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--- a/2004-en-alt/ithkuil-ch5a-verb-morphology1.html
+++ b/2004-en-alt/ithkuil-ch5a-verb-morphology1.html
@@ -92,8 +92,8 @@
     </TR>
   </TBODY></TABLE>
 </DIV>
-<P align="justify">The Ithkuil verbal formative (termed “verb” in 
-  this chapter for simplicity’s sake) is the workhorse of the language, 
+<P align="justify">The Ithkuil verbal formative (termed “verb” in 
+  this chapter for simplicity’s sake) is the workhorse of the language, 
   inflecting for twenty-two different morphological categories. These include 
   the eight categories shared by all formatives and already discussed in <A href="ithkuil-ch3-morphology.html">Chapter 
   3</A>: <STRONG>Configuration, Affiliation, Perspective, Extension, Focus, Essence, 
@@ -129,10 +129,10 @@
 </TBODY></TABLE>
 <P align="justify">A highly stilted but approximate English translation of the 
   above, capturing as many of the nuances of the Ithkuil phrase as possible, would 
-  be: ‘<EM>…despite apparently being on the verge, contrary to the 
+  be: ‘<EM>
despite apparently being on the verge, contrary to the 
   allegation, of just so happening to want to succeed in vowing to maybe return 
   periodically to the honorable practice of superlative architecture for others 
-  to follow by example</EM>’ </P>
+  to follow by example</EM>’ </P>
 <P align="justify">In this chapter we will examine eight of the 14 morphological 
   categories particular to verbal formatives. The six categories specific to aspectual 
   adjuncts will be described in <A href="ithkuil-ch6-moreverbs.html">Chapter 
@@ -190,13 +190,13 @@
   </TR>
 </TBODY></TABLE>
 <P align="justify">The <FONT size="2">DIRECTIVE</FONT> illocution is marked by 
-  the affix -<STRONG>’</STRONG>- (i.e., the glottal stop). For stems whose 
+  the affix -<STRONG>’</STRONG>- (i.e., the glottal stop). For stems whose 
   C<FONT size="1">1</FONT> radical is a single stop or affricate consonant (i.e., 
   <IMG src="assets/5-1-2a.gif" width="271" height="18" align="absbottom"> 
   plus corresponding ejectives or aspirates) in mutational grades 1 through 8, 
   this illocution is shown by gemination of the initial consonant of C<FONT size="1">1</FONT> 
   consonantal form rather than by a glottal stop (e.g., <STRONG> <FONT size="2" face="Arial, Helvetica, sans-serif">aqq<IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle">wet</FONT></STRONG>, 
-  not <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>a’q<FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle"></FONT>wet</STRONG></FONT>). 
+  not <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>a’q<FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle"></FONT>wet</STRONG></FONT>). 
   The <FONT size="2">DIRECTIVE</FONT> illocution is for the purpose of committing 
   the hearer to undertake a course of action represented by the proposition, where 
   the proposition describes a mental wish, desire, or intention on the part of 
@@ -266,7 +266,7 @@
   </TBODY></TABLE>
 </DIV>
 <P align="justify">The <FONT size="2">DECLARATIVE</FONT> illocution is marked 
-  by the affix -<FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT>- 
+  by the affix -<FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT>- 
   with alternate forms -<FONT face="Arial, Helvetica, sans-serif"><STRONG>p</STRONG></FONT>-, 
   -<STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG>- or -<FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT>- 
   where euphonically appropriate and/or to avoid confusion with a geminated C<FONT size="1">1</FONT> 
@@ -275,9 +275,9 @@
   convention, cultural rules, law, subjective authority, or personal authority 
   or control of a situation. The commitment imposed upon the hearer is one of 
   recognition or non-recognition. Such utterances include declarations, announcements, 
-  proclamations, and various “performative” expressions. Certain languages 
+  proclamations, and various “performative” expressions. Certain languages 
   mark this function of a verb using a mood known as hortative. Examples would 
-  be: <EM>I dub thee “Clown Master”!, The king will hear all grievances 
+  be: <EM>I dub thee “Clown Master”!, The king will hear all grievances 
   at noon each day, This court is now in session, We hereby declare this treaty 
   null and void!</EM></P>
 <P align="justify">&nbsp;</P>
@@ -304,11 +304,11 @@
   one is not asking <EM>Would you like to dance with me?</EM> Rather, one is expressing 
   what can only be translated either a specialized command <EM>(State whether) 
   you will dance with me</EM> or a specialized assertion <EM>(I inquire whether) 
-  you will dance with me</EM>. One does not say <EM>What’s your name?</EM>, 
+  you will dance with me</EM>. One does not say <EM>What’s your name?</EM>, 
   but rather <EM>Tell me your name</EM>. </P>
 <P align="justify">Indeed, Ithkuil has no words corresponding to the English words 
-  ‘question’ or ‘ask,’ the nearest equivalents being derived 
-  from the words for ‘investigation’ and ‘determine.’ 
