new mirror data thanks to kiepier

592 files changed, 36152 insertions, 0 deletions

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diff --git a/2004-en-alt/assets/IPA theta.gif b/2004-en-alt/assets/IPA theta.gif
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diff --git a/2004-en-alt/assets/IPA ts-v.gif b/2004-en-alt/assets/IPA ts-v.gif
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diff --git a/2004-en-alt/assets/IPA ts.gif b/2004-en-alt/assets/IPA ts.gif
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diff --git a/2004-en-alt/assets/IPA u-bar.gif b/2004-en-alt/assets/IPA u-bar.gif
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diff --git a/2004-en-alt/assets/IPA u-unrounded.gif b/2004-en-alt/assets/IPA u-unrounded.gif
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diff --git a/2004-en-alt/assets/IPA x-chi.gif b/2004-en-alt/assets/IPA x-chi.gif
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diff --git a/2004-en-alt/assets/IPA z-retroflex.gif b/2004-en-alt/assets/IPA z-retroflex.gif
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diff --git a/2004-en-alt/assets/IPA%20G-uvular.gif b/2004-en-alt/assets/IPA%20G-uvular.gif
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diff --git a/2004-en-alt/assets/IPA%20a-back.gif b/2004-en-alt/assets/IPA%20a-back.gif
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diff --git a/2004-en-alt/assets/IPA%20ezh.gif b/2004-en-alt/assets/IPA%20ezh.gif
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
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+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Grammar of the Ithkuil Language - Chapter 12: The Number System</TITLE>
+
+<SCRIPT language="JavaScript" type="text/JavaScript">
+<!--
+//-->onLoad="javascript:changenav12();"
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch-12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 12: The Number System</H2>
+<DIV align="center">
+  <TABLE width="43%" border="0" cellpadding="1" cellspacing="1">
+    <TBODY><TR> 
+      <TD width="329"><FONT size="2"><A href="ithkuil-ch12-numbers.htm#Sec12o1">12.1 Features of a Centesimal 
+        Number System</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch12-numbers.htm#Sec12o2">12.2 Semantic Designations for Numerical 
+        Stems </A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch12-numbers.htm#Sec12o3">12.3 Expressing “Zero”</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch12-numbers.htm#Sec12o4">12.4 Writing Numerals</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch12-numbers.htm#Sec12o5">12.5 Using Numbers in Speech</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The Ithkuil system of numbers and counting is distinct from 
+  Western languages in two fundamental ways: it is centesimal (base one hundred) 
+  as opposed to decimal (base ten), and the numbers themselves are full formatives 
+  (i.e., nouns and verbs), not adjectives. This has already been discussed briefly 
+  in <A href="ithkuil-ch4-case.htm#Sec4o5o7">Section 4.5.7</A> regarding 
+  the <FONT size="2">PARTITIVE</FONT> case. This section will examine the numerical 
+  system in greater detail.</P>
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>12.1 FEATURES OF A CENTESIMAL NUMBER SYSTEM<A name="Sec12o1"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Being a centesimal system of enumeration, the numbers from 
+  zero to 100 are considered autonomous units represented by single stems and 
+  written using single autonomous symbols. Beginning with the number 101, numbers 
+  are referred to by the number of hundreds plus the number of units, just as 
+  a decimal system, beginning with the number 11, refers to the number of tens 
+  plus the number of units. However, where a decimal system then shifts to a unit 
+  referring to 100 once “10 tens” is reached, a centesimal system 
+  proceeds to the number 10,000 before establishing a new unit reference (i.e., 
+  “100 hundreds”). Thus the number 3254, which in a decimal system 
+  is 3 thousands — 2 hundreds — 5 tens — 4 ones, in a centesimal 
+  system becomes 32 hundreds—54 ones, and would be only two digits when 
+  written (the single character representing 32, and the single character representing 
+  54). The details of writing Ithkuil numerals are given below in Section 12.5.</P>
+<P align="justify">After 100, separate unit numbers and symbols are assigned to 
+  the square of 100 (i.e. ten thousand, that being “100 hundreds”), 
+  then the square of that number, <IMG src="assets/12-1a.gif" width="29" height="16" align="absmiddle"> 
+  (100 million, i.e., 10,000 ten-thousands). The final unit is <IMG src="assets/12-1b.gif" width="28" height="15" align="baseline">, 
+  that is, 10 quadrillion or 100 million hundred-millions, the last number for 
+  which Ithkuil assigns a separate root and symbol. After ten quadrillion, numbers 
+  are referred to as multiples of lower sets, similar to saying in English “one 
+  trillion quadrillion” instead of the equivalent “one octillion.”</P>
+<P align="justify">While the above may seem unwieldy or even arbitrary, it actually 
+  parallels Western base-ten numerals in terms of its systematization. For example, 
+  in a Western number like 456,321,777,123, each set of three numbers between 
+  the commas tells how many hundreds there are of a certain power of 1000 (i.e., 
+  there are 123 of<FONT color="#FFFFFF">_</FONT><IMG src="assets/12-1c.gif" width="36" height="15">, 
+  777 of<FONT color="#FFFFFF">_</FONT><IMG src="assets/12-1d.gif" width="35" height="15">, 
+  321 of<FONT color="#FFFFFF">_</FONT><IMG src="assets/12-1e.gif" width="36" height="14">, 
+  and 456 of<FONT color="#FFFFFF">_</FONT><IMG src="assets/12-1f.gif" width="36" height="14">, 
+  or in more common terms 123 ones, 777 thousands, 321 millions, 456 billions).</P>
+<P align="justify">The same exact system holds for Ithkuil, except that the sets 
+  of numbers “between the commas” so to speak, is the number of ten-thousands, 
+  not thousands. Thus, if we were to rewrite the Western number 456,321,777,123 
+  in such a system, it would be <STRONG>4563,2177,7123</STRONG> (i.e., 7123 of<FONT color="#FFFFFF">_</FONT><IMG src="assets/12-1g.gif" width="49" height="18" align="absmiddle">, 
+  2177 of<FONT color="#FFFFFF">_<IMG src="assets/12-1h.gif" width="48" height="18" align="absmiddle"></FONT>, 
+  and 4563 of<FONT color="#FFFFFF">_<IMG src="assets/12-1i.gif" width="49" height="18" align="absmiddle"></FONT>, 
+  that being 7123 ones, 2177 ten-thousands, and 4563 hundred-millions). </P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>12.2 SEMANTIC DESIGNATIONS FOR NUMERICAL STEMS<A name="Sec12o2"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The semantic roots for numbers in Ithkuil from 1 to 99 are 
+  based on roots for 1 through 10, to which the nine degrees of the affix <STRONG>-V<FONT size="1">1</FONT>t’</STRONG> 
+  are added. Each of the nine degrees of this suffix, when applied to one of the 
+  ten number-roots, corresponds to an additional multiple of ten. This is illustrated 
+  in Table 67 below.<BR>
+</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 67: 
+  The <IMG src="assets/10-1-1c.gif" width="34" height="18" align="absmiddle"> 
+  Affix with Numerals</STRONG></FONT></P>
+<P align="justify"><IMG src="assets/12-2.gif" width="637" height="112"></P>
+<P align="justify">The addition of a particular degree of this affix to one of 
+  the ten indicates that the root number is added to that multiple of ten. For 
+  example, the stem <FONT face="Arial, Helvetica, sans-serif"> <STRONG>kas</STRONG></FONT> 
+  ‘two,’ plus the seventh degree affix <STRONG>-V1t’/7</STRONG>, 
+  gives <FONT face="Arial, Helvetica, sans-serif"><STRONG>kast’ï</STRONG></FONT> 
+  ‘seventy-two.’ Because there is no root corresponding to ‘zero’ 
+  (see <A href="ithkuil-ch12-numbers.htm#Sec12o3">Sec. 12.3</A> below), each multiple of ten is constructed using stem <FONT face="Arial, Helvetica, sans-serif"><STRONG>mas</STRONG></FONT> 
+  ‘ten’ plus one of the above suffixes. Thus, the numbers 20, 30 and 
+  40 are respectively <STRONG><FONT face="Arial, Helvetica, sans-serif">mast’</FONT></STRONG>, 
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>mast’u</STRONG></FONT> 
+  and <FONT face="Arial, Helvetica, sans-serif"><STRONG>mast’ai</STRONG></FONT>, 
+  but the numbers 22, 32 and 42 are <STRONG><FONT face="Arial, Helvetica, sans-serif">kast’u</FONT></STRONG>, 
+  <STRONG> <FONT face="Arial, Helvetica, sans-serif">kast’ai</FONT></STRONG> 
+  and <STRONG><FONT face="Arial, Helvetica, sans-serif">kast’ei</FONT></STRONG>. 
+  This pattern only operates up to the nineties, as there is a separate autonomous 
+  root for 100, <EM><FONT face="Arial, Helvetica, sans-serif"><STRONG>r-s</STRONG></FONT></EM>.</P>
+<P align="justify">Since numbers are formatives in Ithkuil, not adjectives as 
+  in most Western languages, holistic stem No. 1, shown by the vocalic infix <FONT face="Arial, Helvetica, sans-serif"><STRONG>-a-</STRONG></FONT>, 
+  is a formative signifying a set containing a number of members corresponding 
+  to that particular root. Thus, the formative <STRONG><FONT face="Arial, Helvetica, sans-serif">kas</FONT></STRONG> 
+  above, translatable as ‘two,’ actually means ‘a set of two; 
+  a duo / to be a duo.’ In turn, the two complementary derivatives of each 
+  stem denote its multiple and its fraction respectively. This is illustrated 
+  below for both Form I and II using the roots <FONT face="Arial, Helvetica, sans-serif"><STRONG>k-s</STRONG></FONT>, 
+  <FONT size="2">TWO</FONT>, and <FONT face="Arial, Helvetica, sans-serif"><STRONG>n-s</STRONG></FONT>, 
+  meaning <FONT size="2">SEVEN</FONT>:</P>
+<P align="justify">For <STRONG><FONT face="Arial, Helvetica, sans-serif">k-s</FONT></STRONG>, 
+  <FONT size="2">TWO</FONT>:</P>
+<P>1. <STRONG><FONT face="Arial, Helvetica, sans-serif">kas/kâs</FONT></STRONG> 
+  <EM>‘a set of two, a duo; to be two in number’</EM></P>
+<BLOCKQUOTE> 
+  <P> <FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>kes/kês</STRONG></FONT>: 
+    <EM>‘twice the number of something; to double, to multiply by two’</EM><BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">käs/kaes</FONT></STRONG>: 
+    <EM>‘a half; to halve, to be or make half, to divide by or in two’</EM></P>
+</BLOCKQUOTE>
+<P>2. <STRONG><FONT face="Arial, Helvetica, sans-serif">kus/kûs</FONT></STRONG> 
+  <EM>‘to be or make dual; having two uses or aspects; bi-; twofold’ 
+  </EM></P>
+<BLOCKQUOTE>
+  <P><FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>kos/kôs</STRONG></FONT>: 
+    <EM>‘two times (i.e., iterations), twice; to be/do/make twice’</EM><BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">kös/køs</FONT></STRONG>: 
+    <EM>‘to be of or make into two parts; bifurcate(d)’</EM></P>
+</BLOCKQUOTE>
+<P>3. <FONT face="Arial, Helvetica, sans-serif"><STRONG>kis/kîs</STRONG></FONT> 
+  <EM>‘the second one in a sequence; to be or make second (in a sequence)’</EM></P>
+<BLOCKQUOTE> 
+  <P> <FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>kës/kÿs</STRONG></FONT>: 
+    ‘to the second power, squared; to square, raise to the 2nd power<EM>’</EM><BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">küs/kius</FONT></STRONG>: 
+    <EM>‘to the negative second power, the inverse square; to divide by 
+    the square of’</EM></P>
+</BLOCKQUOTE>
+<P>For <STRONG><FONT face="Arial, Helvetica, sans-serif">n-s</FONT></STRONG>, 
+  <FONT size="2">SEVEN</FONT>:</P>
+<P>1. <STRONG><FONT face="Arial, Helvetica, sans-serif">nas/nâs</FONT></STRONG> 
+  ‘a set/group of seven, a septet; to be seven in number’</P>
+<BLOCKQUOTE>
+  <P> <FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>nes/nês</STRONG></FONT>: 
+    <EM>‘7 times the number of something; to multiply by 7; septuple’</EM><BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">näs/naes</FONT></STRONG>: 
+    <EM>‘a seventh; to be or make a 7th part of something, to divide by 
+    7 or into 7 parts’</EM></P>
+</BLOCKQUOTE>
+<P>2. <FONT face="Arial, Helvetica, sans-serif"><STRONG>nus/nûs</STRONG></FONT> 
+  ‘to be or make seven-faceted; having 7 uses or aspects; septi-; sevenfold’ 
+</P>
+<BLOCKQUOTE> 
+  <P><FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">nos/nôs</FONT></STRONG>: 
+    <EM>‘7 times (i.e., iterations); to be/do/make 7 times’</EM><BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">nös/nøs</FONT></STRONG>: 
+    <EM>‘to be of or make into 7 parts; separate(d) into 7 parts’</EM></P>
+</BLOCKQUOTE>
+<P>3. <FONT face="Arial, Helvetica, sans-serif"><STRONG>nis/nîs</STRONG></FONT> 
+  <EM>‘the seventh one in a sequence; to be or make 7th (in a sequence)’ 
+  </EM> </P>
+<BLOCKQUOTE> 
+  <P><FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>nës/nÿs</STRONG></FONT>: 
+    <EM>‘to the 7th power; to raise to the 7th power’ </EM><BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">nüs/nius</FONT></STRONG>: 
+    <EM>‘to the negative 7th power; to divide by the 7th power of’ 
+    </EM> </P>
+</BLOCKQUOTE>
+<P align="justify">In addition to the above-described roots, there is the root 
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>l-s</STRONG></FONT>, <FONT size="2">ONE/UNITY</FONT>. 
+  As this root has no multiples, its semantic designations follow a unique pattern. 
+  <FONT size="2">NOTE</FONT>: The <FONT size="2">INFORMAL</FONT> versus <FONT size="2">FORMAL</FONT> 
+  distinction in this root (i.e., Form I versus Form II of each stem) distinguishes 
+  between a focus on non-duplication/singularity for the <FONT size="2">INFORMAL</FONT>, 
+  and indivisibility/unity for the <FONT size="2">FORMAL</FONT>:</P>
+<P> 1. <STRONG><FONT face="Arial, Helvetica, sans-serif">las/lâs</FONT></STRONG> 
+  <EM>‘a single entity; to be one in number’ </EM></P>
+<BLOCKQUOTE> 
+  <P> <FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">les/lês</FONT></STRONG>: 
+    <EM>‘to be indivisible, whole, a single unit; unitary; to unify’</EM><BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>läs/laes</STRONG></FONT>: 
+    <EM>‘to be (an) individual, a distinct entity in itself; to individualize’</EM></P>
+</BLOCKQUOTE>
+<P>2. <STRONG><FONT face="Arial, Helvetica, sans-serif">lus/lûs</FONT></STRONG> 
+  ‘a lone entity, something alone; an entity in solitude, something/someone 
+  isolated; be alone; to isolate; be in solitude’</P>
+<BLOCKQUOTE>
+  <P> <FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">los/lôs</FONT></STRONG>: 
+    <EM>‘something/someone lonely; be or make lonely’</EM><BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>lös/løs</STRONG></FONT>: 
+    <EM>‘something/someone independent, self-sufficient, singular (i.e., 
+    without need of, connection to, or dependency on others); be or make independent, 
+    self-sufficient, singular’</EM></P>
+</BLOCKQUOTE>
+<P>3. <FONT face="Arial, Helvetica, sans-serif"><STRONG>lis/lîs</STRONG></FONT> 
+  ‘something/someone unique, the only one; to be or make unique’</P>
+<BLOCKQUOTE>
+  <P> <FONT size="2">COMPLEMENTARY DERIVATIVES</FONT>:<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif">l</FONT><FONT face="Arial, Helvetica, sans-serif">ës/lÿs</FONT></STRONG>: 
+    <EM>‘a sole entity, the only one available or able (in terms of sufficiency 
+    or applicability to the context)’</EM><BR>
+    <FONT face="Arial, Helvetica, sans-serif"><STRONG>lüs/lius</STRONG></FONT>: 
+    <EM>‘something/someone one-of-a-kind, unparalleled, without equal or 
+    peer (in terms of uniqueness of characteristics)’</EM></P>
+</BLOCKQUOTE>
+<P><BR>
+  The Ithkuil numerical roots as described in the section above are as follows:</P>
+<TABLE width="75%" border="1" cellpadding="1">
+  <TBODY><TR> 
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">l-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">k-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">š-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">n-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">x-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"> 
+        f-s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">m-s</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center"><EM>one</EM></DIV></TD>
+    <TD><DIV align="center"><EM>two</EM></DIV></TD>
+    <TD><DIV align="center"><EM>three</EM></DIV></TD>
+    <TD><DIV align="center"><EM>four</EM></DIV></TD>
+    <TD><DIV align="center"><EM>five</EM></DIV></TD>
+    <TD><DIV align="center"><EM>six</EM></DIV></TD>
+    <TD><DIV align="center"><EM>seven</EM></DIV></TD>
+    <TD><DIV align="center"><EM>eight</EM></DIV></TD>
+    <TD><DIV align="center"><EM>nine</EM></DIV></TD>
+    <TD><DIV align="center"><EM>ten</EM></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="75%" border="1" cellpadding="1">
+  <TBODY><TR> 
+    <TD width="19%"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">r-s</FONT></STRONG></DIV></TD>
+    <TD width="22%"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">q-s</FONT></STRONG></DIV></TD>
+    <TD width="27%"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ç-s</FONT></STRONG></DIV></TD>
+    <TD width="32%"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">c-s</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center"><EM>one hundred</EM></DIV></TD>
+    <TD><DIV align="center"><EM>ten thousand</EM></DIV></TD>
+    <TD><DIV align="center"><EM>one hundred million</EM></DIV></TD>
+    <TD><DIV align="center"><EM>ten quadrillion</EM></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>12.3 EXPRESSING “ZERO” <A name="Sec12o3"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> Ithkuil has no word for “zero” nor is it conceptualized 
+  as a numerical category. Instead any appropriate formative may take the affixes 
+  -V1ss/1 or -V2ss/1 <EM>‘no amount of’</EM> or -V3b/1 <EM>‘no…at 
+  all’</EM> in terms of degree or extent to create negative expressions 
+  that convey the idea of an absence of a numerical entity or quantity. In many 
+  cases, simply the negative of whatever formative is under discussion may be 
+  used. </P>
+<P align="justify">As for handling the concept of zero as a null placeholder when 
+  writing Ithkuil numbers, this is addressed in Section 12.4 below.</P>
+
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>12.4 WRITING NUMERALS<A name="Sec12o4"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Writing Ithkuil numerals is somewhat similar to writing numbers 
+  in Western languages (i.e., “Arabic” numerals), in that the interpretation 
+  of a number as a different power of 100 (analogous to interpreting single Arabic 
+  numerals as either ones, tens, hundreds, thousands, etc.) is based on its sequence 
+  within the entire number. However, there are two aspects of writing Ithkuil 
+  numbers that are quite different from Arabic numbers.:</P>
+<OL>
+  <LI>
+    <DIV align="justify">Ithkuil does not employ a symbol for zero. Instead, Ithkuil 
+      employs separate autonomous symbols for each power of 100 (100, 10,000, 
+      100 million, etc.) each of which operates as the appropriate placeholder 
+      instead of zero. To illustrate what this means by analogy, pretend that 
+      “@” is an autonomous symbol for 27 (since Ithkuil numbers from 
+      1 to 99 each have a separate symbol), “&amp;” is a symbol for 
+      100, “#” is a symbol for 10,000 and there is no symbol 0 (zero). 
