor when it occurs relative to the present, but rather the 
   manner in which it is <EM>spatio-temporally instantiated</EM>. Specifically, 
-  Perspective indicates whether a noun or verb is to be identified as 1) a “bounded” 
+  Perspective indicates whether a noun or verb is to be identified as 1) a “bounded” 
   contextual entity (i.e., having a spatio-temporally unified or accessible manifestation), 
   2) an unbounded entity (i.e., manifested as spatio-temporally separated or inaccessible), 
   3) as a unified collective or generic entity throughout spacetime, or 4) as 
@@ -676,21 +676,21 @@
   Affiliation (see<FONT color="#FF0000"> </FONT><A href="ithkuil-ch3-morphology.htm#Sec3o1">Secs. 3.1</A><FONT color="#FF0000"> 
   </FONT>and<FONT color="#FF0000"> </FONT><A href="ithkuil-ch3-morphology.htm#Sec3o2">3.2</A> above) already 
   contain an implicit numerical element due to the fact that they usually describe 
-  multi-membered sets. It is for all these reasons that the terms “singular” 
-  and “plural” have been avoided. </P>
+  multi-membered sets. It is for all these reasons that the terms “singular” 
+  and “plural” have been avoided. </P>
 <P align="justify"><STRONG>Perspective with Verbs</STRONG>. For verbs, the aspect 
-  of “boundedness” inherent in Perspective does not imply a quantitative 
-  context but rather an aspect of spatio-temporal “accessibility,” 
+  of “boundedness” inherent in Perspective does not imply a quantitative 
+  context but rather an aspect of spatio-temporal “accessibility,” 
   i.e., whether or not an act, state, or event can be viewed as a unified whole 
-  within the present temporal context. This is a long way from the “tense” 
+  within the present temporal context. This is a long way from the “tense” 
   categories of Western languages. In Ithkuil, the notion of linearly progressive 
   time is not inherently expressed in the verb (although it can be specified, 
   if necessary, using various aspectual markers - see <A href="ithkuil-ch6-moreverbs.htm#Sec6o4">Sec. 
   6.4</A>).</P>
 <P align="justify">There are four perspectives in Ithkuil: <FONT size="2">MONADIC</FONT>, 
   <FONT size="2">UNBOUNDED</FONT>, <FONT size="2">NOMIC</FONT>, and <FONT size="2">ABSTRACT</FONT>. 
-  They are shown morpho-phonologically by shifts in a formative’s syllabic 
-  stress patterns. Each perspective’s specific meaning and usage is detailed 
+  They are shown morpho-phonologically by shifts in a formative’s syllabic 
+  stress patterns. Each perspective’s specific meaning and usage is detailed 
   below.</P><BR>
 
 
@@ -703,21 +703,21 @@
   </TR>
 </TBODY></TABLE>
 <P align="justify">The <FONT size="2">MONADIC</FONT> signifies a bounded embodiment 
-  of a particular configuration. By “bounded embodiment” is meant 
+  of a particular configuration. By “bounded embodiment” is meant 
   a contextual entity which, though possibly numerous in membership or multifaceted 
   in structure, or spread out through a time duration, is nevertheless being contextually 
-  viewed and considered as a “monad,” a single, unified whole perceived 
+  viewed and considered as a “monad,” a single, unified whole perceived 
   to exist within a literal or figurative psychologically uninterrupted boundary. 
   This is important, since configurations other than the <FONT size="2">UNIPLEX</FONT> 
   technically imply more than one discrete entity/instance being present or taking 
   place. For nouns, this boundary is physically contiguous, like a container, 
-  corresponding to the “surface” of an object (whether literal or 
+  corresponding to the “surface” of an object (whether literal or 
   psychological). For verbs, this boundary is psychologically temporal, specifically 
-  the “present” (which in Ithkuil might be better thought of as the 
-  “context at hand” or the “immediately accessible context”). 
-  This distinction as to how “bounded embodiment” is interpreted for 
+  the “present” (which in Ithkuil might be better thought of as the 
+  “context at hand” or the “immediately accessible context”). 