+  ‘question’ or ‘ask,’ the nearest equivalents being derived 
+  from the words for ‘investigation’ and ‘determine.’ 
   Consequently, there is no question mark used at the end of the sentence, nor 
   does the pitch of the voice rise as is usual with Western languages when asking 
   questions. The commitment on the part of the listener in regard to the <FONT size="2">INTERROGATIVE</FONT> 
@@ -332,8 +332,8 @@
   used where euphonically appropriate and/or to avoid confusion with a geminated 
   C<FONT size="1">1</FONT> consonantal form. The <FONT size="2">ADMONITIVE</FONT> 
   is used for admonitions and warnings, corresponding to English phrases such 
-  as ‘(I) caution you lest…,’ ‘(I) warn you against…,’ 
-  or ‘Be careful not to….’ The utterance is neither true nor 
+  as ‘(I) caution you lest
,’ ‘(I) warn you against
,’ 
+  or ‘Be careful not to
.’ The utterance is neither true nor 
   false because it describes only a potential act or situation which may occur 
   unless avoided. The commitment on the part of the hearer is to assess the degree 
   of likelihood of the potentiality, followed by a choice whether to heed or ignore/defy 
@@ -356,7 +356,7 @@
   verb, i.e., participation by one party automatically implies participation by 
   another party to the same act, event, or state in either a parallel, corollary, 
   or complementary fashion. Such dual participation occurs naturally in the verbs 
-  of world languages and is the province of what is known as “co-active” 
+  of world languages and is the province of what is known as “co-active” 
   verbs. While all languages implicitly have co-active verbs, Ithkuil explicitly 
   shows this dual participation in a formal and systematic way. To illustrate 
   the concept of co-activity in English compare the following pairs of sentences:</P>
@@ -405,31 +405,31 @@
   that the verbs <EM>find</EM>, <EM>throw at</EM>, and <EM>perform</EM> have been 
   replaced by the semantically similar <EM>meet</EM>, <EM>throw</EM>, and <EM>entertain</EM>. 
   Nevertheless, the use of inanimate objects with these latter three verbs appears 
-  unacceptable. The reason is that the verbs in the first set are “mono-active,” 
+  unacceptable. The reason is that the verbs in the first set are “mono-active,” 
   i.e., they do not require that the object participate in the action in any way, 
-  whereas the verbs in the second set are “co-active,” requiring that 
+  whereas the verbs in the second set are “co-active,” requiring that 
   the object participate in the action along with the subject. Thus, while I can 
   <EM>find</EM> an old man without the old man doing anything about it or even 
   being aware of it, I cannot <EM>meet</EM> an old man without the old man also 
   meeting me. I can <EM>throw a ball at Sam</EM> without Sam noticing, but if 
   I <EM>throw Sam a ball</EM> it implies that he is expected to participate by 
-  catching it. Similarly, I can <EM>perform</EM> in front of someone even if they’re 
-  asleep, but I can’t <EM>entertain</EM> them unless they are participating 
+  catching it. Similarly, I can <EM>perform</EM> in front of someone even if they’re 
+  asleep, but I can’t <EM>entertain</EM> them unless they are participating 
   in the situation by observing me. </P>
 <P align="justify">The participatory relationship involving the second party of 
   a co-active verb differs depending on the context. It can be a parallel relationship 
   (i.e., both parties participate identically) as implied by the English adverb 
-  ‘together’ in <EM>He and I jog together</EM>, or a reciprocal relationship 
+  ‘together’ in <EM>He and I jog together</EM>, or a reciprocal relationship 
   as in the sentence <EM>I met the old man</EM> (i.e., and so he met me) or in 
-  verbs used with the adverbial phrase ‘each other,’ as in <EM>We 
+  verbs used with the adverbial phrase ‘each other,’ as in <EM>We 
   love each other</EM>. The relationship can be one of accompaniment as in <EM>I 
   played along with him</EM> (e.g., as he sang), or a complementary relationship 
   as in <EM>I threw Sam the ball</EM> (i.e., and so he caught it).</P>
 <P align="justify">Other sorts of co-active relationships are possible. It is 
   the differences in these relationships that are systematized in Ithkuil into 