+      The numbers 2700, 2705, 327, 22700 and 4,270,027 would then be written @&amp;, 
+      @5, 3@, 2@&amp;, and 4@#@ respectively. (NOTE: In actual practice, numbers 
+      which contain the “hundred” symbol, here represented as “&amp;,” 
+      normally place a dot above or below the adjacent numeral and dispense with 
+      the &amp;, indicating that the number so marked is to be multiplied by 100. 
+      Thus, 2@&amp; would actually be written as <IMG src="assets/12-4a.gif" width="23" height="30" align="top">, 
+      while ‘one million’ can be written as <IMG src="assets/12-4b.gif" width="9" height="26" align="top"> 
+      instead of writing &amp;#.<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify">Since Ithkuil is a base-100 system, numbers do not become 
+      two digits in length until the hundreds, do not become three digits in length 
+      until the ten thousands, do not become four digits in length until the millions, 
+      etc.</DIV>
+  </LI>
+</OL>
+<P align="justify">&nbsp;</P>
+<P align="justify">One must also remember that in terms of left-to-right or up-and-down 
+  orientation, numbers follow the <EM>boustrophedon</EM> mode the same as the 
+  Ithkuil script (see <A href="ithkuil-ch11-script.htm#Sec11o3o2">Sec. 11.3.2</A>). 
+  Similarly to Western languages, small non-compound numbers can be written using 
+  either their numerical symbols or written out in script (as in English “12” 
+  versus “twelve”).</P>
+<P align="justify">The following table gives the Ithkuil numerical symbols along 
+  with their morphological stems:<BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 68: ITHKUIL NUMERICAL 
+  STEMS AND WRITTEN SYMBOLS</STRONG></FONT><BR>
+  <IMG src="assets/12-4c.gif" width="639" height="621"> <BR>
+  <IMG src="assets/12-4d.gif" width="639" height="681"><BR>
+  <BR>
+  <IMG src="assets/12-4e.gif" width="320" height="135"></P>
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>12.5 USING NUMBERS IN SPEECH<A name="Sec12o5"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Spoken numbers are formed from the above stems using both the 
+  <FONT size="2">PARTITIVE</FONT> and <FONT size="2">COMITATIVE</FONT> cases, 
+  as well as using the coordinative affix <STRONG>-V<FONT size="1">1</FONT>w/1</STRONG> 
+  (= <STRONG><FONT face="Arial, Helvetica, sans-serif">-iw</FONT></STRONG> or 
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>-wai</STRONG></FONT>). The 
+  number of largest base units is shown by placing the base-unit term in the <FONT size="2">PARTITIVE</FONT>. 
+  If this is then followed by another collection of smaller base units, that number 
+  of smaller base units is connected using the <FONT size="2">COMITATIVE</FONT> 
+  case while the smaller base-unit term is again in the <FONT size="2">PARTITIVE</FONT>. 
+  Single units (from 1 to 99) are connected by the coordinative affix when they 
+  are part of the number of hundreds or higher base-units. </P>
+<P align="justify">It should be noted that when pronouncing numbers greater than 
+  199, it is normal in Ithkuil to omit the word <FONT face="Arial, Helvetica, sans-serif"><STRONG><EM>ra’wirs</EM></STRONG></FONT> 
+  (= the <FONT size="2">PARTITIVE</FONT> of <STRONG><FONT face="Arial, Helvetica, sans-serif">ras</FONT></STRONG> 
+  ‘one hundred’) referring to the number of hundreds. This is equivalent 
+  to the custom in colloquial English of saying ‘three twelve’ for 
+  ‘three hundred (and) twelve.’ The difference is that in Ithkuil, 
+  this omission of the word for ‘hundred’ is the preferred option, 
+  the word <EM>ra’wirs</EM> being used only in larger numbers for clarity’s 
+  sake.</P>
+<P align="justify">These principles are illustrated by the following examples:</P>
+<P><IMG src="assets/12-5a.gif" width="165" height="74"><BR>
+  literally: “42 (of hundreds) 29”<BR>
+  <EM><STRONG>4229</STRONG></EM> <BR>
+</P>
+<P><IMG src="assets/12-5b.gif" width="285" height="75"><BR>
+  literally: “26 of ten-thousands with 97 (of hundreds) 66” = 26,9766<FONT color="#FFFFFF"></FONT><BR>
+  <EM><STRONG>269,766<BR>
+  </STRONG></EM><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-12-1.mp3">Listen!</A> 
+  </FONT></STRONG><EM><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-12-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></STRONG></EM></P>
+<P> </P>
+<P><IMG src="assets/12-5c.gif" width="159" height="73"><BR>
+  literally: “21 of hundred of ten-thousands”<BR>
+  <STRONG><EM>21,000,000</EM></STRONG> <BR>
+  [NOTE: <EM>ra’wirs</EM> is required in this example]</P>
+<P><BR>
+  <IMG src="assets/12-5d.gif" width="651" height="72"><BR>
+  literally: <BR>
+  “72 of hundreds and 79 of hundred-millions with 3 of hundreds and 53 of 
+  ten-thousands with 34 of hundreds 60” <BR>
+  <STRONG>727,903,533,460</STRONG></P>
+<P align="justify"><BR>
+  We have already seen that when numbers are used to indicate how many of a certain 
+  noun there are, the noun must appear in the <FONT size="2">PARTITIVE</FONT> 
+  case, since the number itself is functioning as the “head” of the 
+  numerical expression (e.g., English “12 boxes” being constructed 
+  in Ithkuil as a “12-set of a box” or perhaps more appropriately 
+  a “box-dozen”). Another syntactical consequences of numbers being 
+  full formatives is when a number functions as a label or overt identifier, as 
+  in the English sentence <EM>You’ll find him in Room 216.</EM> Such usage 
+  of numbers is not primarily sequential (which would involve the equivalent of 
+  “ordinal” numbers such as ‘fourth,’ ‘twenty-sixth’, 
+  etc. equivalent to stem No. 3 of each number root) but rather organizational 
+  (e.g., as in the three-dimensional array of room numbers in a hotel). Ithkuil 
+  handles such organizational labeling using either the <FONT size="2">CONTRASTIVE</FONT> 
+  case (see <A href="ithkuil-ch4-case.htm#Sec4o5o6">Sec. 4.5.6</A>) or 
+  the <FONT size="2">ESSIVE</FONT> case (see <A href="ithkuil-ch4-case.htm#Sec4o6o1">Sec. 
+  4.6.1</A>) depending respectively on whether the enumeration of the noun in 
+  question is to distinguish it from other enumerated nouns versus merely identifying 
+  the noun by a numerical name. Examples:</P>
+<P><BR>
+  <IMG src="assets/12-5e.gif" width="124" height="63"> <BR>
+  <EM>‘the room marked “12”’ </EM><FONT size="2"><STRONG>OR</STRONG></FONT><EM> 
+  ‘Room 12’ </EM><FONT size="2"><STRONG>OR</STRONG></FONT><EM> ‘Room 
+  No. 12’</EM> [i.e., as distinguished from the other numbered rooms]</P>
+<P><BR>
+  <IMG src="assets/12-5f.gif" width="126" height="61"> <BR>
+  <EM>‘the room marked “12”’ </EM><FONT size="2"><STRONG>OR</STRONG></FONT><EM> 
+  ‘Room 12’ </EM><FONT size="2"><STRONG>OR</STRONG></FONT><EM> ‘Room 
+  No. 12’</EM> [identifying reference only]</P>
+<P align="justify"><BR>
+  Lastly, when numbers comprising multiple number-stems are declined for case, 
+  configuration, extension, etc., rather than writing out the entire number “long-hand,” 
+  the number symbol is used, preceded by the carrier stem <EM><STRONG>kir</STRONG></EM> 
+  (see <A href="ithkuil-ch9-syntax.htm#Sec9o4">Sec. 9.4</A>) which carries the appropriate 
+  declensions. This use of the carrier stem applies even to single-stemmed numbers 
+  when writing, in order to allow use of the number symbol instead of writing 
+  it out. In such cases involving single-stemmed numbers, the carrier stem is 
+  not pronounced (rather, the numerical stem bears the pronounced declensions); 
+  it is there only as a written indicator of the declensions to be applied to 
+  the number stem. Thus, the above two examples could also be written as: </P>
+<P></P>
+<P><IMG src="assets/12-5h.gif" width="129" height="51"></FONT></P>
+<P align="justify">&nbsp;</P>
+<P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch-12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><P><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> <P></P>
+
+
+</BODY></HTML>
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+<!-- saved from url=(0036)ithkuil-intro.htm -->
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+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
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+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch0-introduction.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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="center">&nbsp;</P>
+<H2 align="center">INTRODUCTION<BR>
+</H2>
+<P align="center">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="21" colspan="5" valign="top" bgcolor="#CCCCCC"> 
+      <P><FONT size="4"><STRONG>0.1 Background</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Ithkuil is an artificially constructed human language systematically 
+  designed to blend a high degree of communication of cognitive intent and meaning 
+  with a high degree of efficiency, i.e., to allow speakers to say a lot in as 
+  few syllables as possible. The navigational links above (or at the bottom 
+  of this page) lead to chapters on the major grammatical components of the language 
+  and should be read in sequence, as each chapter is cumulative and assumes knowledge 
+  of the preceding. While this grammar assumes only a basic knowledge of linguistic 
+  concepts, it will be helpful to briefly familiarize the reader with the hierarchical/schematic 
+  structure of human language in general, as the organization of this grammar 
+  is somewhat based around this structure. The analysis of human language can 
+  be organized into the following hierarchical schema of primary concepts:</P>
+<UL>
+  <LI> 
+    <DIV align="justify"><STRONG>Phonology</STRONG>: The manner in which vocally 
+      articulated sound is structured for use within a language; this is the basic 
+      realm of the acoustic sounds produced by the lungs, vocal cords, tongue, 
+      and lips, i.e., consonants, vowels, volume, pitch, tone, stress, etc.<BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify"><STRONG>Morphology</STRONG>: The grammatical rules, structures, 
+      categories and functions which can be manipulated to form words and the 
+      component phrases of sentences; this is the realm of prefixes, suffixes, 
+      word-roots, and conceptual categories like tense, singular vs. plural, moods, 
+      active vs. passive voice, etc.<BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify"><STRONG>Syntax</STRONG>: The rules governing how words 
+      and phrases can be combined into grammatically acceptable sentences. <BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify"><STRONG>Semantics</STRONG>: The realm of meaning; what 
+      the words, phrases, and syntactical structures of the language represent 
+      in terms of meaning.<BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify"><STRONG>Lexicon</STRONG>: The list of word-roots within 
+      a language, i.e., the vocabulary of the language. <BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify"><STRONG>Pragmatics</STRONG> <STRONG>and Discourse Rules</STRONG>: 
+      The analysis of how language is actually used in real-world situations as 
+      determined by cultural and context-driven rules; the realm of style, rhetoric, 
+      formal versus informal language, slang, etc., outside the realm of grammar. 
+      Because this is a formal grammar for a hypothetical language (i.e., it has 
+      no “real world” linguistic context), pragmatics and discourse 
+      rules will not be covered. </DIV>
+  </LI>
+</UL>
+<DIV align="justify"> 
+  <DIV align="justify"> 
+    <BLOCKQUOTE>
+      <DIV align="justify">
+        <DIV align="justify"></DIV>
+      </DIV>
+    </BLOCKQUOTE>
+  </DIV>
+</DIV>
+<DIV align="justify">The above components of language in turn operate in an interrelated 
+  fashion, combining to designate several additional or secondary levels of analysis. 
+  For example:</DIV>
+<DIV align="justify"> 
+  <UL>
+    <LI><STRONG>Morpho-phonology</STRONG>: The interrelationship between phonology 
+      and morphology, i.e., the manner in which the sounds of the language are 
+      manipulated into structures that can contain meaning. For example it is 
+      morpho-phonology that explains why different word-endings signify concepts 
+      such as masculine or feminine in Spanish. <BR>
+    </LI>
+    <LI><STRONG>Morpho-syntax</STRONG>: The interrelationship between morphology 
+      and syntax, i.e., how the grammatical structures within words impact the 
+      overall structure of a sentence, as illustrated by the relationship between 
+      the sentences <EM>It is undeliverable</EM> versus <EM>It cannot be delivered</EM>.<BR>
+    </LI>
+    <LI><STRONG>Lexico-Morphology</STRONG>: The interrelationship between morphology 
+      and the lexicon, i.e., the structure of word-roots and how they interact 
+      with other morphological categories, as illustrated by the concept of “irregular” 
+      verbs, e.g., ‘go’ + PAST = ‘went.’<BR>
+    </LI>
+    <LI><STRONG>Lexico-Semantics</STRONG>: The interrelationship between the lexicon 
+      and semantics, i.e. between words and their meaning; what mental concepts 
+      are selected by a language to be instantiated as word-roots and the cognitive 
+      processes behind the selection criteria. </LI>
+  </UL>
+</DIV>
+<P align="justify">The interrelationships between these components can be illustrated 
+  by the following diagram.</P>
+<P align="center"><IMG src="assets/Intro_1.gif" width="479" height="198" align="top"></P>
+<P align="center">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="21" colspan="5" valign="top" bgcolor="#CCCCCC"> 
+      <P><FONT size="4"><STRONG>0.2 How the Language Works</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">As a model for human language, Ithkuil is capable of high levels 
+  of conciseness and semantic detail while overtly reflecting a deep level of 
+  cognitive conceptualization, more so than in natural languages. This means, 
+  essentially, that Ithkuil is designed to convey large amounts of linguistic 
+  information using fewer words, with those words being based on monosyllabic 
+  roots and word-parts. In turn, the grammar supporting these words reflect the 
+  speaker’s cognitive intent explicitly, while displaying little of the 
+  euphemism, vagueness, circumlocution, redundancy, polysemy (i.e., multiple meanings), 
+  and ambiguity manifested in natural languages. </P>
+<P align="justify"> NOTE: The preceding paragraph may remind some readers of the 
+  “<A href="http://www.urticator.net/essay/2/296.html" target="_blank">Speedtalk</A>” 
+  language in Robert Heinlein’s novella <EM>Gulf</EM>, in which every morpheme 
+  (meaningful word-part) is apparently represented by a single phoneme (sound). 