+  This distinction as to how “bounded embodiment” is interpreted for 
   nouns and verbs is appropriate, given that Ithkuil considers nouns as <EM>spatially 
-  reified</EM> concepts while considering verbs to be their <EM>temporally “activized”</EM> 
+  reified</EM> concepts while considering verbs to be their <EM>temporally “activized”</EM> 
   counterparts (<A href="ithkuil-ch2-morphophonology.htm#Sec2o6o1">see Section 2.6.1</A>).</P>
 <P align="justify">Thus, using the word <EM>tree</EM> for example, while there 
   might be many trees present in terms of number, the <FONT size="2">MONADIC</FONT> 
@@ -726,16 +726,16 @@
   an example, the <FONT size="2">MONADIC</FONT> would mean there is only one <FONT size="2">AGGREGATIVE</FONT> 
   set of trees, i.e., one <EM>forest</EM>. </P>
 <P align="justify">At this point, it should be noted in regard to Perspective 
-  that Ithkuil makes no distinction between “count” and “non-count” 
-  (or “mass”) nouns. In languages such as English, nouns differ between 
+  that Ithkuil makes no distinction between “count” and “non-count” 
+  (or “mass”) nouns. In languages such as English, nouns differ between 
   those that can be counted and pluralized (e.g., <EM>one apple, four boys, several 
   nations</EM>), and those which cannot be counted or pluralized (e.g., <EM>water, 
   sand, plastic, air, laughter</EM>). All nouns are countable in Ithkuil in that 
   all nouns can exist as contextual monads. As a result, English translations 
-  of certain Ithkuil nouns must often be “contextual” rather than 
+  of certain Ithkuil nouns must often be “contextual” rather than 
   literal, employing various conventions to put the noun in a numerical and pluralizable 
-  context, e.g., ‘some dirt,’ ‘the air here’ or ‘a 
-  puff of air’ rather than “a dirt” or “an air.”</P>
+  context, e.g., ‘some dirt,’ ‘the air here’ or ‘a 
+  puff of air’ rather than “a dirt” or “an air.”</P>
 <P align="justify">With verbs, the <FONT size="2">MONADIC</FONT> superficially 
   corresponds in a very approximate fashion with Western present tense categories 
   except in a habitual sense. As noted above, the bounded embodiment conveyed 
@@ -775,12 +775,12 @@
       </FONT> </DIV>
   </LI>
 </UL>
-<P align="justify">By “accessible past” or “accessible future” 
+<P align="justify">By “accessible past” or “accessible future” 
   is meant a past or future where the speaker was (or will be) spatially present 
-  at the time and the time elapsed between then and “now” is psychologically 
+  at the time and the time elapsed between then and “now” is psychologically 
   contiguous, i.e., the speaker views the passage of time from then till now as 
   one continuous temporal flow of moments, not as disconnected memories, disconnected 
-  predictions, or historical reports. Conversely, “inaccessible” would 
+  predictions, or historical reports. Conversely, “inaccessible” would 
   mean a past or future where the speaker was not or will not be present or which 
   he/she knows only from memory, reports, or predictions.</P>
 <P align="justify">The <FONT size="2">MONADIC</FONT> is marked by penultimate 
@@ -795,19 +795,19 @@
     <TD width="67%"><FONT size="4"><STRONG>The Unbounded</STRONG></FONT></TD>
   </TR>
 </TBODY></TABLE>
-<P align="justify">The <FONT size="2">UNBOUNDED</FONT> signifies “unbounded 
-  embodiment” of a particular configurative entity, meaning that the noun 
+<P align="justify">The <FONT size="2">UNBOUNDED</FONT> signifies “unbounded 
+  embodiment” of a particular configurative entity, meaning that the noun 
   or verb manifests itself as not being contained within an uninterrupted boundary, 
-  i.e., in contextually “disconnected” manifestations. For nouns, 
-  the term “plural” has been avoided so as not to imply that the member 
+  i.e., in contextually “disconnected” manifestations. For nouns, 
+  the term “plural” has been avoided so as not to imply that the member 
   nouns are not being referred to quantitatively per se, but rather as a non-monadic 
   (i.e., non-unified) manifestation of a configurative set. While the most convenient 
   translation into English would be to use the plural, e.g., trees, groves, lumps 
   of dirt, a semantically (if not morphologically) more accurate rendering would 
-  be ‘a tree here, a tree there,’ ‘this grove and another and 
-  another…,’ ‘dirt-lump after dirt-lump after dirt-lump….’ 
+  be ‘a tree here, a tree there,’ ‘this grove and another and 
+  another
,’ ‘dirt-lump after dirt-lump after dirt-lump
.’ 