   the category called valence. In English and other languages co-activity is rarely 
-  explicit and systematic (the use of adverbs such as ‘together,’ 
-  ‘each other,’ or prefixes such as ‘out-’ as in <EM>out-perform</EM> 
+  explicit and systematic (the use of adverbs such as ‘together,’ 
+  ‘each other,’ or prefixes such as ‘out-’ as in <EM>out-perform</EM> 
   are some exceptions), and when lexified within a verb itself, are implicitly 
   specific to that verb, giving rise to monoactive/co-active pairs such as <EM>find/meet, 
   throw at/throw, perform/entertain</EM>, etc. </P>
@@ -455,7 +455,7 @@
   where <STRONG>V<FONT size="1">v</FONT></STRONG> is the vocalic prefix signifying 
   the valence and version of the verb. These prefixes are shown below in Table 
   12. Following the table are explanations of each valence. It should be noted 
-  that placement of a glottal stop infix -<STRONG>’</STRONG>- between the 
+  that placement of a glottal stop infix -<STRONG>’</STRONG>- between the 
   <STRONG>V<FONT size="1">v</FONT></STRONG> prefix and <IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
   assigns positive focus <STRONG>+FC</STRONG> to the main verb.</P>
 <P><BR>
@@ -528,7 +528,7 @@
 </DIV>
 <P align="justify">The <FONT size="2">RECIPROCAL</FONT> valence indicates identical 
   activity by each party directed at the other, thus translating the English adverbial 
-  phrases ‘each other’ and ‘one another,’ as in <EM>They 
+  phrases ‘each other’ and ‘one another,’ as in <EM>They 
   looked at each other, The clown and the grocer despise one another</EM>.</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
@@ -543,13 +543,13 @@
 </DIV>
 <P align="justify">The <FONT size="2">COMPLEMENTARY</FONT> valence indicates that 
   the second party performs a complementary activity to that of the first party. 
-  By “complementary” is meant an activity different from that of the 
+  By “complementary” is meant an activity different from that of the 
   first party, but necessary to complete the whole of the joint activity, i.e., 
-  the “other half” of the joint activity. This is exemplified in sentences 
+  the “other half” of the joint activity. This is exemplified in sentences 
   such as <EM>The man and his son played catch, Hortense took me into the woods, 
-  The clown read the children a story</EM>, where ‘played catch’ implies 
-  the complementary activities of throwing and catching, ‘took (into the 
-  woods)’ implies someone leading while the other follows, and ‘read’ 
+  The clown read the children a story</EM>, where ‘played catch’ implies 
+  the complementary activities of throwing and catching, ‘took (into the 
+  woods)’ implies someone leading while the other follows, and ‘read’ 
   implies a reader and an audience.</P>
 <P align="justify"></P>
 <DIV align="justify">
@@ -566,12 +566,12 @@
   a second party engages in a completely unrelated activity from the first, i.e., 
   an incidental or circumstantial co-activity. There is no direct way to exemplify 
   this valence in English translation other than to add a periphrastic clause 
-  such as ‘while the other did something else’ as in <EM>He shaved 
+  such as ‘while the other did something else’ as in <EM>He shaved 
   while she did something else</EM>. The way an Ithkuil sentence would utilize 
   this valence would be in sentences overtly constructed to say, for example, 
-  ‘They were in the house’ with the <FONT size="2">NONRELATIONAL</FONT> 
-  valence rendering a connotation of ‘…where one party was doing one 
-  thing while the other did something else.’</P>
+  ‘They were in the house’ with the <FONT size="2">NONRELATIONAL</FONT> 
+  valence rendering a connotation of ‘
where one party was doing one 
+  thing while the other did something else.’</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
   <TABLE width="45%" border="0" cellpadding="0">
@@ -585,7 +585,7 @@
 </DIV>
 <P align="justify">The <FONT size="2">DUPLICATIVE</FONT> valence indicates that 
   the second party copies or repeats the activity of the first party, as in the 
-  sentences <EM>Let’s draw a picture</EM> (i.e., I’ll draw it first, 
+  sentences <EM>Let’s draw a picture</EM> (i.e., I’ll draw it first, 
   then you draw the same picture), <EM>They both read that book</EM> (i.e., first 