+  To some extent, Ithkuil approaches this ideal. However, Heinlein’s Speedtalk 
+  appears to focus only on the morpho-phonological component of language (i.e., 
+  the correspondence between sound and individual grammatical components) without 
+  any corresponding focus on the logical redesign of a language’s morphology, 
+  lexico-morphology, or lexico-semantics to provide an equally “compressed” 
+  morpho-syntactical and lexical component. Ithkuil has been designed with an 
+  equal focus on these latter linguistic components. Additionally, the apparent 
+  purpose of Heinlein's language is simple rapidity/brevity of speech and thought, 
+  while Ithkuil is focused on maximal communication in the most efficient manner, 
+  a somewhat different purpose, in which brevity <EM>per se</EM> is irrelevant.</P>
+<P align="justify">As an example of the morphological richness and efficiency 
+  possible in this language, examine the following Ithkuil sentence, comparing 
+  it to its literal English translation:</P>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="43" colspan="3" valign="top"> 
+      <P><A href="Sound_Files/Intro-1.mp3"><IMG src="assets/Intro_2.gif" width="388" height="35" border="0"></A> 
+      </P></TD>
+    <TD width="34%" valign="middle"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-1.mp3">Listen! 
+      </A><A href="Sound_Files/Intro-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="14%" height="36" valign="top"><FONT size="2" face="Arial, Helvetica, sans-serif">TRANSLATION</FONT>:</TD>
+    <TD colspan="3" valign="top">‘<EM>On the contrary, I think it may turn 
+      out that this rugged mountain range trails off at some point</EM>.’</TD>
+  </TR>
+</TBODY></TABLE>
+<FONT size="1" face="Arial, Helvetica, sans-serif">NOTE: See Phonology, <A href="Ch-1%20Phonology.htm#Sec1o2" onclick="javascript:changenav1();">Section 
+1.2</A> on how to pronounce the Romanized orthography used to transliterate the 
+Ithkuil characters.</FONT><BR>
+<P align="justify">The reader may well wonder why it takes a 19-word sentence 
+  in English to translate a two-word Ithkuil sentence. One might assume the sentence 
+  “cheats” in that the two Ithkuil words simply have innately intricate 
+  and specialized meanings. While it is true that the first word, <STRONG><FONT face="Arial, Helvetica, sans-serif">oumpeá</FONT></STRONG>, 
+  translates as ‘<EM>on the contrary, I have a feeling it may turn out at 
+  some point (that)</EM>,’ and the second word, <STRONG><FONT face="Arial, Helvetica, sans-serif">äx’ää<IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle">uktëx</FONT></STRONG>, 
+  means ‘<EM>the unevenly high range of mountains in question trails off</EM>,’ 
+  it would be quite erroneous to conclude that these are simply autonomous words 
+  one might theoretically find in an Ithkuil dictionary. Indeed, the only part 
+  of the sentence that represents any sort of “root” word is -<STRONG><FONT face="Arial, Helvetica, sans-serif">xä<IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle"></FONT></STRONG>-, 
+  a stem more or less meaning ‘hill’ or ‘upland.’ The 
+  remainder of the sentence is made up entirely of morphological, not lexical 
+  components, i.e., prefixes, suffixes, infixes, vowel permutations, shifts in 
+  stress, etc. For example, the first word, <STRONG><FONT face="Arial, Helvetica, sans-serif">oumpeá</FONT></STRONG>, 
+  has four parts to it as shown below:</P>
+<TABLE width="98%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="4%" height="29">&nbsp;</TD>
+    <TD width="4%" valign="top">1.</TD>
+    <TD width="6%" valign="top"><STRONG>ou</STRONG>-</TD>
+    <TD width="3%" valign="top">=</TD>
+    <TD colspan="2" valign="top">an aspectual prefix translatable as ‘it 
+      turns out that’ or ‘it is revealed that’</TD>
+  </TR>
+  <TR> 
+    <TD height="46">&nbsp;</TD>
+    <TD valign="top">2.</TD>
+    <TD valign="top">-<STRONG>mp</STRONG>-</TD>
+    <TD valign="top">=</TD>
+    <TD colspan="2" valign="top">an infix indicating both a rebuttal to an allegation 
+      and a conclusion based on the speaker’s intuition, translatable as 
+      ‘on the contrary, I have a feeling’</TD>
+  </TR>
+  <TR> 
+    <TD height="27">&nbsp;</TD>
+    <TD valign="top">3.</TD>
+    <TD valign="top">-<STRONG>ea</STRONG></TD>
+    <TD valign="top">=</TD>
+    <TD colspan="2" valign="top">an aspectual suffix translatable as ‘at 
+      some point’ or ‘somewhere along the way’</TD>
+  </TR>
+  <TR> 
+    <TD height="25">&nbsp;</TD>
+    <TD valign="middle">4.</TD>
+    <TD colspan="4" valign="middle"><FONT size="2" face="Arial, Helvetica, sans-serif">stress 
+      on final syllable + falling tone </FONT> = subjunctive mood, translatable 
+      as ‘may’</TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><BR>
+  The second word, <STRONG><FONT face="Arial, Helvetica, sans-serif">äx’ää<IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle">uktëx</FONT></STRONG>, 
+  breaks down morphologically as follows:</P>
+<TABLE width="98%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="4%" height="47">&nbsp;</TD>
+    <TD width="4%" valign="top">1.</TD>
+    <TD width="6%" valign="top"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ä</STRONG>-</FONT></TD>
+    <TD width="3%" valign="top">=</TD>
+    <TD colspan="3" valign="top">a prefix indicating, among other things, that 
+      the entity displays depletion (i.e., ‘trailing off’ or ‘petering 
+      out’) </TD>
+  </TR>
+  <TR> 
+    <TD height="87">&nbsp;</TD>
+    <TD valign="top">2.</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><STRONG>x’ä<FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle"></FONT></STRONG></FONT></TD>
+    <TD valign="top">=</TD>
+    <TD colspan="3" valign="top">a stem derived from <FONT face="Arial, Helvetica, sans-serif"><STRONG>xä<FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle"></FONT></STRONG></FONT> 
+      ‘hill, upland’ (in turn derived from the root <STRONG><FONT face="Arial, Helvetica, sans-serif">x</FONT></STRONG><FONT size="2"><STRONG>-</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle"></FONT></STRONG></FONT> 
+      indicating the level of a landscape), the mutation of the initial consonant 
+      <STRONG><FONT face="Arial, Helvetica, sans-serif">x</FONT></STRONG>- into 
+      <STRONG><FONT face="Arial, Helvetica, sans-serif">x</FONT>’</STRONG>- 
+      indicating that the stem is to be re-interpreted as comprising a composite 
+      entity of non-identical members consolidated together into a single segmented 
+      whole (i.e., ‘hill’ becomes ‘uneven range of hills’)</TD>
+  </TR>
+  <TR> 
+    <TD height="27">&nbsp;</TD>
+    <TD valign="top">3.</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif">-<STRONG>ukt</STRONG>-</FONT></TD>
+    <TD valign="top">=</TD>
+    <TD colspan="3" valign="top">a demonstrative suffix translatable as ‘this’ 
+      (= ‘the one in question’ or ‘the one at hand’)</TD>
+  </TR>
+  <TR> 
+    <TD height="68">&nbsp;</TD>
+    <TD valign="top">4.</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif">-<STRONG>ëx</STRONG></FONT></TD>
+    <TD valign="top">=</TD>
+    <TD colspan="3" valign="top">a suffix indicating that the stem is to be interpreted 
+      as being very large in size, and furthermore, that the increase in size 
+      creates a new gestalt entity, i.e., not simply a ‘very large hill 
+      or upland’ but rather a ‘mountain’</TD>
+  </TR>
+  <TR> 
+    <TD height="86">&nbsp;</TD>
+    <TD valign="top">5.</TD>
+    <TD colspan="3" valign="top"><FONT size="2" face="Arial, Helvetica, sans-serif">stress 
+      on antepenultimate (i.e., third-from-last) syllable (indicated in the Romanized 
+      spelling by doubling of the stem vowel -ä-)</FONT></TD>
+    <TD width="5%" valign="top">=</TD>
+    <TD width="57%" valign="top"> generic statement neutral as to time or present 
+      impact</TD>
+  </TR>
+  <TR> 
+    <TD height="25">&nbsp;</TD>
+    <TD valign="top">6.</TD>
+    <TD colspan="3" valign="top"><FONT size="2" face="Arial, Helvetica, sans-serif">falling 
+      tone (unmarked)</FONT></TD>
+    <TD valign="top">=</TD>
+    <TD valign="middle">statement reflects objective fact as opposed to subjective 
+      interpretation, i.e., that it describes a real situation irrespective of 
+      the speaker’s beliefs, opinions, convention, usage, etc. (i.e., the 
+      fact that the mountain range does have an ending whether one knows where 
+      it is or not)</TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The following additional example sentences illustrate how the 
+  language manifests a combination of semantic richness with morphological conciseness:<BR>
+</P>
+<TABLE width="62%" border="0" cellspacing="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="62%"><A href="Sound_Files/Intro-2.mp3"><IMG src="assets/8-1-3-2d.gif" width="136" height="25" border="0"></A></TD>
+    <TD width="38%" rowspan="2"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-2.mp3">Listen!</A> 
+      <A href="Sound_Files/Intro-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><A href="Sound_Files/Intro-2.mp3"><IMG src="assets/Intro_10.gif" width="179" height="26" border="0"></A></TD>
+  </TR>
+</TBODY></TABLE>
+<EM>Hey! Something belonging to you and your hodge-podge of parts is crawling 
+on me!</EM> <BR>
+[What a Star Trek character might say to a Borg who has just produced an assimilated 
+arachnid from his pocket]<EM><BR>
+</EM> 
+<P align="justify">&nbsp;</P>
+<TABLE width="62%" border="0" cellspacing="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="62%" height="59"><EM><A href="Sound_Files/Intro-3.mp3"><IMG src="assets/Intro_6.gif" width="254" height="49" border="0"></A></EM></TD>
+    <TD width="38%" valign="middle"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-3.mp3">Listen! 
+      <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<EM>We successfully took part in the effort using a formal set of varying parts 
+on behalf of the group of people with whom you and he are associated.</EM><BR>
+<P align="justify">&nbsp;</P>
+<TABLE width="62%" border="0" cellspacing="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="62%" height="59"><A href="Sound_Files/Intro-6.mp3"><IMG src="assets/Intro_12.gif" width="188" height="52" border="0"></A></TD>
+    <TD width="38%" valign="middle"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-6.mp3">Listen!</A> 
+      <A href="Sound_Files/Intro-6.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<EM>The sound coming from the banks of printers kept on steadily repeating.</EM> 
+<BR>
+<BR>
+<BR>
+<BR>
+<TABLE width="68%" border="0" cellspacing="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="85%" height="59"><A href="Sound_Files/Intro-5.mp3"><IMG src="assets/Intro_11.gif" width="372" height="61" border="0"></A></TD>
+    <TD width="15%" valign="middle"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-5.mp3">Listen!</A> 
+      <A href="Sound_Files/Intro-5.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<EM>As it turned out, the snake-handler apparently began trapping each mouse in 
+a container, one at a time like clockwork.</EM><BR>
+<P align="justify">&nbsp;</P>
+<TABLE width="62%" height="65" border="0" cellpadding="0" cellspacing="0">
+  <TBODY><TR> 
+    <TD width="82%" height="33"><A href="Sound_Files/Intro-4.mp3"><IMG src="assets/10-1-2l.gif" width="287" height="33" border="0"></A></TD>
+    <TD width="18%" rowspan="2" valign="middle"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-4.mp3">Listen!</A> 
+      <A href="Sound_Files/Intro-4.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></TD>
+  </TR>
+  <TR> 
+    <TD height="30"><EM><A href="Sound_Files/Intro-4.mp3"><IMG src="assets/Intro_7.gif" width="345" height="21" border="0" align="top"></A></EM></TD>
+  </TR>
+</TBODY></TABLE>
+<EM>Aided by the bird’s own stupidity, the man, in inadvertently letting 
+it out of the house, unexpectedly and accidentally killed it without even realizing 
+he’d done so.</EM><BR>
+<P align="justify"><BR>
+  Such detail plus conciseness is possible due to the design of the grammar, essentially 
+  a matrix of grammatical concepts and structures designed for compactness, cross-functionality 
+  and reusability. This matrix-like grammar is combined with a vocabulary/lexicon 
+  of semantic stems which (1) are capable of a high degree of flexibility and 
+  synergism within that matrix, (2) have been completely reconceptualized from 
+  the cognitive level up regardless of their correspondence to actual word roots 
+  and grammatical categories in existing languages, and (3) reflect the inherent 
+  dependencies and interrelationships between one semantic concept and another. 
+  Therefore, the morphemes of the language (i.e., word-roots, suffixes, prefixes, 
+  grammatical categories, etc.) are as phonetically brief as possible, function 
+  in multiple roles with one another, and correspond more closely to human cognitive 
+  categories than in natural languages. In this fashion, a limited number of sounds 
+  and word-roots can be made to generate a vast array of variations and derivations 
+  corresponding to and even surpassing all of the grammatical and semantic functions 
+  of the usual stock of words, phrases, and idiomatic constructions in natural 
+  languages. These linguistic design principles are described in greater detail 
+  in the sections below by means of illustrative analogies with English examples. 
+</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR> 
+    <TD height="21" colspan="5" valign="middle" bgcolor="#CCCCCC"> <P><STRONG><FONT size="4">0.3 
+        A Synergistic Matrix of Semantic and Grammatical Categories</FONT></STRONG></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The above-described matrix can be dramatically illustrated 
+  by describing the distinct difference between Ithkuil and other languages in 
+  the way its lexicon (stock of word-roots) has been created and the principles 
+  underlying its lexico-semantics (the relationship between words and meaning). 
+  In natural languages, the choice as to what mental concepts and categories will 
+  be overtly reflected as word-roots and stems is arbitrary and unsystematic (while 
+  in most invented languages, the lexicon is by and large consciously or sub-consciously 
+  patterned after that of natural languages). While it is true that virtually 
+  all languages reflect certain basic universals of word choice (e.g., all have 
+  words for <EM>sun, moon, speak, mother, father, laugh, I, you, one, two, water, 
+  blood, black, white, hot, cold</EM>, etc.), the manner in which these words 
+  are created is haphazard and with little regard for basic conceptual interrelationships. 
+  The result, in most cases, is a plethora of separate, distinct word roots which 
+  bear no morpho-phonological, or morpho-semantic relation to one another (i.e., 
+  the patterns of sounds used to create particular words are unsystematic and 
+  independent for each word-root regardless of whether those word-roots are semantically 
+  or cognitively related to one another). Ithkuil word-roots have been created 
+  in a more efficient and systematic manner, with a recognition that the interrelatedness 
+  between what are large sets of discrete words in other languages can be formalized 
+  and systematized into a vast array or matrix of derivational rules, the result 
+  being a drastic reduction in the number of basic word-roots, which in turn allows 
+  all individual stems to be extremely compact phonologically-speaking. </P>
+<P align="justify">For example, consider the following series of English words: 
+  <EM>see, sight, vision, glimpse, stare, gawk, view, panorama, look, eye, glance, 
+  visualize</EM>. Note how each of these is a separate, autonomous word despite 
+  the fact that it shares a single underlying semantic concept with the others 
+  (a concept which we can conveniently refer to as <FONT size="2">SIGHT/VISION</FONT>), 
+  each representing a mere manipulation of either durational aspect, situational 
+  perspective, or manner of participation relating to that underlying concept. 
+  What is more, these manipulations are, by and large, haphazardly applied, vague, 
+  subjective, and particular to the specific underlying concept (i.e., the aspectual/perspectival 
+  manipulations applied to <FONT size="2">SIGHT/VISION</FONT> do not parallel 
+  those manipulations applied to the concept <FONT size="2">TRANSFERENCE OF POSSESSION</FONT> 
+  by which we derive the series <EM>give, take, receive, steal, donate, lend, 
+  borrow, send</EM>, etc.). </P>
+<P align="justify">In Ithkuil, it is the seminal underlying concept which is lexified 
+  into a word-root which then undergoes a series of regular, predictable, and 
+  universally applicable modifications at the morphological (i.e., grammatical) 
+  level to generate new words that, in some cases, parallel such series of English 
+  words, but in most cases, far exceed the dynamism and range of such English 
+  word series. This is illustrated by the list of Ithkuil words in the table below, 
+  all of which are simply grammatical derivations, using affixes and systematic 
+  phonemic mutations (i.e., sound shifts), of a single word-root <STRONG><FONT color="#FF0000" face="Arial, Helvetica, sans-serif">r–q</FONT></STRONG> 
+  whose meaning is translatable as ‘<FONT size="2">EXISTENT THING; TO EXIST 
+  (AS SOMETHING)</FONT>.’ Alongside each word is its translation. (Note: 
+  the translations below represent convenient approximations at best, as purely 
+  literal translations would have to capture the systematic and derivative structure 
+  of the Ithkuil words. For example, the word<FONT size="2" face="Arial, Helvetica, sans-serif"> 
+  </FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>amriqoçi<IMG src="assets/Qv.gif" width="10" height="18" align="absmiddle"></STRONG></FONT><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+  </FONT> translated below as ‘destroy’ literally means ‘unmake 
+  a constructed componential set by extreme violence.’ Note also that the 
+  list below represents only a small number of the thousands of derivations theoretically 
+  possible for this single word-root.)</P>
+<TABLE width="73%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD><IMG src="assets/Intro_4.gif" width="555" height="668"></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Another principle underlying the formation of words in Ithkuil 
+  is <STRONG>complementarity</STRONG>. Western thought and language generally 
+  reflect Aristotelian logic in the way they conceptualize the world and the interrelationships 
+  between discrete entities in that world. Ithkuil, on the other hand, views the 
+  world as being based on complementary principles, where, instead of discrete 
+  independence between related entities, such concepts are seen as complementary 
+  aspects of a single holistic entity. Such complementarity is in turn reflected 
+  in the derivation of word-roots. By “complementarity” is meant that 
+  the manifestation of a concept appears in any given context as either one sort 
+  of entity or another, but never both simultaneously; yet, neither manifestation 
+  can be considered to be a discrete whole without the existence of the other. 