 </P>
-<P align="justify">For verbs, “unbounded embodiment” means that the 
+<P align="justify">For verbs, “unbounded embodiment” means that the 
   psychological temporal boundary of an act, state, or event is not accessible 
   from the present context. This would apply to an act, state, or event which:</P>
 <UL>
@@ -895,7 +895,7 @@
   suffixes, all Ithkuil nouns in all Configurative categories can be made into 
   abstracts, the translations of which must often be periphrastic in nature, e.g., 
   <EM>grove</EM> <IMG src="assets/arrow.gif" width="17" height="9"> 
-  <EM>the idea of being a grove</EM> or <EM>“grovehood”</EM>; <EM>book</EM> 
+  <EM>the idea of being a grove</EM> or <EM>“grovehood”</EM>; <EM>book</EM> 
   <EM><IMG src="assets/arrow.gif" width="17" height="9"> everything 
   about books, having to do with books, involvement with books</EM>.</P>
 <P align="justify">With verbs, the <FONT size="2">ABSTRACT</FONT> is used in verbal 
@@ -916,12 +916,12 @@
 <P align="justify">The <FONT size="2">ABSTRACT</FONT> is marked in either of two 
   ways: (1) by preantepenultimate stress, i.e., on the fourth-to-last syllable, 
   or (2) by a combination of ultimate stress plus the addition of an anaptyctic 
-  vowel -<STRONG>ï</STRONG>- or -<STRONG>a</STRONG>- in any morpho-phonologically 
+  vowel -<STRONG>ď</STRONG>- or -<STRONG>a</STRONG>- in any morpho-phonologically 
   permissible position of the word (as previously described in <A href="ithkuil-ch2-morphophonology.htm#Sec2o7o3o3">Sec. 
   2.7.3.3</A>). This extra vowel can be placed at any position within the word 
   except within the stem, as long as the vowel does not lead to confusion or ambiguity 
   in interpreting the phonological boundaries of any other suffixes to the stem. 
-  (Note that in word-final position, only anatyctic -<STRONG>a</STRONG>, not -<STRONG>ï</STRONG>, 
+  (Note that in word-final position, only anatyctic -<STRONG>a</STRONG>, not -<STRONG>ď</STRONG>, 
   is permitted.)</P>
 <P align="justify">&nbsp;</P>
 
@@ -981,39 +981,39 @@
     <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CSL</STRONG></DIV></TD>
     <TD width="21%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">CONSOLIDATIVE</FONT></DIV></TD>
     <TD><DIV align="center"><STRONG>(a-)*</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>â-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ăą-</STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>ai-</STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>au-</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ä-</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ö-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ă€-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ö-</STRONG></DIV></TD>
   </TR>
   <TR> 
     <TD bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ASO</STRONG></DIV></TD>
     <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">ASSOCIATIVE</FONT></DIV></TD>
     <TD><DIV align="center"><STRONG>u-</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>û-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ʊ-</STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>ui-</STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>iu-</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ü-</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ë-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ĂŒ-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ă«-</STRONG></DIV></TD>
   </TR>
   <TR> 
     <TD bgcolor="#CCCCCC"> <DIV align="center"><STRONG>VAR</STRONG></DIV></TD>
     <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">VARIATIVE</FONT></DIV></TD>
     <TD><DIV align="center"><STRONG>e-</STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ê-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ę-</STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>ei-</STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>eu- </STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ëi- </STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ëu-</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ă«i- </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ă«u-</STRONG></DIV></TD>
   </TR>
   <TR> 
     <TD bgcolor="#CCCCCC"> <DIV align="center"><STRONG>COA</STRONG></DIV></TD>
     <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">COALESCENT</FONT></DIV></TD>
     <TD><DIV align="center"><STRONG>i- </STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>î- </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>Ăź- </STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>o- </STRONG></DIV></TD>
-    <TD><DIV align="center"><STRONG>ô- </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ĂŽ- </STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>ae- </STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG>ea-</STRONG></DIV></TD>
   </TR>
@@ -1053,7 +1053,7 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
         beyond which the noun or verb does not exist or occur. The graphic to 
         the right illustrates the spatio-temporal relationship of a concept in 
         the <FONT size="2">DELIMITIVE</FONT> to the context at-hand (i.e., the 
-        spatio-temporal “present”).</DIV></TD>
+        spatio-temporal “present”).</DIV></TD>
     <TD><IMG src="assets/3-4-1.gif" width="344" height="203"></TD>
   </TR>
 </TBODY></TABLE>
@@ -1080,15 +1080,15 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   tree are not relevant or applicable to the context at hand. With verbs, this 
   extension signifies that it is not the entirety of an act, state, or event which 
   is being considered, but rather the spatial extent or durational period of the 
-  act, state, or event relevant to the context, e.g., <EM>She’s on a diet 
-  every winter</EM> (i.e., focus on “having to live on” a diet, not 
+  act, state, or event relevant to the context, e.g., <EM>She’s on a diet 
+  every winter</EM> (i.e., focus on “having to live on” a diet, not 
   the total time spent dieting from start to finish). </P>
 <P align="justify"></P>
 <TABLE width="86%" border="0" cellpadding="0">
   <TBODY><TR> 
     <TD width="55%"><DIV align="justify">The graphic to the right illustrates 
         the spatio-temporal relationship of a noun or verbal concept in the <FONT size="2">PROXIMAL</FONT> 
-        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
+        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
     <TD width="45%"><IMG src="assets/3-4-2.gif" width="356" height="251"></TD>
   </TR>
 </TBODY></TABLE>
@@ -1107,16 +1107,16 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   be used in translating the nouns <EM>tunnel</EM>, <EM>song</EM>, <EM>desert</EM>, 
   <EM>daybreak</EM> and <EM>plan</EM> in the following sentences: <EM>We looked 
   into (the mouth of) the tunnel, He recognizes that song </EM>(i.e., from the 
-  first few notes)<EM>, They came upon (an expanse of) desert, Let’s wait 
-  for daybreak, I’m working out a plan</EM> (i.e., that I just thought of). 