   one, then the other), <EM>I bought a new car</EM> (i.e., and now someone else 
   is buying a new car, too).</P>
@@ -603,9 +603,9 @@
 <P align="justify">The <FONT size="2">DEMONSTRATIVE</FONT> valence indicates that 
   the first party demonstrates for the second party how to do something or what 
   to do. Thus an Ithkuil sentence constructed as <EM>We played chess</EM> with 
-  the verb in the <FONT size="2">DEMONSTRATIVE</FONT> valence would mean ‘I 
-  showed her how to play chess,’ while the sentence constructed as <EM>They 
-  fought us</EM> in this valence would mean ‘They taught us how to fight.’</P>
+  the verb in the <FONT size="2">DEMONSTRATIVE</FONT> valence would mean ‘I 
+  showed her how to play chess,’ while the sentence constructed as <EM>They 
+  fought us</EM> in this valence would mean ‘They taught us how to fight.’</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
   <TABLE width="45%" border="0" cellpadding="0">
@@ -620,10 +620,10 @@
 <P align="justify">The <FONT size="2">RESISTIVE</FONT> valence indicates that 
   the second party resists or attempts to avoid participating in the activity 
   of the first party. This sense can sometimes be suggested in English using the 
-  adverbs ‘anyway,’ ‘nevertheless,’ or adverbial phrases 
-  such as ‘just the same,’ as in sentences such as <EM>We took the 
-  children to see the clowns anyway</EM> (i.e., they didn’t want to go), 
-  <EM>They fed me liver just the same</EM> (i.e., I can’t stand liver), 
+  adverbs ‘anyway,’ ‘nevertheless,’ or adverbial phrases 
+  such as ‘just the same,’ as in sentences such as <EM>We took the 
+  children to see the clowns anyway</EM> (i.e., they didn’t want to go), 
+  <EM>They fed me liver just the same</EM> (i.e., I can’t stand liver), 
   <EM>Nevertheless, he told us the story</EM> (i.e., despite our not wanting to 
   hear it).</P>
 <P align="justify">&nbsp;</P>
@@ -672,9 +672,9 @@
 </DIV>
 <P align="justify">The <FONT size="2">PARTICIPATIVE</FONT> valence indicates that 
   the parties take part in an activity involving a greater whole, translatable 
-  by the English phrase ‘take part in.…’ Thus, the Ithkuil sentence 
-  <EM>They raced </EM>in the <FONT size="2">PARTICIPATIVE</FONT> means ‘They 
-  each took part in the race.’</P>
+  by the English phrase ‘take part in.
’ Thus, the Ithkuil sentence 
+  <EM>They raced </EM>in the <FONT size="2">PARTICIPATIVE</FONT> means ‘They 
+  each took part in the race.’</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
   <TABLE width="45%" border="0" cellpadding="0">
@@ -687,11 +687,11 @@
   </TBODY></TABLE>
 </DIV>
 <P align="justify">The <FONT size="2">INDICATIVE</FONT> valence indicates that 
-  the second party perceives a cue, nuance, or implication from the first party’s 
+  the second party perceives a cue, nuance, or implication from the first party’s 
   activity. Thus the sentence <EM>I looked at her</EM> in the <FONT size="2">INDICATIVE</FONT> 
-  would mean ‘She understood what I meant from my looking at her’ 
-  while the sentence <EM>I spoke to them</EM> would mean ‘They gleaned what 
-  I really meant from my words.’</P>
+  would mean ‘She understood what I meant from my looking at her’ 
+  while the sentence <EM>I spoke to them</EM> would mean ‘They gleaned what 
+  I really meant from my words.’</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
   <TABLE width="45%" border="0" cellpadding="0">
@@ -722,7 +722,7 @@
 </TBODY></TABLE>
 <P align="justify">Version refers to a six-way aspectual distinction indicating 
   whether the verb refers to an act, event or state which is goal- or result-oriented, 
-  and/or whether it has been successfully actualized subsequent to one’s 
+  and/or whether it has been successfully actualized subsequent to one’s 
   initial intention. Like many Ithkuil morphological categories, version addresses 
   semantic distinctions which are usually rendered by lexical differentiation 
   (i.e., word choice) in other languages. </P>
@@ -867,19 +867,19 @@
   versions respectively but are specific to acts, events, or states initially 
   expressed (whether explicitly or implicitly) as unrealized intentions, attempts, 
   desires, needs, etc., often in conjunction with a modality affix to the verb 
-  (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A>). Such “unrealized” 