+  A simple illustration of complementarity is the flip of a coin: the coin can 
+  only land on one side or the other, yet without both sides being part of the 
+  coin, any given coin toss has no meaning or contextual relevance no matter which 
+  side is face-up. </P>
+<P align="justify">For example, in Western languages, words such as <EM>male</EM>, 
+  <EM>night</EM>, <EM>limb</EM>, <EM>sit</EM>, and <EM>happen</EM> are all autonomous 
+  words, linguistically representing what are inherently considered to be basic 
+  mental concepts or semantic primitives. However, in Ithkuil, none of these words 
+  is considered to be a semantic primitive. Instead, they are seen to be parts 
+  of greater, more holistic semantic concepts, existing in complementary relationship 
+  to another part, the two together making up the whole. </P>
+<P align="justify">Thus, Ithkuil lexical structure recognizes that the word <EM>male</EM> 
+  has no meaning in and of itself without an implicit recognition of its complementary 
+  partner, <EM>female</EM>, the two words mutually deriving from a more basic, 
+  holistic concept, translatable into English as <EM>living being</EM>. Similarly, 
+  the word <EM>night(time)</EM> derives along with its complement <EM>day(time)</EM> 
+  from the underlying concept translatable as <EM>day</EM> (24-hour period), while 
+  <EM>limb</EM>, along with its complement <EM>trunk</EM> or <EM>torso</EM>, derives 
+  from the stem <EM>(corporeal) body</EM>. </P>
+<P align="justify">Actions, too, are not exempt from this principle of complementarity, 
+  an example being the relationship between <EM>sit</EM> and <EM>seat</EM>; one 
+  has no meaning without an implicit and joint partnership with the other, i.e., 
+  one cannot sit unless one sits upon something, and whatever one sits upon automatically 
+  functions as a seat. We see the awkward attempt of English to convey these jointly 
+  dependent but mutually exclusive perspectives when comparing the sentences <EM>Please 
+  sit down</EM> and <EM>Please be seated</EM>. Another example involves the word 
+  <EM>happen</EM> or <EM>occur</EM>, which Ithkuil recognizes as having no real 
+  meaning without the attendant implication of <EM>consequence</EM> or <EM>result</EM>, 
+  the two being complementary components of a holistic concept roughly translatable 
+  as <EM>event</EM> or <EM>situation</EM>.</P>
+<P align="justify">The Ithkuil word for <EM>hole</EM> illustrates another instance 
+  of complementarity. Holes can be looked at from two different, but interrelated 
+  perspectives: either as an opening connecting two different spaces (or access 
+  point to a previously unavailable space, i.e., a pit), or as a discontinuity 
+  in the surface or structural integrity of the dividing entity separating the 
+  two realms. In other words, one can focus on the potential function or consequences 
+  of the hole, or on the structural nature of the hole. Either of these two perspectives 
+  represents a legitimate, but complementary way to consider a hole or puncture. 
+  Thus, the Ithkuil word would have two derivative roots each indicating one of 
+  these two perspectives. One such root would be used when saying <EM>There’s 
+  a hole in your shirt</EM>, while the other would be used when saying <EM>She 
+  saw me through a hole in the fence</EM>.</P>
+<P align="justify">Ithkuil recognizes that such complementarity exists for virtually 
+  any concept, in fact that it is one of the foundational principles of the universe 
+  itself. No beam of light can be spoken of without implicit recognition of its 
+  source. No signal can be described without accounting for the signaling device. 
+  Indeed, in Ithkuil no river is without its channel, no surface without its firmament, 
+  no message without its medium, no sense impression without its sense faculty, 
+  no contents without their container, no occurrence without its consequence, 
+  no memory without its present effect, no plan without its purpose, no music 
+  without its playing, no relief without prerequisite deprivation, no pleasure 
+  without its absence, no motion without space in which to move.</P>
+<P align="justify">Other principles underlying Ithkuil word-derivation include 
+  the interrelated principles of fuzzy logic, prototype theory, and radial categorization. 
+  Incorporation of these principles into the architecture for word-formation allows 
+  roots to be grouped into various types of affiliated sets, each of which then 
+  functions as a conceptual gestalt, the individual members of which being marked 
+  as having varying degrees and kinds of relatedness or similarity to a hypothetical 
+  prototype member or archetype. Thus, Ithkuil is able to systematically derive 
+  words such as <EM>crowd, mob, group, troop, club, association, assembly, </EM>and 
+  <EM>gathering</EM> all from the single root-word <EM>person</EM>. Similarly, 
+  words such as <EM>grove, orchard, forest, woods, jungle</EM>, and <EM>copse</EM> 
+  can all be derived from the single root-word <EM>tree</EM>.</P>
+<P align="justify">As one last example exemplifying the dynamism and conciseness 
+  of Ithkuil lexico-semantics, consider the following list of English words and 
+  phrases: <EM>drenched, wet, damp, moist, near-dry, dry, parched</EM>. Rather 
+  than provide separate autonomous words for these concepts, Ithkuil recognizes 
+  that these terms all indicate relative degrees of moisture along a continuous 
+  range. Such continua would be addressed by a single root whose meaning more 
+  or less corresponds to <FONT size="2">[DEGREE OF] MOISTURE</FONT> to which an 
+  array of simple suffixes would be added to specify the particular degree along 
+  that range, all the way from <EM>bone dry</EM> (or <EM>parched</EM>) through 
+  <EM>drenched </EM> to<EM> saturated</EM>. All such phenomena which Western languages 
+  tend to semantically delineate into binary oppositions (e.g., <EM>hard/soft, 
+  light/dark, shallow/deep</EM>, etc.) are recognized and lexified in Ithkuil 
+  as single roots which then systematically use suffixes to specify the particular 
+  degree along a continuous range.</P>
+<P align="justify">The above paragraphs illustrate how Ithkuil is able to capture 
+  and systematically present at the morphological level what other languages accomplish 
+  haphazardly at the lexical level. By systematically finding and structuring 
+  the covert dependencies and interrelationships between what are disparate words 
+  in other languages, the hundreds of thousands of words in a language like English 
+  are drastically reduced down to the 3600 word-roots of Ithkuil. This is morpho-lexical 
+  efficiency on a grand scale. Nevertheless, by means of the matrix-like morphological 
+  scheme previously described, each of these 3600 roots can in turn generate thousands 
+  of permutations to convey complex and subtle semantic distinctions and operations 
+  which dwarf the capacity of existing languages to convey without resorting to 
+  cumbersome paraphrase. This is lexico-semantic and morpho-semantic efficiency 
+  on an equally grand scale. Such a synergistic design for grammar lends a dynamism 
+  that allows the Ithkuil language to describe reality to a minute level of detail 
+  and exactitude despite a limited number of word-roots. This dynamism is visible 
+  throughout this work, but is discussed in systematic detail in <A href="ithkuil-ch10-lexicosemantics.html">Chapter 
+  10: Lexico-Semantics</A>.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR> 
+    <TD height="21" colspan="5" valign="middle" bgcolor="#CCCCCC"> <P><STRONG><FONT size="4">0.4 
+        Addressing the Vagueness Inherent in Natural Languages</FONT></STRONG></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">To further illustrate the cognitive depth at which Ithkuil 
+  operates, consider one of the most pervasive aspects of natural human languages: 
+  semantic vagueness. For example, consider the following four English sentences:</P>
+<BLOCKQUOTE> 
+  <BLOCKQUOTE> 
+    <P align="justify">(a)<EM> The boy rolled down the hill.</EM><BR>
+      (b) <EM>Maybe she just stopped smoking.</EM><BR>
+      (c) <EM>Joe didn’t win the lottery yesterday.</EM><BR>
+      (d) <EM>There is a dog on my porch.</EM></P>
+  </BLOCKQUOTE>
+</BLOCKQUOTE>
+<P align="justify">In examining these four sentences most native English speakers 
+  would deny that any vagueness exists. This is because the vagueness does not 
+  exist in terms of the overt meanings of the words themselves. Rather, the vagueness 
+  lies at the nearly subconscious level of their grammatical (or syntactical) 
+  relations and cognitive intent. For example, in sentence (a) we have no idea 
+  whether the boy chose to roll himself down the hill or whether he was pushed 
+  against his will. (In formal linguistic terms we would say it is unknown whether 
+  the semantic role of the subject ‘boy’ is as <EM>agent</EM> or <EM>patient</EM>.) 
+  And yet knowing which scenario is correct is crucial to understanding the speaker’s 
+  intent in describing the action. </P>
+<P align="justify">Imagine sentence (b) <EM>Maybe she just stopped smoking</EM> 
+  being spoken as an answer to the question ‘Why does she seem so irritable?’ 
+  In interpreting sentence (b), we have no idea whether the subject is indeed 
+  a smoker or not; i.e., is the speaker offering this speculation because he/she 
+  knows the subject to be a smoker, or as mere conjecture without knowledge one 
+  way or the other whether the subject smokes or not? </P>
+<P align="justify">Sentence (c) <EM>Joe didn’t win the lottery yesterday</EM> 
+  illustrates four-way ambiguity. Joe’s failure to win the lottery could 
+  be either because: the speaker knows Joe didn’t play; because the speaker 
+  knows Joe did play but lost; because the speaker doesn’t know whether 
+  Joe played or not and is simply voicing a conjecture; or because the statement 
+  is an inference based on some indirect clue (e.g., since Joe showed up for work 
+  today, he must not have won the lottery).</P>
+<P align="justify">And while sentence (d) <EM>There is a dog on my porch s<EM></EM></EM>eems 
+  on its surface to be the most straightforward of the four, is the intent of 
+  the speaker to simply describe and identify the participants to a scene, or 
+  does she wish to convey the idea that the scene has personal significance to 
+  her, e.g., because she has a phobia of dogs or has been waiting for a long-lost 
+  pet dog to return home? In other words, the sentence itself does not convey 
+  the intent behind the utterance, only the static description of the scene.</P>
+<P align="justify">In all four instances, such vagueness exists unless and until 
+  the audience can ascertain information from the surrounding context of other 
+  sentences. This shows that, despite the fact that all four sentences are grammatically 
+  well-formed English sentences whose words in and of themselves are unambiguous, 
+  their grammar alone is insufficient to convey the cognitive information necessary 
+  to fully comprehend the intent of the speaker’s utterance. This failure 
+  of grammar to inherently convey the requisite information necessary to understand 
+  a speaker’s cognitive intent is a functional pitfall of human language 
+  in general which Ithkuil grammar has been designed to avoid. The Ithkuil equivalents 
+  to the above four sentences would mandatorily convey all of the “missing” 
+  information noted above without requiring any extra words not corresponding 
+  to the English originals. The grammatical elements of the words themselves (word-selection, 
+  declensions, conjugations, prefixes, suffixes, etc.) would convey all the elements 
+  mentioned.</P>
+<P align="justify">Similar examples can be given to show the extent to which natural 
+  languages such as English must often resort to idiomatic expressions, metaphor, 
+  paraphrase, circumlocution and “supra-segmental” phenomena (e.g., 
+  changing the pitch of one’s voice) in their attempts to convey a speaker’s 
+  intended meaning. Ithkuil grammar has been designed to overtly and unambiguously 
+  reflect the intention of a speaker with a minimum of such phenomena.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR> 
+    <TD height="22" colspan="5" valign="top" bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>0.5 
+        Comparison to Other Constructed Languages</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Those readers familiar with the history of <A href="http://donh.best.vwh.net/Esperanto/EBook/chap03.html#introduction" target="_blank">artificial 
+  language construction</A> might think this endeavor belated or unnecessary, 
+  in that <A href="http://minyeva.alkaline.org/links.html" target="_blank">logical 
+  languages</A> such as James Cooke Brown’s renowned Loglan (or its popular 
+  derivative, Lojban) already exist. This serves to illustrate exactly what distinguishes 
+  Ithkuil from such previous attempts. Loglan was published in the 1950s as a 
+  spoken/written language based on symbolic logic (formally known as the first-order 
+  predicate calculus), an algorithmic system of symbol manipulation devised by 
+  mathematicians and logicians. As a result, one might think that such a language 
+  is the most capable means of achieving logical, unambiguous linguistic communication. 
+  However, Loglan and its derivatives are merely sophisticated tools for symbol 
+  manipulation, i.e., the levels of language previously described as morphology 
+  and syntax. It is not within the scope of such languages to address any reorganization 
+  of the semantic realm. This means that symbolic logic simply manipulates arguments 
+  which are input into the system, they do not analyze the origin of those arguments 
+  in terms of meaning, nor are they capable of analyzing or formalizing the structure 
+  of the cognitive or semantic realm of the human mind in terms of how meaning 
+  itself is assigned to arguments. (Indeed, Lojban derives its roots via statistical 
+  “sampling” of the most frequent roots in the six most spoken natural 
+  languages, a method virtually guaranteed to carry over into the Lojban lexicon 
+  all of the lexico-semantic inefficiencies previously described.) By not addressing 
+  these components of language, Loglan and similar efforts fail to address the 
+  inconsistencies and inefficiency inherent in language at the lexico-semantic 
+  level. Ithkuil has been designed to systematically address this issue. </P>
+<P align="justify">Other readers might think of international languages (or “interlanguages”) 
+  such as Esperanto, Interlingua, or Ido, as being logical and efficient representations of language. 
+  However, these languages are merely simplified, regularized amalgamations of 
+  existing languages (usually Indo-European), designed for ease of learning. While 
+  addressing many overt irregularities, inconsistencies, and redundancies of language 
+  found at the morpho-phonological and morpho-syntactic levels, they do little 
+  to address the problems found within the other components of language, especially 
+  the lexico-semantic. For example, while Esperanto admirably employs systematic 
+  rules for word derivation as <EM>knabo</EM> ‘boy’ versus <EM>knabino</EM> 
+  ‘girl,’ it preserves the basic lexico-semantic categorization scheme 
+  of Indo-European languages in general, rather than seeking opportunities to 
+  expand such word derivation schemes into multidimensional arrays as will be 
+  shortly illustrated for Ithkuil.</P>
+<P align="justify">All in all, neither logical languages such as Loglan nor interlanguages 
+  such as Esperanto, are designed specifically to achieve the purpose of cognitive 
+  exactness and conciseness of communication which is the goal of Ithkuil. Actually, 
+  Ithkuil might more readily be compared with the <A href="http://www.alamut.com/subj/artiface/language/johnWilkins.html" target="_blank">analytical 
+  language of John Wilkins</A> of the Royal Society of London, published in 1668, 
+  in which he divided the realm of human conception into forty categories, each 
+  containing a hierarchy of subcategories and sub-subcategories, each in turn 
+  systematically represented in the phonological structure of an individual word. 
+  For example an initial <EM>g</EM>- might stand for a plant, while <EM>go</EM>- 
+  indicated a tree, <EM>gob</EM>- a particular class of tree, and <EM>gobo</EM> 
+  a particular tree species. While unworkable in terms of specifics, Wilkins’ 
+  underlying principles are similar in a simplistic way to some of the abstract 
+  derivational principles employed in Ithkuil lexico-morphology and lexico-semantics. 
+  Another comparable predecessor in a simplistic sense is the musical language, 
+  Solresol, created by Jean François Sudre and published in 
+  1866.</P>
+<P align="justify">&nbsp; </P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR> 
+    <TD height="22" colspan="5" valign="top" bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>0.6 
+        The Uniqueness of Ithkuil</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The above description demonstrates that Ithkuil is rather unique 
+  in the niche it occupies in the array of both natural and invented languages. 