-  In verbal contexts it would correspond to the English ‘to begin (to)…’ 
-  or ‘to start (to)…’ as in <EM>He began reading, It’s 
+  first few notes)<EM>, They came upon (an expanse of) desert, Let’s wait 
+  for daybreak, I’m working out a plan</EM> (i.e., that I just thought of). 
+  In verbal contexts it would correspond to the English ‘to begin (to)
’ 
+  or ‘to start (to)
’ as in <EM>He began reading, It’s 
   starting to molt, or She goes on a diet every winter</EM>.</P>
 <TABLE width="86%" border="0" cellpadding="0">
   <TBODY><TR>
     <TD><DIV align="justify">The graphic to the right illustrates the spatio-temporal 
         relationship of a noun or verbal concept in the <FONT size="2">INCEPTIVE</FONT> 
-        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
+        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
     <TD><IMG src="assets/3-4-3.gif" width="361" height="227"></TD>
   </TR>
 </TBODY></TABLE>
@@ -1133,15 +1133,15 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   the end, termination, last portion, or trailing boundary of a noun, without 
   focusing on the preceding or previously existing state of the noun. It would 
   be used in translating the words <EM>water</EM>, <EM>story</EM>, and <EM>arrival</EM> 
-  in the sentences <EM>There’s no water</EM> (i.e., we ran out), <EM>I like 
+  in the sentences <EM>There’s no water</EM> (i.e., we ran out), <EM>I like 
   the end of that story</EM>, and <EM>We await your arrival</EM>. With verbs, 
-  it is illustrated by the sentences <EM>It finished molting</EM> or <EM>She’s 
+  it is illustrated by the sentences <EM>It finished molting</EM> or <EM>She’s 
   come off her diet</EM>.</P>
 <TABLE width="86%" border="0" cellpadding="0">
   <TBODY><TR>
     <TD><DIV align="justify">The graphic to the right illustrates the spatio-temporal 
         relationship of a noun or verbal concept in the <FONT size="2">TERMINATIVE</FONT> 
-        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
+        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
     <TD><IMG src="assets/3-4-4.gif" width="378" height="246"></TD>
   </TR>
 </TBODY></TABLE>
@@ -1155,21 +1155,21 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   </TR>
 </TBODY></TABLE>
 <P align="justify">The <FONT size="2">DEPLETIVE</FONT> extension focuses on the 
-  terminal boundary or “trailing” edge of a noun, where this terminus 
-  is ill-defined, “diffuse” or extended to some degree, (i.e. the 
-  at-hand context of the noun “peters out” or terminates gradually). 
+  terminal boundary or “trailing” edge of a noun, where this terminus 
+  is ill-defined, “diffuse” or extended to some degree, (i.e. the 
+  at-hand context of the noun “peters out” or terminates gradually). 
   Essentially, it applies to any context involving actual or figurative fading. 