+  (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A>). Such “unrealized” 
   verbs are exemplified in the following sentences: <EM>I want to dance, She needs 
   to work, I tried to finish, She must find him, I choose to celebrate</EM>. Each 
-  of these sentences in itself does not specify whether the action was “realized” 
-  or not, i.e., just because I want to dance doesn’t necessarily mean that 
-  I actually do dance; her need to work doesn’t tell us by itself whether 
+  of these sentences in itself does not specify whether the action was “realized” 
+  or not, i.e., just because I want to dance doesn’t necessarily mean that 
+  I actually do dance; her need to work doesn’t tell us by itself whether 
   she in fact will work, etc.</P>
 <P align="justify">The <FONT size="2">INEFFECTUAL</FONT> version indicates that 
-  the outcome of an “unrealized” <FONT size="2">PROCESSUAL</FONT> 
+  the outcome of an “unrealized” <FONT size="2">PROCESSUAL</FONT> 
   verb is unsuccessful. Thus the sentence <EM>I want to dance</EM> in the <FONT size="2">INEFFECTUAL</FONT> 
-  would be translated as <EM>I want to dance but I’m not going to</EM>, 
+  would be translated as <EM>I want to dance but I’m not going to</EM>, 
   while the sentence <EM>I tried to eat</EM> in the <FONT size="2">INEFFECTUAL</FONT> 
-  means <EM>I tried to eat but couldn’t</EM>.</P>
+  means <EM>I tried to eat but couldn’t</EM>.</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
   <TABLE width="45%" border="0" cellpadding="0">
@@ -892,12 +892,12 @@
   </TBODY></TABLE>
 </DIV>
 <P align="justify">The <FONT size="2">INCOMPLETIVE</FONT> version indicates that 
-  the outcome of an “unrealized” <FONT size="2">COMPLETIVE</FONT> 
+  the outcome of an “unrealized” <FONT size="2">COMPLETIVE</FONT> 
   verb is unsuccessful. It functions identically to the <FONT size="2">INEFFECTUAL</FONT>, 
   except that it refers to a verb that is result/goal-oriented, as illustrated 
   in the comparative chart shown above for the <FONT size="2">COMPLETIVE</FONT> 
   version. Thus, the sentence <EM>I tried to eat</EM> in the <FONT size="2">INCOMPLETIVE</FONT> 
-  means <EM>I tried to eat all of it but couldn’t</EM>.</P>
+  means <EM>I tried to eat all of it but couldn’t</EM>.</P>
 <P align="justify">&nbsp;</P>
 <DIV align="justify">
   <TABLE width="45%" border="0" cellpadding="0">
@@ -912,7 +912,7 @@
 <P align="justify">Complementing the <FONT size="2">INEFFECTUAL</FONT>, the <FONT size="2">POSITIVE</FONT> 
   version indicates an intention brought to reality. Thus the sentence <EM>I want 
   to dance</EM> in the <FONT size="2">POSITIVE</FONT> would be translated as <EM>I 
-  want to dance and so I’m going to</EM>, while the sentence <EM>I tried 
+  want to dance and so I’m going to</EM>, while the sentence <EM>I tried 
   to eat</EM> in the <FONT size="2">POSITIVE</FONT> means <EM>I succeeded in eating 
   something</EM>.</P>
 <P align="justify">&nbsp;</P>
@@ -958,24 +958,24 @@
   <P>1. <EM>He bicycled south. = </EM>He traveled south by bicycle.<BR>
     2. <EM>She dolled herself up</EM>. = She made herself look as pretty as a 
     doll.<BR>
-    3. <EM>They’re shelving the books</EM>. = They’re putting the 
+    3. <EM>They’re shelving the books</EM>. = They’re putting the 
     books on the shelf/shelves.<BR>
     4. <EM>Slide me a beer</EM>. = Give me a beer by sliding it (e.g., along the 
     bar).</P>
 </BLOCKQUOTE>
 <P align="justify">The above sentences show four verbs which respectively carry 
   inherent senses of vector movement, transformation, positioning/placement, and 
-  giving. The patterning of such “conflated” verbs is usually random 
+  giving. The patterning of such “conflated” verbs is usually random 
   and haphazard in any given language. For example, the English <EM>to bicycle</EM> 
-  in sentence (1) means ‘to travel by means of bicycle,’ not ‘to 
-  make a bicycle’ or ‘to be a bicycle.’ On the other hand, the 
-  verb <EM>to doll up</EM> does not mean to ‘travel by doll,’ but 
-  rather ‘to make appear like a doll.’ Yet, <EM>to shelve</EM> means 
-  ‘to place on a shelf,’ not ‘to travel by means of shelves’ 
-  or ‘to make appear like a shelf.’ And none of the verbs in the first 
+  in sentence (1) means ‘to travel by means of bicycle,’ not ‘to 
+  make a bicycle’ or ‘to be a bicycle.’ On the other hand, the 