+  The design of Ithkuil has slowly and painstakingly evolved from my early attempts 
+  as a teenager (following my introduction to the Sapir-Whorf hypothesis and Charles 
+  Fillmore’s seminal 1968 article on case grammar) to explore beyond the 
+  boundaries of Western Indo-European languages to a complex, intricate array 
+  of interwoven grammatical concepts, many of which are wholly of my own creation, 
+  others of which have been inspired by such obscure linguistic sources as the 
+  morpho-phonology of Abkhaz verb complexes, the moods of verbs in certain American 
+  Indian languages, the aspectual system of Niger-Kordofanian languages, the nominal 
+  case systems of Basque and the Dagestanian languages, the enclitic system of 
+  Wakashan languages, the positional orientation systems of Tzeltal and Guugu 
+  Yimidhirr, the Semitic triliteral root morphology, and the hearsay and possessive 
+  categories of Suzette Elgin’s Láadan language, not to mention ideas 
+  inspired by countless hours studying texts in theoretical linguistics, cognitive 
+  grammar, psycholinguistics, language acquisition, linguistic relativity, semantics, 
+  semiotics, philosophy, fuzzy set theory, and even quantum physics. </P>
+<P align="justify">The Ithkuil writing system likewise derives from both original 
+  and inspired sources: it employs a unique “morpho-phonemic” principle 
+  of my own invention, its logical design borrows from the mutational principles 
+  underlying the Ethiopic and Brahmi scripts, and its aesthetic visual design 
+  bears a superficial resemblance to Hebrew square script and the various Klingon 
+  fonts.</P>
+<P align="justify">As for the name of the language, Ithkuil, it is an anglicized 
+  rendering of the word <IMG src="assets/Intro_5.gif" width="40" height="20" align="absbottom">, 
+  whose approximate translation is ‘hypothetical language.’ </P>
+<P align="justify">This website provides a systematic presentation of the grammar 
+  of the language. In addition to a description of the various components of the 
+  grammar, the reader will find example phrases or sentences illustrating those 
+  components. Each example comprises an Ithkuil word, phrase, or sentence written 
+  in native Ithkuil script, accompanied by a Romanized transliteration, an English 
+  translation (sometimes divided into a “natural” versus literal translation), 
+  and a morphological analysis. The morphological analysis is presented serially, 
+  morpheme-by-morpheme, using three-letter abbreviations or labels for Ithkuil 
+  morphological categories. These labels are presented within the body of the 
+  work in conjunction with the explanation of each morphological category. This 
+  system is illustrated by the example below, where the labels <FONT size="2">OBL</FONT> 
+  and <FONT size="2">PRP</FONT> refer to the <FONT size="2">OBLIQUE</FONT> and 
+  <FONT size="2">PROPRIETIVE</FONT> noun cases respectively. (These noun cases 
+  are explained in <FONT color="#FF0000"><A href="ithkuil-ch4-case.html" onclick="javascript:changenav4();">Chapter 
+  4</A></FONT>):</P>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/Intro_3.gif" width="84" height="21"><BR>
+    <STRONG>têr hionn</STRONG><BR>
+    <FONT face="Arial, Helvetica, sans-serif">title</FONT>-<FONT size="2" face="Arial, Helvetica, sans-serif">OBL</FONT> 
+    <FONT face="Arial, Helvetica, sans-serif">father</FONT>-<FONT size="2" face="Arial, Helvetica, sans-serif">PRP</FONT><BR>
+    <EM>‘a father’s title’</EM></P>
+</BLOCKQUOTE>
+<P align="justify">This work is not meant as a primer or means of self-instruction 
+  in speaking the language, a task beyond even its creator, given that Ithkuil 
+  may be perhaps the most grammatically complex language ever devised. Simplicity 
+  was not my purpose, but rather bridging the gap between extreme morphological 
+  dynamism, the overt reflection of human cognitive processes via language, and 
+  extreme morpho-semantic economy and efficiency. I believe I have achieved a 
+  result which is close to the ideal I sought. I leave it to the reader to explore 
+  that result.</P>
+<P align="justify">I wish to thank all of those who have taken an interest in Ithkuil.  I especially wish to thank Stanislav Kozlovskiy, whose 2004 article “The Speed of Thought” brought Ithkuil to the attention of so many people. &#1057;&#1087;&#1072;&#1089;&#1080;&#1073;&#1086;, &#1057;&#1090;&#1072;&#1089;! Thanks also to Lexa Samons for his hard work in translating the original <A href="http://ithkuil-russian.narod.ru/" target="_blank">Ithkuil site into Russian</A>. My appreciation also to fellow linguist and conlanger David J. Peterson for bestowing upon Ithkuil the <A href="http://dedalvs.conlang.org/smileys/2008.html" target="_blank">2008 Smiley Award</A>. </P>
+<P align="center"><A href="http://dedalvs.conlang.org/smileys/2008.html" target="_blank"><IMG src="assets/smiley_award.GIF" alt="Smiley Award" width="214" height="80" border="0" longdesc="http://dedalvs.conlang.org/smileys/2008.html"></A></P>
+<P align="justify">I dedicate this work to my brother, Paul, in fond memory of 
+  <EM>Kccöj</EM>, <EM>Mbozo</EM>, and our other made-up languages, and all 
+  the fun times we had as kids learning about and playing with linguistics.</P>
+<P align="right"><STRONG><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html" onclick="javascript:changenav1();">Proceed 
+  to Chapter One: Phonology &gt;&gt;</A></FONT></STRONG></P>
+<P align="center">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch0-introduction.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><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="justify">&nbsp;</P>
+<P>&nbsp;</P>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0044)ithkuil-ch1-phonology.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 1: Phonology</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
+<META name="keywords" content="constructed language, conlang, philosophical language, hypothetical language, fictional language, artificial language, constructed languages, conlangs, philosophical languages, hypothetical languages, fictional languages, artificial languages">
+<META name="distribution" content="global">
+
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+<!--
+function changenav1() {
+top.frames[1].location = "nav_panel1.html";
+}
+//-->onLoad="javascript:changenav1();"
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center">
+  <P><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+    A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  </P>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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="center">&nbsp;</P>
+<H2 align="center">Chapter 1: Phonology</H2>
+<DIV align="center">
+  <TABLE width="34%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="321" valign="top"> <P><FONT size="2"><A href="ithkuil-ch1-phonology.htm#Sec1o1">1.1 Note 
+          On Orthography and Transliteration</A></FONT></P></TD>
+    </TR>
+    <TR> 
+      <TD valign="top"> <P><FONT size="2"><A href="ithkuil-ch1-phonology.htm#Sec1o2">1.2 Phonemic Inventory</A></FONT></P></TD>
+    </TR>
+    <TR> 
+      <TD valign="top"> <P><FONT size="2"><A href="ithkuil-ch1-phonology.htm#Sec1o3">1.3 Phonological Processes 
+          and Rules</A></FONT></P></TD>
+    </TR>
+    <TR> 
+      <TD valign="top"> <P><FONT size="2"><A href="ithkuil-ch1-phonology.htm#Sec1o4">1.4 Phonotaxis</A></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The phonology of a language essentially refers to its sound 
+  system, i.e., its systematic employment of consonants, vowels, and other vocalized 
+  phenomena such as pitch, stress (or accent), and tone in order to physically 
+  convey the meaningful content of the language itself. The phonological system 
+  of Ithkuil is detailed in the sections below. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD valign="top" bgcolor="#CCCCCC"> <P><STRONG><FONT size="4">1.1 NOTE ON 
+          ORTHOGRAPHY AND TRANSLITERATION<A name="Sec1o1"></A></FONT></STRONG></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The native script used to represent Ithkuil is both alien and 
+  complex (employing over 3600 characters). It is explained in <A href="ithkuil-ch11-script.html" onclick="javascript:changenav11();">Chapter 
+  11</A>. As a result of this complexity, a system of romanization is employed 
+  throughout this grammar to allow the reader to recognize the general phonetic 
+  structure of Ithkuil words. Due to the inadequacies of the Roman alphabet in 
+  transliterating the large number of phonemes (meaningful sounds) in Ithkuil, 
+  the following diacritics are necessary for a phonemic Romanization system: the 
+  acute, grave and circumflex accents, the umlaut or dieresis, the cedilla, a 
+  superposed dot, and the apostrophe. The uses of these diacritics are explained 
+  in the sections below. Additionally, digraphs with a superscript letter <EM><STRONG>h</STRONG></EM> 
+  are employed to represent various aspirated consonants. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD valign="top" bgcolor="#CCCCCC"> <P><STRONG><FONT size="4">1.2 PHONEMIC 
+          INVENTORY</FONT><A name="Sec1o2"></A></STRONG></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">In furtherance of morpho-phonological efficiency (one of the 
+  language’s goals as explained in the introduction), Ithkuil must have 
+  a large phonemic inventory, specifically 65 consonants and 17 vowels, illustrated 
+  by place and manner of articulation in Table No. 1 below using a special romanized 
+  orthography. Because this is far more than most Western languages, Ithkuil has 
+  many sounds alien to speakers of English or other Western languages. Consequently, 
+  readers other than trained phoneticians (or perhaps speakers of such obscure 
+  languages as Chechen or Abkhaz) will likely have difficulty pronouncing the 
+  language accurately. <BR>
+</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Tables 1(a) 
+  and 1(b): Phonemic Inventory</STRONG></FONT></P>
+<P align="justify"> <FONT face="Arial, Helvetica, sans-serif">Table 1(a): Consonantal 
+  Inventory</FONT></P>
+<TABLE width="68%" border="1" cellpadding="2">
+  <TBODY><TR> 
+    <TD width="10%">&nbsp;</TD>
+    <TD colspan="4"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">PLOSIVES</FONT></STRONG></DIV></TD>
+    <TD colspan="4"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">AFFRICATES</FONT></STRONG></DIV></TD>
+    <TD colspan="2" rowspan="2"> <DIV align="center"></DIV>
+      <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">Fricatives</FONT></STRONG></DIV></TD>
+    <TD width="6%" rowspan="2"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">Nasals</FONT></STRONG></DIV></TD>
+    <TD width="5%" rowspan="2"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">Taps/<BR>
+        Trills</FONT></STRONG></DIV></TD>
+    <TD width="6%" rowspan="2"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">Liquids</FONT></STRONG></DIV></TD>
+    <TD width="14%" rowspan="2"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">Approximants</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD colspan="2"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">plain</FONT></STRONG></DIV></TD>
+    <TD width="7%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">aspirated</FONT></STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">ejective</FONT></STRONG></DIV></TD>
+    <TD colspan="2"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">plain</FONT></STRONG></DIV></TD>
+    <TD width="7%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">aspirated</FONT></STRONG></DIV></TD>
+    <TD width="7%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">ejective</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="30">&nbsp;</TD>
+    <TD width="5%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+        </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></DIV></TD>
+    <TD width="5%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+    <TD><DIV align="center"> 
+        <P><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+          </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></P>
+        </DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+        </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></DIV></TD>
+    <TD width="5%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+        </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></DIV></TD>
+    <TD width="5%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+        </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+        </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></DIV></TD>
+    <TD width="6%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">un-<BR>
+        </FONT><FONT size="1" face="Arial, Helvetica, sans-serif">voiced</FONT></DIV></TD>
+    <TD width="6%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">+voice</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">BILABIAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>p</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>b</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/p-aspirated.gif" width="20" height="19"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>p</STRONG></FONT><STRONG>’</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">m</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">LABIO-VELAR</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">w</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">LABIO-DENTAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">f</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">v</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">DENTAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">d</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-aspirated.gif" width="15" height="19"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>t</STRONG></FONT><STRONG>’</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" width="12" height="17"></FONT></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">n</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">ALVEOLAR</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-bar.gif" width="9" height="11"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/c-aspirated.gif" width="18" height="17"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>c’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">s</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">z</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">ALVEOLAR-RETROFLEX</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot.gif" width="9" height="14"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-dot.gif" width="9" height="15"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot aspirated.gif" width="17" height="17"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"><STRONG>’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-cedilla.gif" width="14" height="15"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">r</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">POST-ALVEOLAR</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>j</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv aspirated.gif" width="16" height="16"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"><STRONG>’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Sv.gif" width="8" height="16"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Zv.gif" width="9" height="16"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">PALATAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla.gif" width="10" height="17"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Jv.gif" width="9" height="20"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla aspirated.gif" width="18" height="20" align="absbottom"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom"><STRONG>’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ç’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Yv.gif" width="12" height="19"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>y</STRONG></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">VELAR</FONT></STRONG></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">k</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">g</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-aspirated.gif" width="19" height="18"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT><STRONG>’</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>x’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>x</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Gv.gif" width="12" height="21"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/n-cedilla.gif" width="10" height="14"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">UVULAR</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/g-dot.gif" width="12" height="19"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/q-aspirated.gif" width="19" height="18"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT><STRONG>’</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"><STRONG>’</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Rv.gif" width="7" height="16"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">PHARYNGAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/h-cedilla.gif" width="10" height="19"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">GLOTTAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><STRONG><FONT size="4">’</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>h</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">LATERAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">VELARIZED LATERAL</FONT></STRONG></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-slash.gif" width="8" height="14"></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_</FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">&nbsp;</P>
+<P><FONT face="Arial, Helvetica, sans-serif">Table 1(b): Vocalic Inventory</FONT></P>
+<TABLE width="423" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="81" height="26"><FONT face="Arial, Helvetica, sans-serif">&nbsp;</FONT></TD>
+    <TD colspan="2" valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif">FRONT</FONT></DIV></TD>
+    <TD colspan="2" valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif">CENTRAL</FONT></DIV></TD>
+    <TD colspan="2" valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif">BACK</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="25"><DIV align="center"></DIV></TD>
+    <TD width="48" valign="middle"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">unrounded</FONT></DIV></TD>
+    <TD width="48" valign="middle"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">rounded</FONT></DIV></TD>
+    <TD width="49" valign="middle"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">unrounded</FONT></DIV></TD>
+    <TD width="55" valign="middle"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">rounded</FONT></DIV></TD>
+    <TD width="55" valign="middle"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">unrounded</FONT></DIV></TD>
+    <TD width="55" valign="middle"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif">rounded</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="26"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">High</FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>î</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ÿ</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"> </FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ü</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ï</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"> 
+        </FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>û</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"> 
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="26"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Mid-High</FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>i</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>u</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="25"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Mid</FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"></FONT><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif"> 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ê</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ø</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"></FONT><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ë</STRONG></FONT><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif"> 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ô</STRONG></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="26"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Mid-Low</FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>e</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ö</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        _ </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>o</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="27"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Low</FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ä</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>a</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>â</STRONG></FONT></DIV></TD>
+    <TD valign="middle"> <DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">_ 
+        </FONT><FONT face="Arial, Helvetica, sans-serif"></FONT><FONT face="Arial, Helvetica, sans-serif"></FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P><BR>
+  <STRONG>1.2.1 Pronunciation of Consonants </STRONG></P>
+<P align="justify">The following are approximate descriptions of the consonantal 
+  sounds of Ithkuil. In addition to these descriptions, the corresponding symbol 
+  of the International Phonetic Alphabet (IPA) is provided in brackets, as well 
+  as their X-SAMPA equivalents for those readers who may be familiar with these 
+  phonetic representation systems. Sound files of actual Ithkuil words have been 
+  provided for those consonants which are uncommon or difficult to pronounce for 
+  English speakers, as well as in other cases to compare and distinguish two similar 
+  but distinct phonemes, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">k</FONT></STRONG> 
+  versus <FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom"></FONT>,<FONT face="Arial, Helvetica, sans-serif"> 
+  </FONT>or<FONT face="Arial, Helvetica, sans-serif"> <STRONG>c</STRONG> </FONT>vs.<FONT face="Arial, Helvetica, sans-serif"> 
+  <IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"> 
+  </FONT>vs.<FONT face="Arial, Helvetica, sans-serif"> </FONT><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">, 
+  etc.</P>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="7%" height="21" valign="top"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">b</FONT></STRONG></DIV></TD>
+    <TD width="93%" valign="top"> <DIV align="justify">As in English. A voiced 
+        bilabial unaspirated plosive. IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>b</STRONG></FONT>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="38" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT></DIV></TD>
+    <TD valign="top"> <DIV align="justify"> 
+        <P>As in English <EM>bi<STRONG>ts</STRONG></EM>. A voiceless unaspirated 
+          lamino-alveolar affricate. IPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>ts</STRONG></FONT>]. 
+          X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG> 
+          t_s</STRONG></FONT> ]. Example sound files: <A href="Sound_Files/cons-1a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+          </FONT></P>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="134" valign="top"> <DIV align="center"><IMG src="assets/C dot.gif" width="9" height="14"></DIV></TD>
+    <TD valign="top"> <DIV align="justify">No English equivalent. Similar to the 
+        sound immediately above except that the <EM>s</EM>-component of the affricate 
+        is made up of the Ithkuil alveolar retroflex <EM>s</EM>-sound <IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"> 
+        (see below). This sound occurs in most Chinese languages, as well as the 
+        Basque language, where it is spelled <EM>ts</EM>. A voiceless unaspirated 
+        apico-alveolar retroflex affricate; IPA [<FONT color="#FF0000"><IMG src="assets/IPA ts.gif" width="14" height="16" align="absbottom"></FONT>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG> t_s`</STRONG></FONT> 
+        ]. Example sound files: <A href="Sound_Files/cons-2a.mp3"><BR>
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-2b.mp3"><IMG src="assets/cons-2b.gif" width="217" height="16" border="0" align="absbottom"></A></FONT> 
+        <FONT color="#FFFFFF"><A href="Sound_Files/cons-2b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+        <BR>
+        <A href="Sound_Files/cons-2c.mp3"><IMG src="assets/cons-2c.gif" width="365" height="14" border="0" align="absbottom"></A> 
+        <FONT color="#FFFFFF"><A href="Sound_Files/cons-2c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="114" valign="top"> <DIV align="center"><IMG src="assets/Cv.gif" width="9" height="15"></DIV></TD>
+    <TD valign="top"> <DIV align="justify">As in English <EM><STRONG>ch</STRONG>in</EM> 
+        but with neither the lip-rounding nor the aspiration (accompanying puff 
+        of air) that characterizes this sound in English. A voiceless unaspirated 
+        lamino-postalveolar dorso-palatal non-labialized sibilant affricate; IPA 
+        [<IMG src="assets/IPA ts-v.gif" width="13" height="18" align="absbottom">]. 