   It would be used in translating the words <EM>water</EM>, <EM>strength</EM>, 
   and <EM>twilight</EM> in the sentences <EM>He drank the last of the water, I 
   have little strength left, She disappeared into the twilight</EM>. With verbs, 
   it is exemplified by the phrases <EM>to wind down, to fade out, to disappear 
-  gradually</EM> and similar notions, e.g., <EM>She’s eating less and less 
+  gradually</EM> and similar notions, e.g., <EM>She’s eating less and less 
   these days</EM>.</P>
 <TABLE width="88%" border="0" cellpadding="0">
   <TBODY><TR>
     <TD width="38%"><DIV align="justify">The graphic to the right illustrates the spatio-temporal 
         relationship of a noun or verbal concept in the <FONT size="2">DEPLETIVE</FONT> 
-        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
+        to the context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
     <TD width="62%"><IMG src="assets/3-4-5.gif" width="373" height="237"></TD>
   </TR>
 </TBODY></TABLE>
@@ -1183,18 +1183,18 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   </TR>
 </TBODY></TABLE>
 <P align="justify">The <FONT size="2">GRADUATIVE</FONT> extension is the inverse 
-  of the <FONT size="2">DEPLETIVE</FONT>, focusing on a diffuse, extended “fade-in” 
+  of the <FONT size="2">DEPLETIVE</FONT>, focusing on a diffuse, extended “fade-in” 
   or gradual onset of a noun. It would be used in translating the words <EM>darkness</EM>, 
   <EM>wonder</EM>, and <EM>music</EM> in the following sentences: <EM>Darkness 
   came upon us, I felt a growing sense of wonder, The music was very soft at first</EM>. 
   With verbs it is illustrated by verbs and phrases such as <EM>to fade in, to 
-  start gradually, to build up</EM>, and similar notions, e.g., <EM>She’s 
+  start gradually, to build up</EM>, and similar notions, e.g., <EM>She’s 
   been eating more and more lately</EM>.</P>
 <TABLE width="88%" border="0" cellpadding="0">
   <TBODY><TR>
     <TD width="50%"><DIV align="justify">The graphic to the right illustrates the spatio-temporal 
         relationship of a noun in the <FONT size="2">GRADUATIVE</FONT> to the 
-        context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
+        context at-hand (i.e., the spatio-temporal “present”).</DIV></TD>
     <TD width="50%"><IMG src="assets/3-4-6.gif" width="371" height="215"></TD>
   </TR>
 </TBODY></TABLE>
@@ -1210,11 +1210,11 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
     <TD width="27%"><IMG src="assets/3-4-7d.gif" width="76" height="67"></TD>
   </TR>
   <TR> 
-    <TD><EM>‘piece of clothing’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
-    <TD><EM>‘set/suit of clothes’</EM></TD>
+    <TD><EM>‘piece of clothing’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
+    <TD><EM>‘set/suit of clothes’</EM></TD>
     <TD>&nbsp;</TD>
-    <TD><EM>‘hand’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
-    <TD><EM>‘pair of hands’</EM></TD>
+    <TD><EM>‘hand’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
+    <TD><EM>‘pair of hands’</EM></TD>
   </TR>
 </TBODY></TABLE>
 <EM><BR>
@@ -1229,11 +1229,11 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
     <TD width="27%"><IMG src="assets/3-4-7h.gif" width="116" height="74"></TD>
   </TR>
   <TR> 
-    <TD><EM>‘oak tree’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
-    <TD><EM>‘trailing edge of an oak forest’</EM></TD>
+    <TD><EM>‘oak tree’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
+    <TD><EM>‘trailing edge of an oak forest’</EM></TD>
     <TD>&nbsp;</TD>
-    <TD><EM>‘upland’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
-    <TD><EM>‘foothills’</EM></TD>
+    <TD><EM>‘upland’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
+    <TD><EM>‘foothills’</EM></TD>
   </TR>
 </TBODY></TABLE>
 <EM><BR>
@@ -1245,8 +1245,8 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
     <TD><IMG src="assets/3-4-7j.gif" width="78" height="65"></TD>
   </TR>
   <TR> 
-    <TD><EM>‘something yellow’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
-    <TD><EM>‘a mess of varying yellow things as far as the eye can see’</EM></TD>
+    <TD><EM>‘something yellow’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
+    <TD><EM>‘a mess of varying yellow things as far as the eye can see’</EM></TD>
   </TR>
 </TBODY></TABLE>
 <BR>
@@ -1260,12 +1260,12 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
     </TD>
   </TR>
   <TR> 
-    <TD><EM>‘clown’</EM></TD>
-    <TD><EM>‘running <BR>
-      stride’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
-    <TD><EM>‘Something makes the group of running clowns begin stumbling’ 
+    <TD><EM>‘clown’</EM></TD>
+    <TD><EM>‘running <BR>
+      stride’ <IMG src="assets/arrow.gif" width="17" height="9"></EM></TD>
+    <TD><EM>‘Something makes the group of running clowns begin stumbling’ 
       </EM><STRONG>or</STRONG><EM><BR>
-      ‘The group of clowns are made to begin stumbling as they run.’</EM></TD>
+      ‘The group of clowns are made to begin stumbling as they run.’</EM></TD>
   </TR>
 </TBODY></TABLE>