+  verb <EM>to doll up</EM> does not mean to ‘travel by doll,’ but 
+  rather ‘to make appear like a doll.’ Yet, <EM>to shelve</EM> means 
+  ‘to place on a shelf,’ not ‘to travel by means of shelves’ 
+  or ‘to make appear like a shelf.’ And none of the verbs in the first 
   three sentences connotes the idea of giving or conveyance as does <EM>slide</EM> 
   in sentence (4).</P>
-<P align="justify">As can be seen, verb conflation is essentially a “short-cut” 
+<P align="justify">As can be seen, verb conflation is essentially a “short-cut” 
   way of combining an unspoken primary verbal sense (such as movement, transformation, 
   placement, giving, etc.) with an overtly expressed verb that conveys a secondary 
   sense such as means, manner, or location. This can be formally notated for our 
@@ -989,7 +989,7 @@
     = <EM><STRONG>She dolled herself up</STRONG></EM>.</FONT></P>
   <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">They [1: 
     (PUT+progressive) the books] [2: (TO-LOCATION-OF) shelves] <BR>
-    = <EM><STRONG>They’re shelving the books</STRONG></EM>.</FONT></P>
+    = <EM><STRONG>They’re shelving the books</STRONG></EM>.</FONT></P>
   <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">[1: (GIVE+imperative)] 
     a beer [2: (BY-MEANS-OF) sliding] to me <BR>
     = <EM><STRONG>Slide me a beer</STRONG></EM>.</FONT></P>
@@ -997,15 +997,15 @@
 <P align="justify">Note that the particular unspoken covert and overt senses (shown 
   by the numerals 1 and 2 in the above analyses) are specific to any given verb 
   and must be subjectively learned by the listener, i.e., a speaker of English 
-  must learn that <EM>to hand</EM> means to GIVE by MEANS of one’s hand, 
+  must learn that <EM>to hand</EM> means to GIVE by MEANS of one’s hand, 
   but <EM>to shoulder</EM> does <STRONG>not</STRONG> mean to GIVE by MEANS of 
-  one’s shoulder. </P>
+  one’s shoulder. </P>
 <P align="justify">Thus, while conflation of verbs presents a potential opportunity 
   for instantiating verbs with patterns of overt and covert meaning, the lack 
   of systemization prevents one from knowing with certainty what pattern to use 
   when attempting to interpret the usage of a verb form. For example, imagine 
-  an English speaker using a new verb form such as ‘to apple,’ as 
-  in <EM>Let’s ‘apple’ today</EM>. Would this mean <EM>to pick 
+  an English speaker using a new verb form such as ‘to apple,’ as 
+  in <EM>Let’s ‘apple’ today</EM>. Would this mean <EM>to pick 
   apples?, to eat apples?, to plant apples?, to bake apples?, to buy apples?, 
   to turn something into an apple?, to wear apple-related clothing?</EM> Without 
   a standardized system of conflation, the meaning of such a form could only be 
@@ -1045,7 +1045,7 @@
   a shelf</EM>, etc. (The fact that such semantically anomalous forms are morphologically 
   permissible presents no problem from a logical perspective and is inherent in 
   human language, as exemplified in English by morphologically permissible but 
-  semantically anomalous forms such as ‘re-laugh’ or ‘co-beer.’)</P>
+  semantically anomalous forms such as ‘re-laugh’ or ‘co-beer.’)</P>
 <P align="justify">The specifics of primary conflation, format, and derivative 
   conflation are detailed in the following sections.</P>
 <P align="justify">&nbsp;</P>
@@ -1070,20 +1070,20 @@
     <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">OPR</FONT></STRONG></FONT></DIV></TD>
     <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD><FONT size="2" face="Arial, Helvetica, sans-serif">To perform the action 
-      of X; to do what X does; to carry out X’s function</FONT></TD>
+      of X; to do what X does; to carry out X’s function</FONT></TD>
   </TR>
   <TR> 
     <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">STA</FONT></STRONG></FONT></DIV></TD>
     <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
     <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Stative manifestation, 
-      i.e. to be in a (temporary) state; does NOT mean “be” in the 
-      sense of copula identification as in “I am John”</FONT></TD>
+      i.e. to be in a (temporary) state; does NOT mean “be” in the 
+      sense of copula identification as in “I am John”</FONT></TD>
   </TR>
   <TR> 