+        X-SAMPA [ <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>t_S</STRONG></FONT> 
+        ]. Example sound files: &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<A href="Sound_Files/cons-3a.mp3"><BR>
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><BR>
+        <A href="Sound_Files/cons-3b.mp3"><IMG src="assets/cons-3b.gif" width="156" height="15" border="0" align="absbottom"></A> 
+        <FONT color="#FFFFFF"><A href="Sound_Files/cons-3b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+        <BR>
+        <A href="Sound_Files/cons-3c.mp3"><IMG src="assets/cons-3c.gif" width="193" height="15" border="0" align="absbottom"></A> 
+        <FONT color="#FFFFFF"><A href="Sound_Files/cons-3c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="95" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT></DIV></TD>
+    <TD valign="top"> <DIV align="justify">Like the initial sound in English <EM><STRONG>h</STRONG>uman</EM>, 
+        <EM><STRONG>h</STRONG>uge</EM>, <EM><STRONG>h</STRONG>ue</EM>, or the 
+        sound in German <EM>i<STRONG>ch</STRONG></EM>. A voiceless dorso-palatal 
+        non-grooved (slit) fricative; IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ç</FONT></STRONG>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>C</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-4a.mp3"><IMG src="assets/cons-4a.gif" width="221" height="16" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-4a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-4b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <A href="Sound_Files/cons-4c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></FONT></FONT></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="57" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>d</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Similar to English, but made with the 
+        tip of the tongue against the back of the upper teeth, not the alveolar 
+        ridge (the gum ridge behind the upper teeth) as in English. An unaspirated 
+        voiced apico-dental plosive; IPA [<IMG src="assets/IPA d-dental.gif" width="10" height="18" align="absbottom">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>d_d</STRONG></FONT>]. 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="20" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" width="12" height="17"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>th</STRONG>is</EM>, 
+        <EM>ba<STRONG>th</STRONG>e</EM>, <EM>wea<STRONG>th</STRONG>er</EM>. A 
+        voiced apico-interdental fricative; IPA [<FONT size="3"><STRONG>ð</STRONG></FONT>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>D</STRONG></FONT>]. 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="19" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>f</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English. A voiceless labio-dental 
+        fricative; IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>f</STRONG></FONT>]. 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="39" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>g</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Always as in English <EM><STRONG>g</STRONG>a<STRONG>g</STRONG></EM>; 
+        never as in <EM>ginger</EM>. A voiced dorso-velar unaspirated plosive; 
+        IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>g</STRONG></FONT>]. 
+        Example sound file: &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<A href="Sound_Files/cons-5a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="132" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/g-dot.gif" width="12" height="19"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiced dorso-uvular 
+        unaspirated plosive found in Inuit and several Paleo-Siberian languages 
+        such as Chukchi and Nivkh. Similar to the hard <EM>g</EM>-sound above 
+        but made by pressing the tongue against the uvula (the little “punching 
+        bag” hanging at the back of the palate) as opposed to the soft palate. 
+        The resulting sound has a characteristic “gulped” quality. 
+        The voiced counterpart to Ithkuil <STRONG>q</STRONG> below; IPA [<STRONG><IMG src="assets/IPA G-uvular.gif" width="10" height="9"></STRONG>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>G\</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-5b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-5c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="117" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Gv.gif" width="12" height="21"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiced counterpart 
+        of <STRONG>x</STRONG> below. Can be approximated by putting the tongue 
+        in the position to pronounce English g as in <EM><STRONG>g</STRONG>a<STRONG>g</STRONG></EM> 
+        then, without moving the tongue, trying to say ‘uh’ instead. 
+        A voiced dorso-velar fricative; IPA [<IMG src="assets/IPA g-gamma.gif" width="12" height="13" align="absbottom">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>G</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-6a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+        <A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"></FONT><A href="Sound_Files/cons-1a.wav"></A><A href="Sound_Files/cons-6b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"><BR>
+        </A></FONT><A href="Sound_Files/cons-6c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="38" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>h</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>h</STRONG>all</EM>. 
+        Note that, unlike English, this sound can occur at the end of a syllable 
+        in Ithkuil. A voiceless bi-glottal fricative; IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>h</STRONG></FONT>]. 
+        Example sound files: <A href="Sound_Files/cons-7b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="92" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/h-cedilla.gif" width="10" height="19"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiceless 
+        radico-pharyngal fricative found in Arabic and several Northeast Caucasian 
+        languages. A deep raspy sound produced by pronouncing an <EM>h</EM>-sound 
+        while constricting the pharynx and trying to press the root of the tongue 
+        against the back wall of the pharynx. IPA [<IMG src="assets/IPA h-bar.gif" width="11" height="14" align="absmiddle">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>X\</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-8a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><A href="Sound_Files/cons-8b.mp3"><BR>
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="73" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>j</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>j</STRONG>u<STRONG>dg</STRONG>e</EM> 
+        but without the lip-rounding that accompanies the English sound. An unaspirated 
+        non-labialized voiced lamino-postalveolar dorso-palatal affricate; IPA 
+        [<IMG src="assets/IPA dz-v.gif" width="16" height="17" align="absbottom">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>d_Z</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-9b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-9a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="111" valign="top"> <DIV align="center"><IMG src="assets/Jv.gif" width="9" height="20"></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiced counterpart 
+        of Ithkuil <STRONG> <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom"></STRONG> 
+        below. Found in Hungarian and Czech where it is spelled <EM>gy</EM> and 
+        <EM>d´</EM> respectively. Sort of like a <EM>g</EM>+<EM>y</EM> sound 
+        as in English <EM>bi<STRONG>g y</STRONG>ear</EM> pronounced rapidly, with 
+        the <EM>g</EM>-sound pronounced with the tongue against the hard palate 
+        as opposed to the soft palate. A voiced dorso-palatal unaspirated plosive. 
+        IPA [<IMG src="assets/j-bar.gif" width="9" height="15" align="absbottom">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>J\</STRONG></FONT>]. 
+        Example sound files: <A href="Sound_Files/cons-10b.mp3"><BR>
+        <IMG src="assets/cons-10b.gif" width="38" height="16" border="0" align="absbottom"></A><EM>‘day 
+        (24-hour period)’</EM><A href="Sound_Files/cons-10b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"><BR>
+        </A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><A href="Sound_Files/cons-10a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="75" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Similar to English <STRONG><EM>k</EM></STRONG> 
+        but without aspiration. Like the <EM>k</EM>-sound of the Romance languages, 
+        e.g., Spanish or Italian <EM><STRONG>c</STRONG>asa</EM>. A voiceless unaspirated 
+        dorso-velar plosive; IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-11a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="118" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla.gif" width="10" height="17"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. Like a <EM>k</EM>-sound 
+        but unaspirated (i.e., without any accompanying puff of air) and produced 
+        farther forward in the mouth by pressing the tongue to the hard palate, 
+        not the soft palate as with English <STRONG><EM>k</EM></STRONG>. The result 
+        should sound somewhat like a <EM>k</EM>+<EM>y</EM> as in <EM>ba<STRONG>cky</STRONG>ard</EM> 
+        when spoken rapidly. A voiceless unaspirated dorso-palatal plosive; IPA 
+        [<IMG src="assets/IPA c-bar.gif" width="12" height="10">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-12a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        </FONT><A href="Sound_Files/cons-12b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="93" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">The “light” <EM>l</EM>-sound 
+        of the Romance languages, or as in British English <EM><STRONG>l</STRONG>eader</EM>; 
+        not the “dark” (velarized) <EM>l</EM>-sound of American English 
+        <EM><STRONG>l</STRONG>u<STRONG>ll</STRONG></EM>. A voiced apico-dental 
+        dorso-bilateral liquid continuant; IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT>]. 
+        Example sound files: <A href="Sound_Files/cons-13a.mp3"><BR>
+        <IMG src="assets/cons-13a.gif" width="102" height="12" border="0" align="absmiddle"></A><A href="Sound_Files/cons-13a.mp3"> 
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-13b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="96" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-slash.gif" width="8" height="14" align="absmiddle"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">The “dark” (velarized) <EM>l</EM>-sound 
+        of American English <EM><STRONG>l</STRONG>u<STRONG>ll</STRONG></EM>, not 
+        the “light” <EM>l</EM>-sound of the Romance languages or British 
+        English <EM><STRONG>l</STRONG>eader</EM>. A voiced velarized apico-dental 
+        dorso-bilateral liquid continuant; IPA [<IMG src="assets/IPA l-velarized.gif" width="10" height="14" align="absmiddle">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>5</STRONG></FONT>]. 
+        Example sound files: <A href="Sound_Files/cons-14a.mp3"><BR>
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><BR>
+        <A href="Sound_Files/cons-14b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="100" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiceless 
+        dorso-bilateral fricative as found in Welsh <EM><STRONG>ll</STRONG>an</EM>. 
+        Can best be approximated by putting the tongue in position as if to say 
+        an <EM>l</EM>-sound, and while holding the position, make a forceful <EM>h</EM>-sound 
+        instead; IPA [<IMG src="assets/IPA l-loop welsh.gif" width="10" height="14" align="absmiddle">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>K</STRONG></FONT>]. 
+        Example sound files: <A href="Sound_Files/cons-15a.mp3"><BR>
+        <IMG src="assets/Audio_icon.gif" width="19" height="18" border="0" align="absbottom"><BR>
+        </A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"></FONT><A href="Sound_Files/cons-15a.wav"> 
+        </A><A href="Sound_Files/cons-15b.mp3"><IMG src="assets/cons-15b.gif" width="222" height="15" border="0"></A><FONT color="#FFFFFF"><A href="Sound_Files/cons-15b.mp3"> 
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="19" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>m</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English. A voiced bilabial nasal 
+        continuant obstruent; IPA and X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">m</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="38" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>n</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Similar to English, but made with the 
+        tip of the tongue on the back of the upper teeth as in the Romance languages, 
+        not the alveolar ridge as in English. A voiced apico-dental nasal continuant 
+        obstruent; IPA [<IMG src="assets/IPA n-dental.gif" width="9" height="13" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">n_d</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="41" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/n-cedilla.gif" width="10" height="14"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">The English <EM>ng</EM>-sound as in 
+        <EM>so<STRONG>ng</STRONG></EM> or <EM>ri<STRONG>ng</STRONG>er</EM>; NEVER 
+        as in <EM>fi<STRONG>ng</STRONG>er</EM>. A voiced dorso-velar nasal continuant 
+        obstruent;. IPA [<IMG src="assets/IPA n-eng.gif" width="9" height="13" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">N</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="38" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>p</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Similar to English, but without aspiration. 
+        As in the Romance languages. A voiceless unaspirated bilabial plosive; 
+        IPA and X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="80" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiceless 
+        dorso-uvular unaspirated plosive found in Arabic, Inuit and many American 
+        Indian and Caucasian languages. Similar to an unaspirated <EM>k</EM>-sound 
+        but made by pressing the tongue against the uvula (the little “punching 
+        bag” hanging at the back of the palate) as opposed to the soft palate. 
+        IPA and X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">q</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-38b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="111" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">This sound is a combination of a heavily 
+        aspirated and palatal Ithkuil <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom">(see 
+        above) released laterally (i.e., along the two sides of the tongue) into 
+        a voiceless lateral fricative (IPA [<IMG src="assets/IPA l-loop welsh.gif" width="10" height="14" align="absmiddle">]). 
+        This sound occurs in some North American Indian and North Caucasian languages. 
+        An aspirated voiceless palatal-lateral affricate. IPA [<IMG src="assets/IPA l lambda-bar plus h.gif" width="16" height="14" align="absmiddle">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">c_K_h</FONT></STRONG>]. 
+        Example sound files: <A href="Sound_Files/cons-17b.mp3"><BR>
+        <IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-17a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="97" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>r</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">This sound is a single flap of the tongue 
+        tip as in Spanish <EM>ca<STRONG>r</STRONG>o</EM> or <EM>pe<STRONG>r</STRONG>o</EM>. 
+        When geminated (doubled) it becomes a trill as in Spanish <EM>ca<STRONG>rr</STRONG>o</EM> 
+        or <EM>pe<STRONG>rr</STRONG>o</EM>. A voiced apico-alveolar retroflex 
+        flap/trill; IPA [<IMG src="assets/IPA r-flap.gif" width="6" height="10">], 
+        [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">r</FONT></STRONG>]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">4</FONT></STRONG>], 
+        [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>r</STRONG></FONT>]. 
+        Example sound files: <BR>
+        <A href="Sound_Files/cons-18a.mp3"><IMG src="assets/cons-18a.gif" width="308" height="16" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-18a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"><BR>
+        </A><A href="Sound_Files/cons-18b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="116" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/r-cedilla.gif" width="8" height="14"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Pronounced similarly to the English 
+        retroflex <EM>r</EM>-sound except that there is no lip-rounding and the 
+        tongue is in direct contact with the alveolar gum ridge behind the upper 
+        teeth, giving the sound an <EM>l</EM>-coloring. A voiced apico-alveolar 
+        retroflex liquid continuant; the closest IPA symbol is [<IMG src="assets/IPA r plus l.gif" width="6" height="18" align="absbottom">] 
+        (a voiced rhoticized retroflex lateral approximant). (No X-SAMPA equivalent). 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-19a.mp3"><IMG src="assets/cons-19a.gif" width="310" height="14" border="0" align="absmiddle"></A> 
+        <A href="Sound_Files/cons-19a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+        <A href="Sound_Files/cons-19b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="81" valign="top"> <DIV align="center"><IMG src="assets/Rv.gif" width="7" height="16"></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. Like the throaty 
+        or “gargled” <EM>r</EM>-sound found in colloquial French and 
+        German. A voiced dorso-uvular approximant (non-trilled); IPA [<IMG src="assets/IPA R-uvular approxmt.gif" width="8" height="10">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">R</FONT></STRONG>]. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-20a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <A href="Sound_Files/cons-20b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="44" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>s</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>s</STRONG>i<STRONG>s</STRONG>ter</EM>. 
+        A voiceless lamino-alveolar grooved sibilant fricative; IPA and X-SAMPA 
+        [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>s</STRONG></FONT>]. 
+        Example sound file: <A href="Sound_Files/cons-21a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="116" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The retroflex 
+        <EM>s</EM>-sound heard in Castilian (but not Latin American) Spanish. 
+        Also found in Basque, Catalan, and most Chinese languages. Similar to 
+        an English <EM>s</EM>-sound, but with the blade of the tongue curved convexly 
+        away from the roof of the mouth, as with an English <EM>r</EM>-sound, 
+        so that the tongue curls back and touches the alveolar ridge. The result 
+        should sound halfway between an English <EM>s</EM> and <EM>sh</EM>. A 
+        voiceless apico-alveolar retroflex grooved sibilant fricative; IPA [<IMG src="assets/IPA s-retroflex.gif" width="7" height="13" align="absbottom">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG> s`</STRONG></FONT>]. 
+        Example sound file:<BR>
+        <A href="Sound_Files/cons-22a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="59" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>š</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>sh</STRONG>oe<STRONG>sh</STRONG>ine</EM> 
+        but without the lip-rounding of the English sound. A voiceless non-labialized 
+        lamino-postalveolar dorso-palatal grooved sibilant fricative; IPA [<IMG src="assets/IPA S-esh.gif" width="10" height="17" align="absbottom">]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>S</STRONG></FONT>].Example 
+        sound file: <BR>
+        <A href="Sound_Files/cons-23a.mp3"><IMG src="assets/cons-23a.gif" width="375" height="17" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-23a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="58" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>t</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Similar to English but without aspiration 
+        and with the tongue-tip against the back of the upper teeth, not against 
+        the alveolar ridge. As in the Romance languages. A voiceless apico-dental 
+        unaspirated plosive; IPA [<IMG src="assets/IPA t-dental.gif" width="7" height="16" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">t_d</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="22" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>th</STRONG>in</EM>, 
+        <EM>ba<STRONG>th</STRONG></EM>. A voiceless apico-interdental fricative; 
+        IPA [<IMG src="assets/IPA theta.gif" width="9" height="14" align="absmiddle">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">T</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="21" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>v</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English. A voiced labio-dental 
+        fricative; IPA and X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">v</FONT></STRONG>].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="42" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify"> 
+        <P>As in English <EM><STRONG>w</STRONG>ell</EM>, <EM><STRONG>w</STRONG>orry</EM>. 
+          A voiced labio-velar (i.e., labialized dorso-velar) glide (or approximant); 
+          IPA and X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT>].<BR>
+        </P>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="80" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>x</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The smooth voiceless 
+        dorso-velar fricative found in Russian (spelled <STRONG><FONT face="Arial, Helvetica, sans-serif">x</FONT></STRONG> 
+        in Cyrillic) and in Latin American (but not Castilian) Spanish <STRONG>j</STRONG>. 
+        Can be approximated by putting one's tongue in position as if to pronounce 
+        a <EM>k</EM>-sound, and while holding the tongue in this position, breathing 
+        an <EM>h</EM>-sound instead. Should be distinguished from <FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"></FONT> 
+        below; IPA and X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">x</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-24a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="61" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The rough voiceless 
+        dorso-uvular fricative (or trill) found in German <EM>a<STRONG>ch</STRONG></EM>. 
+        Can be approximated by means of a dry gargle without vocal chord vibration. 