 <FONT color="#FFFFFF"> _______________________________</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-3-1.mp3">Listen!</A> 
@@ -1295,13 +1295,13 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   new material within an actual or implied discourse. For example, the sentence 
   <EM>My dog jumps through hoops</EM> could function as an answer to several different 
   questions such as 1) <EM>What tricks can your dog do?</EM>, or 2) <EM>Does your 
-  dog do anything with hoops? </EM>or 3) <EM>Do you know of anyone’s pet 
-  that jumps through hoops?</EM> or even 4) <EM>What’s up with you?</EM> 
-  In answering the first of these questions, ‘jump through hoops’ 
+  dog do anything with hoops? </EM>or 3) <EM>Do you know of anyone’s pet 
+  that jumps through hoops?</EM> or even 4) <EM>What’s up with you?</EM> 
+  In answering the first of these questions, ‘jump through hoops’ 
   would have semantic focus while the dog is background material. In answering 
-  the second question, the verbal phrase ‘jump through’ would have 
+  the second question, the verbal phrase ‘jump through’ would have 
   focus while both the dog and the hoops would be background material. In answering 
-  the third question, it would be ‘my dog’ that carries the focus 
+  the third question, it would be ‘my dog’ that carries the focus 
   while jumping through hoops would be backgrounded. Lastly, in answering the 
   fourth sentence, no element in the sentence has focus over any other, as all 
   elements present previously unknown material within the context of the discourse. 
@@ -1312,12 +1312,12 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   case the background discourse is implied. For example, a person might spontaneously 
   begin a conversation with the same sentence: My dog jumps through hoops. In 
   English, the speaker might use vocal inflection to emphasize what elements convey 
-  semantic focus versus what elements are to be taken by the listener as “given.” 
+  semantic focus versus what elements are to be taken by the listener as “given.” 
   Or, the speaker might say the sentence in a neutral tone of voice, essentially 
-  inviting the listener to “choose” which elements to focus upon in 
+  inviting the listener to “choose” which elements to focus upon in 
   responding, e.g., <EM>Oh, you have a dog?</EM> or <EM>Oh, does he do any other 
   tricks? </EM>or <EM>Oh, do you use metal or plastic hoops?</EM> or an equally 
-  neutral response such as <EM>Oh, you don’t say?</EM></P>
+  neutral response such as <EM>Oh, you don’t say?</EM></P>
 <P align="justify">Ithkuil uses the Focus category to accomplish the same options 
   that such vocal inflections accomplish in English. Any formative or formatives 
   within an Ithkuil sentence can be marked as <FONT size="2">FOCUSED</FONT> to 
@@ -1344,9 +1344,9 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
     Mother entered the room and she turned on the lights.</EM></P>
 </BLOCKQUOTE>
 <P align="justify">In the first sentence, the absence of the reduplicative pronoun 
-  ‘she’ before ‘turned’ implies that the entire sentence 
+  ‘she’ before ‘turned’ implies that the entire sentence 
   is to considered as one reported event with no particular element having the 
-  focus. In the second sentence, however, the reduplicative ‘she’ 
+  focus. In the second sentence, however, the reduplicative ‘she’ 
   implies the sentence is to viewed as two separate events, the first reported 
   as background, the second having the focus. (For example, one might utter the 
   second sentence as a complaint about the lights being turned on.) The Ithkuil 
@@ -1354,9 +1354,9 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   the nuances of the second sentence would be conveyed by marking the equivalent 
   of the verb form as <FONT size="2">FOCUSED</FONT>.</P>
 <P align="justify">Finally, Focus functions to disambiguate sentences such as 
-  <EM>Chicago defeated Oakland, too</EM>, which means either (1) ‘Chicago 
-  was one of the teams that defeated Oakland,’ or (2) ‘Oakland was 
-  one of the teams that Chicago defeated.’ Ithkuil would mark one team name 
+  <EM>Chicago defeated Oakland, too</EM>, which means either (1) ‘Chicago 
+  was one of the teams that defeated Oakland,’ or (2) ‘Oakland was 
+  one of the teams that Chicago defeated.’ Ithkuil would mark one team name 
   or the other as <FONT size="2">FOCUSED </FONT>to show which of these two meanings 
   is implied.</P>
 <P align="justify">The <FONT size="2">UNFOCUSED</FONT> attribute is morpho-phonologically 
@@ -1367,7 +1367,7 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   <LI>by insertion of a -<STRONG>w</STRONG>- infix within a formative immediately 
     following the <STRONG>C<FONT size="1">1</FONT></STRONG> radical consonant(s), 
     or</LI>
-  <LI>by addition of the suffix -<STRONG>V<FONT size="1">1</FONT>’</STRONG> 
+  <LI>by addition of the suffix -<STRONG>V<FONT size="1">1</FONT>’</STRONG> 
     in several of its degrees (see <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o13">Sec. 