     <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">MNF</FONT></STRONG></FONT></DIV></TD>
     <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
     <TD><FONT size="2" face="Arial, Helvetica, sans-serif">To manifest or be identified 
-      as a specific entity; this is the nearest equivalent to the “be” 
+      as a specific entity; this is the nearest equivalent to the “be” 
       copula of identification in Western languages</FONT></TD>
   </TR>
   <TR> 
@@ -1133,7 +1133,7 @@
   their respective suffixes to a valence adjunct. </P>
 <P align="justify">The astute reader may have noted in Table 14 above that the 
   prefixes for the <FONT size="2">OPERATIVE</FONT> conflation are the same as 
-  the default (i.e., “conflation-less”) Extension/Affiliation prefixes 
+  the default (i.e., “conflation-less”) Extension/Affiliation prefixes 
   for nouns previously shown in Table 11 of <A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 
   3.4</A>. One may ask, then, how one knows whether or not these particular prefixes 
   are meant to show <FONT size="2">OPERATIVE</FONT> conflation on a formative. 
@@ -1154,7 +1154,7 @@
     <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SCHEMATIC</FONT></STRONG></DIV></TD>
     <TD><DIV align="center">-<IMG src="assets/m-double plus accent.gif" width="24" height="13"></DIV></TD>
     <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
-      verb specifies the manner of the conflated primary sense, e.g., <EM>I’m 
+      verb specifies the manner of the conflated primary sense, e.g., <EM>I’m 
       speeding through the book</EM> = reading speedily; <EM>Clouds blanketed 
       the city</EM> = cover like a blanket</FONT></TD>
   </TR>
@@ -1202,7 +1202,7 @@
     <TD><DIV align="center">-<IMG src="assets/mm-grave.gif" width="25" height="16" align="absbottom"></DIV></TD>
     <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
       verb specifies the subsequent cause-and-effect result or purpose (not the 
-      concurrent result) of the conflated sense, e.g., <EM>I’ll look in 
+      concurrent result) of the conflated sense, e.g., <EM>I’ll look in 
       on the stew</EM> (conflated sense: GO [to kitchen])</FONT></TD>
   </TR>
   <TR> 
@@ -1272,7 +1272,7 @@
   = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG> 
   are as follows: <STRONG>C<FONT size="1">N</FONT>1</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG>, 
   <STRONG>C<FONT size="1">N</FONT>2</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">b</FONT></STRONG>, 
-  and <STRONG>C<FONT size="1">N</FONT>3</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT>’</STRONG>. 
+  and <STRONG>C<FONT size="1">N</FONT>3</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT>’</STRONG>. 
   Thus, combining <STRONG>C<FONT size="1">N</FONT></STRONG> = <STRONG>p</STRONG> 
   with the valence adjunct forms <STRONG><FONT face="Arial, Helvetica, sans-serif">ei</FONT></STRONG><IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, 
   <STRONG><FONT face="Arial, Helvetica, sans-serif">wei</FONT></STRONG><IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, 
@@ -1289,7 +1289,7 @@
         </FONT></STRONG></DIV></TD>
     <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p 
         + yei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
-        = p’ei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"></FONT></STRONG></DIV></TD>
+        = p’ei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"></FONT></STRONG></DIV></TD>
   </TR>
 </TBODY></TABLE>
 <P align="justify"><BR>
@@ -1297,10 +1297,10 @@
   shown in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o2">Sec. 5.4.2</A> above, indicating the covert sense 
   of the conflated verb. </P>
 <P align="justify">Examples of basic conflation adjuncts are <FONT face="Arial, Helvetica, sans-serif"><STRONG>bram<IMG src="assets/m-acute.gif" width="12" height="17" align="absbottom">, 
-  téu<IMG src="assets/nn-cedilla-grave.gif" width="15" height="15" align="absmiddle">, 
+  téu<IMG src="assets/nn-cedilla-grave.gif" width="15" height="15" align="absmiddle">, 
   wiu<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, 
-  llëu<IMG src="assets/l-bar double plus accent.gif" width="13" height="16">, 
-  and cÿ<IMG src="assets/r-cedilla double plus accent.gif" width="15" height="16" align="absmiddle">ua. 