+        IPA [<IMG src="assets/IPA x-chi.gif" width="15" height="14" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">X</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-25a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="42" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>y</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>y</STRONG>et</EM>, 
+        <EM><STRONG>y</STRONG>am</EM>. A voiced dorso-palatal glide (or approximant); 
+        IPA and X-SAMPA [ <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">j 
+        </FONT></STRONG>]. Example sound file: <A href="Sound_Files/cons-26a.mp3"><IMG src="assets/cons-26a.gif" width="293" height="15" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-26a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="78" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Yv.gif" width="12" height="19"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiced counterpart 
+        to <STRONG>ç</STRONG> above. This is the “intensive” 
+        <EM>y</EM>-sound heard in Castilian and some Latin American varieties 
+        of Spanish. Like the sound in English <EM><STRONG>y</STRONG>et</EM>, <EM><STRONG>y</STRONG>am</EM> 
+        but with the blade of the tongue held more closely to the hard palate, 
+        so that audible friction occurs. A voiced dorso-palatal fricative; IPA 
+        [<IMG src="assets/IPA j-curl.gif" width="10" height="16" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">j</FONT></STRONG>\]. 
+        Example sound file: <A href="Sound_Files/cons-27a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="50" valign="top"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>z</STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in English <EM><STRONG>z</STRONG>oo</EM>, 
+        <EM>wi<STRONG>z</STRONG>ard</EM>. A voiced lamino-alveolar grooved fricative; 
+        IPA and X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">z</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-28a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="54" valign="top"> <DIV align="center"><IMG src="assets/z-cedilla.gif" width="14" height="15"></DIV></TD>
+    <TD valign="top"><P>No English equivalent. The voiced counterpart to Ithkuil 
+        <FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></FONT> 
+        above. A voiced apico-alveolar retroflex grooved sibilant fricative. IPA 
+        [<IMG src="assets/IPA z-retroflex.gif" width="11" height="12" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> z`</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-29a.mp3"><IMG src="assets/cons-29a.gif" width="157" height="17" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-29a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A> 
+        <BR>
+      </P></TD>
+  </TR>
+  <TR> 
+    <TD height="49" valign="top"><DIV align="center"><IMG src="assets/Zv.gif" width="9" height="16"></DIV></TD>
+    <TD valign="top">The voiced counterpart of <STRONG><FONT face="Arial, Helvetica, sans-serif">š</FONT></STRONG> 
+      above. Similar to the sound in English <EM>plea<STRONG>s</STRONG>ure</EM> 
+      or <EM>lei<STRONG>s</STRONG>ure</EM>, but without lip-rounding. A voiced 
+      lamino-alveolar dorso-palatal grooved sibilant fricative; IPA [<IMG src="assets/IPA ezh.gif" width="8" height="14" align="absbottom">]. 
+      X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Z</FONT></STRONG>]. 
+      Example sound file:<BR>
+      <A href="Sound_Files/cons-32a.mp3"><IMG src="assets/cons-32a.gif" width="264" height="16" border="0" align="absbottom"></A> 
+      <A href="Sound_Files/cons-32a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR></TD>
+  </TR>
+  <TR> 
+    <TD height="49" valign="top"> <DIV align="center"><IMG src="assets/z-bar.gif" width="9" height="11"></DIV></TD>
+    <TD valign="top"><DIV align="justify">Like an English <EM>d</EM>+<EM>z</EM> 
+        sound, as in <EM>roa<STRONG>ds</STRONG></EM>, <EM>a<STRONG>dz</STRONG>e</EM>. 
+        A voiced lamino-alveolar affricate; IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">dz</FONT></STRONG>]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">d_z</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-30a.mp3"><IMG src="assets/cons-30a.gif" width="170" height="15" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-30a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="53" valign="top"> <DIV align="center"><IMG src="assets/z-dot.gif" width="9" height="15"></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. The voiced counterpart 
+        to <IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"> 
+        above. A voiced apico-alveolar retroflex affricate; IPA [<IMG src="assets/IPA dz-retroflex.gif" width="21" height="17" align="absbottom">]. 
+        X-SAMPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">d_z`</FONT></STRONG>]. 
+        Example sound file: <A href="Sound_Files/cons-31a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="90" valign="top"> <DIV align="center"><STRONG><FONT size="4">’</FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">This sound is the glottal stop heard 
+        between the two vowels in English o<EM>h-oh</EM> or as the sound heard 
+        in most American English speakers’ pronunciation of the word <EM>fa<STRONG>tt</STRONG>ening</EM>. 
+        This sound is very common in other languages such as Hawaiian, Arabic, 
+        Hebrew, etc. A voiceless bi-glottal stop; IPA [<IMG src="assets/IPA glottal stop.gif" width="7" height="14" align="absmiddle">]. 
+        Example sound files: <BR>
+        <A href="Sound_Files/cons-33a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-13b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> <STRONG>1.2.1.1 Aspirated Consonants</STRONG>: The consonants 
+  <IMG src="assets/1-2-1-1a.gif" width="172" height="20" align="top">are 
+  all unaspirated, i.e., without the accompanying puff of air characteristic of 
+  English voiceless stops and affricates. In Ithkuil each of these has an aspirated 
+  counterpart, pronounced like the unaspirated version but with a distinct expulsion 
+  of air, more so than in English. These aspirated counterparts are written with 
+  a following superscript <EM><STRONG>h</STRONG></EM>; thus: <IMG src="assets/1-2-1-1b.gif" width="205" height="17" align="top"> 
+  Example sound files: </P>
+<BLOCKQUOTE> 
+  <P align="justify"><A href="Sound_Files/cons-38a.mp3"><IMG src="assets/cons-38a.gif" width="216" height="16" border="0"></A> 
+    <A href="Sound_Files/cons-38a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+    <A href="Sound_Files/cons-38b.mp3"><IMG src="assets/cons-38b.gif" width="93" height="16" border="0"></A> 
+    <A href="Sound_Files/cons-38b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+    <A href="Sound_Files/cons-38c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+    <A href="Sound_Files/cons-38d.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+  </P>
+</BLOCKQUOTE>
+<P align="justify"><STRONG>1.2.1.2 Ejective Consonants</STRONG>: The same eight 
+  consonants immediately above also have ejective counterparts, which do not exist 
+  in any major Western language, but are found in languages such as Armenian, 
+  Amharic, Georgian, most of the Caucasian languages, and many American Indian 
+  languages. Ejectives (also called glottalized consonants) are consonants accompanied 
+  by simultaneous closure and sudden release of the glottis (vocal chords), which 
+  gives the sound a distinct “popped” or explosive quality. Ejectives 
+  are indicated by an apostrophe following the consonant, thus: <IMG src="assets/1-2-1-2a.gif" width="245" height="21" align="absmiddle">. 
+  Note: the lateral affricate <IMG src="assets/Qv.gif" width="9" height="16" align="absbottom"> 
+  has an allophone (alternate pronunciation) as an ejective as well. Example sound 
+  files:</P>
+<BLOCKQUOTE> 
+  <P align="justify"><A href="Sound_Files/cons-39a.mp3"><IMG src="assets/cons-39a.gif" width="185" height="14" border="0"></A> 
+    <A href="Sound_Files/cons-39a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+    <A href="Sound_Files/cons-39b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A></FONT> 
+    <BR>
+    <A href="Sound_Files/cons-39c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A><BR>
+    <A href="Sound_Files/cons-39d.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+  </P>
+</BLOCKQUOTE>
+<P align="justify">In addition to the above ejectives, there are three additional 
+  ejective consonants, all of them affricates, <STRONG><FONT face="Arial, Helvetica, sans-serif">ç’</FONT></STRONG>, 
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>x’</STRONG></FONT>, 
+  and <FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"><STRONG>’</STRONG></FONT>, 
+  whose rather difficult and exotic pronunciations are described below.</P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="5%" height="94" align="center" valign="top"><STRONG><FONT face="Arial, Helvetica, sans-serif">ç’</FONT></STRONG></TD>
+    <TD width="95%" valign="top">
+<DIV align="justify">This sound is a combination of Ithkuil <FONT face="Arial, Helvetica, sans-serif"> 
+        <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom"></FONT> 
+        + Ithkuil <STRONG><FONT face="Arial, Helvetica, sans-serif">ç</FONT></STRONG> 
+        (the voiceless palatal slit fricative described above), the combination 
+        then ejectivized. There is no English approximation. When pronounced properly, 
+        it should sound like a sudden high-pitched explosive hissing. IPA [<IMG src="assets/IPA c-bar & c-cedilla.gif" width="20" height="13" align="absbottom"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>c_C_&gt;</STRONG></FONT>]. 
+        Example sound file: <BR>
+        <A href="Sound_Files/cons-40a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="96" align="center" valign="top"><FONT face="Arial, Helvetica, sans-serif"><STRONG>x’</STRONG></FONT></TD>
+    <TD valign="top">
+<DIV align="justify">This sound is a combination of Ithkuil <STRONG>k</STRONG> 
+        + Ithkuil <STRONG>x</STRONG> (the voiceless velar fricative described 
+        above), the combination then ejectivized. There is no English approximation. 
+        When pronounced properly, it should be a harsh, sudden, emphatic <EM>k</EM>-sound, 
+        accompanied by a high-pitched sound of static, as if someone is verbally 
+        imitating the sound of a glass breaking. IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">kx’</FONT></STRONG>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>k_x_&gt;</STRONG></FONT>]. 
+        Example sound file: <A href="Sound_Files/cons-40b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="84" align="center" valign="top"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"><STRONG>’</STRONG></FONT></TD>
+    <TD valign="top">
+<DIV align="justify">This sound is a combination of Ithkuil <STRONG><FONT face="Arial, Helvetica, sans-serif">q</FONT></STRONG> 
+        + Ithkuil <FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"> 
+        </FONT>(the voiceless uvular fricative described above), the combination 
+        then ejectivized. There is no English approximation. When pronounced properly, 
+        it sounds like a very harsh, explosive, strangled choking sound. IPA [<STRONG><FONT face="Arial, Helvetica, sans-serif">q<IMG src="assets/IPA x-chi.gif" width="15" height="14" align="absbottom"></FONT>’</STRONG>]. 
+        X-SAMPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>q_X_&gt;</STRONG></FONT>]. 
+        This sound is found in a few obscure Northeast Caucasian languages (e.g., 
+        Dido, Archi). Example sound file:<BR>
+        <A href="Sound_Files/cons-40c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><STRONG>1.2.1.3 Syllabic consonants</STRONG>. Six consonants, 
+  <IMG src="assets/1-2-1-3a.gif" width="118" height="18" align="absbottom">, 
+  can be pronounced as full syllables in absence of a vowel. The phenomenon of 
+  syllabic consonants is fairly common and occurs in colloquial English expressions 
+  such as ‘hmm’ (as when pondering a thought), ‘mm-hmm’ 
+  (an expression of approval or agreement), as well as with the consonants <EM>n</EM> 
+  and <EM>l</EM> as in the second syllable of words like <EM>button</EM> and <EM>little</EM>. 
+  Syllabic nasals are also found in Navajo, as in the words <EM>nda</EM> ‘no’, 
+  and <EM>ndíghílii</EM> ‘sunflower.’ In Ithkuil, these 
+  six syllabic consonants can appear as word-initial syllables preceding a consonant 
+  as in <IMG src="assets/1-2-1-3b.gif" width="152" height="23" align="absmiddle"> 
+  However, they also occur in special geminate (i.e., doubled) clusters where 
+  the second “half” of the geminated cluster is pronounced as a separate 
+  syllable. Examples: <IMG src="assets/1-2-1-3c.gif" width="139" height="23" align="absbottom">.</P>
+<P align="justify"></P>
+<H3 align="justify">1.2.2 Pronunciation of Vowels</H3>
+<P align="justify">There are 17 vowels, all of which are pure sounds, not glided 
+  into diphthongs as in English. These include the five primary vowels <STRONG>a</STRONG>, 
+  <STRONG>e</STRONG>,<STRONG> i</STRONG>, <STRONG>o</STRONG>, <STRONG>u</STRONG>. 
+  The vowel <STRONG>a</STRONG> is phonetically an unrounded central low vowel, 
+  IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">a</FONT></STRONG>], 
+  as in Spanish or Italian. The vowels <STRONG>e</STRONG> and <STRONG>o</STRONG> 
+  are similar to the vowels in American English <EM>l<STRONG>e</STRONG>t</EM> 
+  and <EM>sh<STRONG>o</STRONG>rt</EM>, phonetically IPA [<IMG src="assets/IPA e-epsilon.gif" width="8" height="10" align="bottom">] 
+  and [<IMG src="assets/IPA o-open.gif" width="8" height="10">], 
+  although both sounds are actually somewhat higher, being between low-mid and 
+  mid in height. The vowels <STRONG>i</STRONG> and <STRONG>u</STRONG> are lower 
+  than in Romance languages: <STRONG>i</STRONG> is about halfway between the vowels 
+  in English <EM>p<STRONG>i</STRONG>t</EM> and <EM>mach<STRONG>i</STRONG>ne</EM>; 
+  <STRONG>u</STRONG> is halfway between English <EM>c<STRONG>oo</STRONG>k</EM> 
+  and <EM>k<STRONG>oo</STRONG>k</EM>. Sound files: <STRONG><FONT color="#0000FF" size="+1"><A href="Sound_Files/vowel-1.mp3">a 
+  e i o u</A> </FONT></STRONG> <A href="Sound_Files/vowel-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></P>
+<P align="justify">The vowel <STRONG>â</STRONG> is pronounced as in Western 
+  U.S. <EM><STRONG>a</STRONG>ll</EM>, IPA [<IMG src="assets/IPA a-back.gif" width="9" height="13" align="absmiddle">]; 
+  <STRONG>ê</STRONG> and <STRONG>ô</STRONG> are mid-height, IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">e</FONT></STRONG>] 
+  and [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">o</FONT></STRONG>] 
+  as in Spanish <EM><STRONG>e</STRONG>st<STRONG>o</STRONG>s</EM> or in French 
+  <EM>p<STRONG>oé</STRONG>sie</EM>; <STRONG>î</STRONG> and <STRONG>û</STRONG> 
+  are high (i.e., fully closed) as in Spanish or Italian <EM>i</EM> and <EM>u</EM>, 
+  IPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>i</STRONG></FONT>] 
+  and [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>u</STRONG></FONT>]. 
+  Example sound files: <STRONG><FONT color="#0000FF" size="+1"><A href="Sound_Files/vowel-2.mp3">â 
+  ê î ô û</A></FONT> </STRONG><A href="Sound_Files/vowel-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></P>
+<P align="justify">The vowel <STRONG>ä</STRONG> is slightly higher than the 
+  vowel in American English <EM>s<STRONG>a</STRONG>t </EM>but not as high as in<EM> 
+  s<STRONG>e</STRONG>t</EM>, IPA [<STRONG>æ^</STRONG>]. The vowel <STRONG>ö</STRONG> 
+  is the rounded equivalent of <STRONG>e</STRONG>, that is, the vowel in French 
+  <EM>b<STRONG>oeu</STRONG>f</EM> or German <EM>k<STRONG>ö</STRONG>nnte</EM>, 
+  IPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>œ</STRONG></FONT>]. 
+  The vowel <STRONG>ë</STRONG> is pronounced somewhat like the vowel in American 
+  English <EM>c<STRONG>u</STRONG>t</EM> or <EM>n<STRONG>u</STRONG>t</EM>, although, 
+  more exactly, it is the Ithkuil vowel <STRONG>ô</STRONG> but without rounding 
+  of the lips, a vowel which occurs in Estonian, IPA [<IMG src="assets/IPA o-unrounded.gif" width="9" height="15" align="absmiddle">]. 
+  The vowel <STRONG>ï</STRONG> is pronounced as an unrounded <STRONG>û</STRONG>, 
+  an obscure vowel found in Turkish and Japanese, IPA <IMG src="assets/IPA u-unrounded.gif" width="22" height="14" align="absbottom">. 
+  The vowel <STRONG>ü</STRONG> is pronounced as a high central rounded vowel, 
+  as found in Norwegian <EM>h<STRONG>u</STRONG>s</EM> or the Highland Scottish 
+  pronunciation of English <EM>b<STRONG>oo</STRONG>k</EM> or <EM>g<STRONG>oo</STRONG>d</EM>, 
+  IPA [<IMG src="assets/IPA u-bar.gif" width="11" height="15" align="absmiddle">]. 
+  The vowel <STRONG>ø</STRONG> is the rounded equivalent of <STRONG>ê</STRONG>, 
+  as in French <EM>f<STRONG>eu</STRONG></EM> or German <EM>sch<STRONG>ö</STRONG>n</EM>, 
+  IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ø</FONT></STRONG>]; 
+  the vowel <STRONG>ÿ</STRONG> represents the front rounded vowel of French 
+  <EM>d<STRONG>u</STRONG></EM> and German <EM><STRONG>ü</STRONG>ber</EM>, 
+  IPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>y</STRONG></FONT>]. 