     7.7.13</A>)</LI>
   <LI><A href="ithkuil-ch5a-verbs.htm#Sec5o2">Sec. 5.2</A> and <A href="ithkuil-ch6-moreverbs.htm#Sec6o4o5">Sec. 
@@ -1405,7 +1405,7 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   formative. It focuses on those features of a noun or verb which are ontologically 
   objective, i.e., those that exist irrespective of any observers, opinions, interpretations, 
   beliefs or attitudes. Similarly excluded from consideration in the <FONT size="2">EXISTENTIAL</FONT> 
-  is any notion of a noun’s use, function, role or benefit. The <FONT size="2">EXISTENTIAL</FONT> 
+  is any notion of a noun’s use, function, role or benefit. The <FONT size="2">EXISTENTIAL</FONT> 
   serves only to point out the mere existence of a noun as a tangible, objective 
   entity under discussion. It is thus used to offer mere identification of a noun 
   or verb. </DIV>
@@ -1436,13 +1436,13 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
 </DIV>
 <P align="justify">For example, in our previous sentence <EM>A cat ran past the 
   doorway</EM>, if we now place the cat, doorway, and act of running each into 
-  the <FONT size="2">FUNCTIONAL</FONT>, the ‘cat’ no longer simply 
+  the <FONT size="2">FUNCTIONAL</FONT>, the ‘cat’ no longer simply 
   identifies a participant, it makes its being a cat (as opposed to say, a dog) 
   significant, e.g., because the speaker may fear cats, or because the cat could 
   get into the room and ruin the furniture, or because cats are associated with 
-  mystery, or because a neighbor has been looking for a lost cat, etc. The ‘doorway’ 
+  mystery, or because a neighbor has been looking for a lost cat, etc. The ‘doorway’ 
   now conveys its purpose as an entry, reinforcing what the cat may do upon entering. 
-  Likewise, the verb ‘ran’ in the <FONT size="2">FUNCTIONAL</FONT> 
+  Likewise, the verb ‘ran’ in the <FONT size="2">FUNCTIONAL</FONT> 
   now implies the furtive nature of the cat.</P>
 <P align="justify">&nbsp; </P>
 <TABLE width="45%" border="0" cellpadding="0">
@@ -1460,16 +1460,16 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   concept or entity which is abstractly associated with it. For example, the metaphorical 
   connotations of the English sentence <EM>That pinstripe-suited dog is checking 
   out a kitty</EM>, can be equally conveyed in Ithkuil by inflecting the words 
-  for ‘dog and ‘kitty’ into the <FONT size="2">REPRESENTATIONAL</FONT> 
+  for ‘dog and ‘kitty’ into the <FONT size="2">REPRESENTATIONAL</FONT> 
   context. The <FONT size="2">REPRESENTATIONAL</FONT> is one of several ways that 
   Ithkuil overtly renders all metaphorical, symbolic, or metonymic usages (from 
   a grammatical standpoint). </DIV>
 <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">* Metonymy 
   is the use of a word or phrase of one type to refer to an associated word or 
-  phrase of a different type (usually a person), such as place-for-person in ‘The 
-  orders came from <EM>the White House</EM>,’ object-for-person in ‘Tell 
-  the cook <EM>the ham-and-cheese</EM> wants fries with his order’ or phrase-for-person 
-  as in ‘<EM>You-know-who</EM> just showed up.’<BR>
+  phrase of a different type (usually a person), such as place-for-person in ‘The 
+  orders came from <EM>the White House</EM>,’ object-for-person in ‘Tell 
+  the cook <EM>the ham-and-cheese</EM> wants fries with his order’ or phrase-for-person 
+  as in ‘<EM>You-know-who</EM> just showed up.’<BR>
   </FONT><BR>
 </P>
 <TABLE width="45%" border="0" cellpadding="0">
@@ -1491,7 +1491,7 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   within the larger context of the world. Its use indicates the speaker is inviting 
   the hearer to subjectively consider all the subjective wonder, emotional nuances, 
   psychological ramifications and/or philosophical implications associated with 
-  the noun’s existence, purpose, or function, as being a world unto itself, 
+  the noun’s existence, purpose, or function, as being a world unto itself, 
   intrinsically interconnected with the wider world beyond it on many levels. 