+  llëu<IMG src="assets/l-bar double plus accent.gif" width="13" height="16">, 
+  and c˙<IMG src="assets/r-cedilla double plus accent.gif" width="15" height="16" align="absmiddle">ua. 
   </STRONG></FONT></P>
 <P align="justify">The following tables show the <STRONG>C<FONT size="1">N</FONT></STRONG> 
   prefixes and the overt senses associated with these derivations.</P>
@@ -1327,7 +1327,7 @@
     <TD rowspan="7"> 
       <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">b</FONT></STRONG></DIV></TD>
     <TD rowspan="7"> 
-      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p’</FONT></STRONG></DIV></TD>
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>do, undertake, take on</TD>
   </TR>
@@ -1370,7 +1370,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG></DIV></TD>
     <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">d</FONT></STRONG></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>use, utilize</TD>
   </TR>
@@ -1413,7 +1413,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle"></DIV></TD>
     <TD rowspan="7"><DIV align="center"><IMG src="assets/Jv.gif" width="9" height="20" align="absbottom"></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><IMG src="assets/k-cedilla.gif" align="absmiddle"><STRONG><FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><IMG src="assets/k-cedilla.gif" align="absmiddle"><STRONG><FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>get, induce to</TD>
   </TR>
@@ -1456,7 +1456,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT></DIV></TD>
     <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">g</FONT></STRONG></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">k’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">k’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>let, permit, allow</TD>
   </TR>
@@ -1499,7 +1499,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT></DIV></TD>
     <TD rowspan="7"><DIV align="center"><IMG src="assets/g-dot.gif" width="12" height="19" align="bottom"></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG>’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG>’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>have (someone do something)</TD>
   </TR>
@@ -2060,7 +2060,7 @@
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-slash.gif" width="8" height="14"></FONT></DIV></TD>
     <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18"></FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
-    <TD>try out, ‘taste’</TD>
+    <TD>try out, ‘taste’</TD>
   </TR>
   <TR> 
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
@@ -2150,7 +2150,7 @@
   </TR>
   <TR> 
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
-    <TD>occupy space, ‘cover’</TD>
+    <TD>occupy space, ‘cover’</TD>
   </TR>
   <TR> 
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
@@ -2230,7 +2230,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT></DIV></TD>
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-bar.gif" width="9" height="11" align="absbottom"></FONT></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>c’</STRONG></FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>c’</STRONG></FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>ally (with)</TD>
   </TR>
@@ -2273,7 +2273,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/C dot.gif" width="9" height="14"></STRONG></FONT></STRONG></FONT></DIV></TD>
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-dot.gif" width="9" height="15"></FONT></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT></STRONG></FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT></STRONG></FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>do right, best thing</TD>
   </TR>
@@ -2316,7 +2316,7 @@
   <TR> 
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15"></FONT></DIV></TD>
     <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>j</STRONG></FONT></DIV></TD>
-    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>respond, reply</TD>
   </TR>
@@ -2836,7 +2836,7 @@
     <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">st</FONT><FONT face="Arial, Helvetica, sans-serif"><BR>
         </FONT></STRONG></DIV></TD>
     <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sn</FONT></STRONG></DIV></TD>
-    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">st’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">st’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>waste</TD>
   </TR>
@@ -2880,7 +2880,7 @@
     <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sp<BR>
         </FONT></STRONG></DIV></TD>
     <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sm</FONT></STRONG></DIV></TD>
-    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sp’</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sp’</FONT></STRONG></DIV></TD>
     <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
     <TD>practice, perform practice of</TD>
   </TR>
@@ -2972,7 +2972,7 @@
     <!-- <td valign="top"><font face="Arial, Helvetica, sans-serif"><a href="ilaksh/Ilaksh_Intro.html">Revised Ithkuil: <font face="Times New Roman, Times, serif">I</font>laksh</a></font></td> -->
   </TR>
 </TBODY></TABLE>
-<P align="left"><FONT size="-1">©2004-2009 by John Quijada. You may copy or excerpt 
+<P align="left"><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 align="left"><BR>