   Thus the <FONT size="2">AMALGAMATE</FONT> version of our sentence <EM>The cat 
   ran past the doorway</EM> would take on quite melodramatic implications, with 
@@ -1544,10 +1544,10 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   2.2.3</A></FONT>). The <FONT size="2">FORMAL</FONT> imparts a sense of permanency 
   and/or authority, raising the noun or verb to a more definitive, formal or institutional 
   manifestation of itself, or stressing this authoritative/definitive nature if 
-  the meaning already includes it. For example, stems translatable as ‘symbol,’ 
-  ‘eat,’ ‘thought,’ and ‘a model’ in the <FONT size="2">INFORMAL</FONT> 
-  would become ‘icon,’ ‘dine,’ ‘idea,’ and 
-  ‘archetype’ in the <FONT size="2">FORMAL</FONT>.</P>
+  the meaning already includes it. For example, stems translatable as ‘symbol,’ 
+  ‘eat,’ ‘thought,’ and ‘a model’ in the <FONT size="2">INFORMAL</FONT> 
+  would become ‘icon,’ ‘dine,’ ‘idea,’ and 
+  ‘archetype’ in the <FONT size="2">FORMAL</FONT>.</P>
 <P align="justify">The <FONT size="2">FORMAL</FONT> achieves several subtle purposes 
   from a lexico-semantic standpoint. While some Ithkuil words would translate 
   the same in English no matter which designation (e.g., <EM>to hurt, to float, 
@@ -1603,7 +1603,7 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   </TR>
   <TR> 
     <TD>&nbsp;</TD>
-    <TD>natural environment <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM>“man-made” 
+    <TD>natural environment <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM>“man-made” 
       environment</TD>
     <TD>awareness <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
       consciousness</TD>
@@ -1661,9 +1661,9 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
   sentences:</P>
 <BLOCKQUOTE>
   <P align="justify"> 1a) <EM>The boy ran off to sea.</EM><BR>
-    1b) <EM>The boy who ran off to sea didn’t run off to sea.</EM></P>
+    1b) <EM>The boy who ran off to sea didn’t run off to sea.</EM></P>
   <P align="justify">2a) <EM>The dog you saw is to be sold tomorrow.</EM><BR>
-    2b) <EM>The dog you saw doesn’t exist.</EM></P>
+    2b) <EM>The dog you saw doesn’t exist.</EM></P>
 </BLOCKQUOTE>
 <P align="justify">Sentences (1a) and (2a) appear to be straightforward sentences 
   in terms of meaning and interpretation. However, at first blush, sentences 
@@ -1675,14 +1675,14 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
 <P align="justify">Why sentences such as (1b) and (2b) can have possible real-world 
   meaning is because they in fact do not make reference to an actual boy or dog, 
   but rather to hypothetical representations of a real-world boy and dog, being 
-  used as references back to those real-world counterparts from within an “alternative 
-  mental space” created psychologically (and implied linguistically) where 
+  used as references back to those real-world counterparts from within an “alternative 
+  mental space” created psychologically (and implied linguistically) where 
   events can be spoken about that are either unreal, as-yet-unrealized, or alternative 
   versions of what really takes place. This alternative mental space, then, is 
   essentially the psychological realm of both potential and imagination. In Western 
   languages, such an alternative mental space is implied by context or indicated 
   by certain lexical signals. One such group of lexical signals are the so-called 
-  “modal” verbs of English, e.g., <EM>must, can, should</EM>, etc. 
+  “modal” verbs of English, e.g., <EM>must, can, should</EM>, etc. 
   as seen in the following:</P>
 <BLOCKQUOTE>
   <P align="justify">3) <EM>You must come home at once.</EM><BR>
@@ -1788,7 +1788,7 @@ of knowing the formative's nominal or verbal status.</FONT><BR>
     <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ilaksh/Ilaksh_Intro.html" target="_blank">Revised Ithkuil: <FONT face="Times New Roman, Times, serif">I</FONT>laksh</A></FONT></TD>
   </TR>
 </TBODY></TABLE>
-<P align="justify"><FONT size="-1">©2004-2009 by John Quijada. You may copy or 
+<P align="justify"><FONT size="-1">©2004-2009 by John Quijada. You may copy or 
   excerpt any portion of the contents of this website provided you give full attribution 
   to the author and this website. </FONT></P>
 <P>&nbsp;</P>