+  Example sound files:<A href="Sound_Files/vowel-3.mp3"> <STRONG><FONT color="#0000FF" size="+1">ä</FONT></STRONG><FONT color="#0000FF" size="+1"><STRONG> 
+  ë ï ö ø ü ÿ</STRONG></FONT></A><STRONG> </STRONG><A href="Sound_Files/vowel-3.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+</P>
+<H3 align="justify"><BR>
+  1.2.3 Allophonic Distinctions</H3>
+<P align="justify">Allophonic distinctions are the phonetic variances in the pronunciation 
+  of a particular phoneme depending on the phonetic environment in which that 
+  phoneme occurs. These variances, while audible to a trained linguist, are often 
+  indistinguishable to lay native speakers of a given language, in that these 
+  allophonic variances do not change the meaning of a word and thus play no functional 
+  role in the language. As an example, compare the two <EM>t</EM>-sounds in the 
+  English words <EM><STRONG>t</STRONG>op</EM> and <EM>s<STRONG>t</STRONG>op</EM>. 
+  The former is aspirated (i.e., accompanied by a distinct puff of air), while 
+  the latter is unaspirated, giving the two sounds a different phonetic quality. 
+  However, because consonant aspiration does not function phonemically in English, 
+  the difference in the two <EM>t</EM>-sounds is unnoticeable to most native speakers 
+  of English, even though it would be highly noticeable to speakers of languages 
+  where consonant aspiration is phonemically relevant (e.g., Hindi and many other 
+  Indic languages). </P>
+<P align="justify">Although such allophonic distinctions are arbitrary within 
+  a given language, they are not random; rather, their patterns are completely 
+  regular and predictable for any given language (as is true for consonant aspiration 
+  in English). Failure to follow the rules for allophonic distinctions when learning 
+  a foreign language will result in the speaker having a noticeable “foreign 
+  accent” to native speakers of the language (as do most French, Italians, 
+  and Spanish-speakers when trying to pronounce English “top” without 
+  aspirating the initial <EM>t</EM>-sound, due to the lack of consonant aspiration 
+  in Romance languages.)</P>
+<P align="justify">The particular phonetic variants of a particular phoneme are 
+  known as allophones. The significant allophonic distinctions for Ithkuil are 
+  as follows:</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="6%" height="90" valign="top"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">h</FONT></STRONG></DIV></TD>
+    <TD width="94%" valign="top"><DIV align="justify">This phoneme is a simple 
+        (bi-)glottal fricative as in English head when in a syllable-initial position 
+        and in word-final position. However, at the end of a syllable when preceded 
+        by a vowel and followed by another consonant, this sound approaches a 
+        voiceless bilabial fricative, similar to the bilabial sound of Japanese 
+        <EM>h</EM> as pronounced before <EM>u</EM> (usually transliterated into 
+        Roman orthography as <EM>f</EM>). IPA [<IMG src="assets/IPA phi.gif" width="12" height="16" align="absbottom">]. 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="111" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">hh</FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">The geminated version of Ithkuil h is 
+        pronounced as a “bi-dental” fricative, in that the jaw is 
+        completely closed and the upper and lower teeth are in near-contact along 
+        their entire length. The resulting sound is somewhat similar in timbre 
+        to both a voiceless interdental fricative (as in English <EM><STRONG>th</STRONG>in</EM>) 
+        as well as the English <EM>f</EM>-sound, however there is absolutely no 
+        contact by the tongue with the teeth or gums when pronouncing this sound. 
+        No IPA equivalent. Example sound files: <BR>
+        <A href="Sound_Files/cons-42a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"><BR>
+        <A href="Sound_Files/cons-42b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A><BR>
+        <BR>
+        </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="74" valign="top"> 
+      <DIV align="center"><STRONG><IMG src="assets/Qv.gif" width="10" height="18"></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">This aspirated lateral affricate is 
+        in free variation with (i.e., may be alternately pronounced as) its non-aspirated 
+        ejective counterpart (IPA [<IMG src="assets/IPA l lambda-bar ejective.gif" width="14" height="15" align="absbottom">]); 
+        in word-initial position it is more common to pronounce it ejectively. 
+        Example sound files:<BR>
+        <A href="Sound_Files/cons-17c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A> 
+        <A href="Sound_Files/cons-1a.wav"></A><BR>
+        <A href="Sound_Files/cons-17d.mp3"><IMG src="assets/cons-17a.gif" width="122" height="16" border="0" align="absbottom"></A> 
+        <FONT color="#FFFFFF"><A href="Sound_Files/cons-17d.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="68" valign="top"> <DIV align="center"><STRONG><IMG src="assets/Rv.gif" width="7" height="16"></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">In normal speech, this phoneme is pronounced 
+        as a voiced dorso-uvular approximant (non-trilled) continuant, similar 
+        to the throaty <EM>r</EM>-sound found in colloquial French and German, 
+        IPA [<IMG src="assets/IPA R-uvular approxmt.gif" width="8" height="10">]. 
+        However, in emphatic articulation or hyper-enunciated speech, this sound 
+        becomes a voiced dorso-uvular trill, IPA [<IMG src="assets/IPA R-uvular trill.gif" width="8" height="11">].<BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" valign="top"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">w</FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">Normally pronounced as a voiced labio-velar 
+        approximant (i.e., labialized dorso-velar approximant) as in English wet 
+        (IPA [<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">w</FONT></STRONG>]), 
+        when followed by the Ithkuil vowel <STRONG>û</STRONG>, this sound, 
+        takes on even greater lip-rounding to become a voiced labio-velar fricative 
+        (i.e., labialized dorso-velar fricative) (IPA [<IMG src="assets/IPA beta-labialized.gif" width="18" height="18" align="absbottom">]). 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="40" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">w’</FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">In this word-initial combination of 
+        voiced labio-velar approximant followed by a glottal stop is found, the 
+        <EM>w</EM> is pronounced followed by a brief high central unrounded vowel, 
+        Ithkuil <STRONG>ï</STRONG>, followed by the glottal stop (IPA [<IMG src="assets/w plus glottal.gif" width="22" height="14" align="absmiddle">]). 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="44" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">y’</FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">Similarly to the combination above, 
+        this word-initial combination has its voiced dorso-palatal approximant 
+        followed by a brief high central unrounded vowel, followed by the glottal 
+        stop (IPA [<IMG src="assets/j plus glottal.gif" width="17" height="17" align="absbottom">]). 
+        <BR>
+        <BR>
+      </DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD colspan="2"> 
+      <BLOCKQUOTE> 
+        <DIV align="justify"> <STRONG><FONT face="Arial, Helvetica, sans-serif">bm, 
+          dn, km, kn, pm, tn</FONT></STRONG></DIV>
+      </BLOCKQUOTE></TD>
+  </TR>
+  <TR> 
+    <TD height="99">&nbsp;</TD>
+    <TD valign="top"><DIV align="justify">When in word-initial position, the first 
+        consonant of these conjuncts is pronounced with nasal rather than oral 
+        release. To achieve this, place the tongue and/or lips in position to 
+        pronounce the first consonant, initiate the airstream from the lungs to 
+        pronounce it, but instead of releasing the sound, and without moving the 
+        tongue or lips, pronounce the second nasal consonant instead. IPA [<IMG src="assets/prenasalized group.gif" width="119" height="17" align="absbottom">]. 
+      </DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="23" colspan="2"> 
+      <BLOCKQUOTE>
+        <DIV align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>hl, 
+          hm, hn, h<IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">, 
+          hw</STRONG></FONT> </DIV>
+      </BLOCKQUOTE></TD>
+  </TR>
+  <TR> 
+    <TD height="110"> 
+      <DIV align="center"></DIV></TD>
+    <TD valign="top"><DIV align="justify">Each of these consonant conjuncts, when 
+        word-initial, or syllable-initial following another consonant, are not 
+        pronounced as separate consonants, but rather as unvoiced counterparts 
+        to the liquid or nasal consonant that forms the second member of the conjunct, 
+        i.e., IPA <IMG src="assets/voiceless liquids & nasals.gif" width="243" height="21" align="absmiddle"> 
+        To approximate these sounds, place the mouth in the position to pronounce 
+        an Ithkuil <STRONG><FONT face="Arial, Helvetica, sans-serif">l</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">,<STRONG> 
+        m</STRONG>,<STRONG> n</STRONG>,<STRONG> n, r</STRONG>,</FONT><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        </FONT></STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom"></STRONG></FONT>, 
+        or <FONT face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT>, 
+        and without moving the tongue or lips, breath a clear <EM>h</EM>-sound 
+        instead. </DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD valign="top" bgcolor="#CCCCCC"> <STRONG><FONT size="4">1.3 PHONOLOGICAL 
+      PROCESSES AND RULES<A name="Sec1o3"></A></FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Besides the actual inventory of consonant and vowels, all languages 
+  have phonological processes which affect how those consonants or vowels are 
+  combined and phonetically articulated. Through these phonological processes, 
+  the possible number of word-forming syllables in the language is expanded. Ithkuil 
+  productively utilizes consonantal gemination, shifts in syllabic stress, and 
+  tone (pitch intonation) to achieve these ends. <BR>
+</P>
+<H3 align="justify">1.3.1 Gemination</H3>
+<P align="justify">Gemination refers to the audible “doubling” in 
+  length of a particular sound, usually in reference to consonants. While gemination 
+  does not occur in English on true phonological grounds, it does occur on morpho-phonological 
+  grounds, as seen in the difference in pronunciation of the phrase ‘a natural’ 
+  versus ‘unnatural.’ There are many languages, however, where phonologically-based 
+  gemination is an intrinsic component of the phonology (e.g., Italian, Japanese, 
+  Finnish).</P>
+<P align="justify">In Ithkuil, most consonants can be geminated. Also noteworthy 
+  is that gemination of certain consonants is allowed in both word-initial and 
+  word-final position. The following are the specific rules for consonant gemination 
+  in Ithkuil:</P>
+<P align="justify"><STRONG>1.3.1.1 Intervocalic Gemination</STRONG>. All consonants 
+  are capable of intervocalic gemination (i.e., when between two vowels) except 
+  for <STRONG>y</STRONG> and <STRONG>w</STRONG>. </P>
+<P align="justify"><STRONG>1.3.1.2 Word-Initial and Word-Final Gemination</STRONG>. 
+  The following consonants, in addition to being capable of intervocalic gemination, 
+  are also capable of being geminated in both word-initial and word-final position: 
+</P>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/1-3-1-2a.gif" width="575" height="20"></P>
+</BLOCKQUOTE>
+<P align="justify">The consonant <IMG src="assets/Yv.gif" width="12" height="19" align="absbottom"> 
+  can be geminated in word-initial position. </P>
+<P align="justify"> <STRONG>1.3.1.3 Pronunciation of Geminated Consonants</STRONG>. 
+  Consonants which are continuants (i.e., able to be sounded for an indefinite 
+  duration), specifically <FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/1-3-1-3a.gif" width="432" height="20" align="absmiddle"></STRONG></FONT>are 
+  simply pronounced for twice as long in duration when geminated. Geminated <FONT face="Arial, Helvetica, sans-serif"> 
+  <STRONG>r</STRONG></FONT> is pronounced as a rapid apico-alveolar trill like 
+  <EM>rr</EM> in Spanish or Italian. Example sound files: </P>
+<BLOCKQUOTE> 
+  <P align="justify"><A href="Sound_Files/cons-34a.mp3"><IMG src="assets/cons-34a.gif" width="322" height="16" border="0"> 
+    </A><A href="Sound_Files/cons-34a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A><BR>
+    <A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"></FONT><A href="Sound_Files/cons-35b.mp3"><IMG src="assets/cons-35b.gif" width="270" height="15" border="0"></A> 
+    <FONT color="#FFFFFF"><A href="Sound_Files/cons-35b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A></FONT><BR>
+    <A href="Sound_Files/cons-1a.wav"></A> <FONT color="#FFFFFF"></FONT> <A href="Sound_Files/cons-35d.mp3"><IMG src="assets/cons-35d.gif" width="132" height="15" border="0"></A> 
+    <FONT color="#FFFFFF"><A href="Sound_Files/cons-35d.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A></FONT><BR>
+    <A href="Sound_Files/cons-35g.mp3"><IMG src="assets/cons-35g.gif" width="232" height="15" border="0"> 
+    </A><A href="Sound_Files/cons-35g.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A></P>
+</BLOCKQUOTE>
+<P align="justify">The non-aspirated plosive consonants <STRONG><FONT face="Arial, Helvetica, sans-serif">b</FONT></STRONG>, 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">d</FONT></STRONG>, <STRONG><FONT face="Arial, Helvetica, sans-serif">g</FONT></STRONG>, 
+  <IMG src="assets/g-dot.gif" width="12" height="19" align="absmiddle">, 
+  <IMG src="assets/Jv.gif" width="9" height="20" align="absmiddle">, 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">k</FONT></STRONG>, <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle">, 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">p</FONT></STRONG>, <STRONG><FONT face="Arial, Helvetica, sans-serif">q</FONT></STRONG>, 
+  and <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG>, when 
+  geminated, are momentarily held, then released, much like the two <EM>d</EM>-sounds 
+  in the English phrase <EM>ba<STRONG>d d</STRONG>og</EM> when spoken rapidly. 
+  Example sound file: </P>
+<BLOCKQUOTE> 
+  <P align="justify"><A href="Sound_Files/cons-33a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A> 
+  </P>
+</BLOCKQUOTE>
+<P align="justify">The aspirated plosives <STRONG><IMG src="assets/1-3-1-3b.gif" width="135" height="17" align="absbottom"></STRONG> 
+  are likewise held momentarily before release, the aspiration occurring upon 
+  release, much like the two <EM>t</EM>-sounds in the English phrase <EM>ho<STRONG>t 
+  t</STRONG>ar</EM> when spoken rapidly. Similarly, the ejective plosives <FONT face="Arial, Helvetica, sans-serif"><STRONG>k’, 
+  <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom">’, 
+  p’, q’, </STRONG></FONT>and<FONT face="Arial, Helvetica, sans-serif"><STRONG> 
+  t’</STRONG></FONT> are also held momentarily before release, the glottalic 
+  ejectivization occurring upon release. Example sound files:</P>
+<BLOCKQUOTE> 
+  <P align="justify"><A href="Sound_Files/cons-36a.mp3"><IMG src="assets/cons-36a.gif" width="242" height="16" border="0"></A> 
+    <A href="Sound_Files/cons-36a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></P>
+</BLOCKQUOTE>
+<P align="justify">The pronunciation of affricates (<IMG src="assets/1-3-1-3c.gif" width="337" height="15" align="absbottom">) 
+  when geminated depends on whether or not they are in word-final position. If 
+  not in word-final position, they are pronounced by momentarily holding the initial 
+  stop (plosive) component of the affricate before releasing it into the fricative 
+  or sibilant portion. Aspiration or ejectivization, if present, occurs during 
+  release of the plosive into the sibilant or fricative component, e.g., <IMG src="assets/Cv-geminate.gif" width="18" height="15" align="absmiddle"> 
+  is pronounced as IPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>ttš</STRONG></FONT>]. 
+  For those affricates which can appear as word-final geminates (<IMG src="assets/1-3-1-3d.gif" width="137" height="16" align="absbottom">), 
+  geminated pronunciation in word-final position is achieved by simply lengthening 
+  the sibilant continuant portion of the affricate (i.e., the second sound of 
+  each affricate). Thus, <IMG src="assets/Cv-geminate.gif" width="18" height="15" align="absmiddle"> 
+  in word-final position is pronounced as IPA [<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>tšš</STRONG></FONT>], 
+  <IMG src="assets/Qv-geminated.gif" width="19" height="18" align="absbottom"> 
+  as IPA [<IMG src="assets/IPA l lambda-bar plus l-loop.gif" width="21" height="14" align="absmiddle">]. 
+  Example sound files: </P>
+<BLOCKQUOTE> 
+  <P align="justify"><A href="Sound_Files/cons-35c.mp3"><IMG src="assets/cons-35c.gif" width="302" height="15" border="0"></A> 
+    <A href="Sound_Files/cons-35c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A><BR>
+    <A href="Sound_Files/cons-35e.mp3"><IMG src="assets/cons-35e.gif" width="315" height="15" border="0"></A> 
+    <A href="Sound_Files/cons-35e.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0"></A><BR>
+    <A href="Sound_Files/cons-1a.wav"></A><FONT color="#FFFFFF"></FONT> <A href="Sound_Files/cons-35f.mp3"><IMG src="assets/cons-35f.gif" width="384" height="16" border="0"></A> 
+    <FONT color="#FFFFFF"><A href="Sound_Files/cons-35f.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </P>
+</BLOCKQUOTE>
+<P align="justify"><STRONG>1.3.1.4 Romanized Orthography of Geminates</STRONG>. 
+  Single character consonants are simply written double when geminated, e.g., 
+  <STRONG> <FONT face="Arial, Helvetica, sans-serif">bb, dd, nn, šš</FONT></STRONG>. 
+  Aspirated digraph-consonants have the first letter of the digraph written doubled 
+  followed by a single superscript h, e.g., <IMG src="assets/1-3-1-4a.gif" width="118" height="17" align="absbottom"> 
+  Geminated ejective consonants are likewise written with the initial character 
+  doubled followed by a single apostrophe, e.g., <IMG src="assets/1-3-1-4b.gif" width="87" height="18" align="absbottom"> 
+  Exceptions to this rule exist for the ejective affricates <STRONG><FONT face="Arial, Helvetica, sans-serif">ç</FONT>’</STRONG>, 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">x</FONT>’</STRONG>, 
+  and <STRONG><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom">’</STRONG>. 
+  Because the non-apostrophed forms of these three characters do not correspond 
+  to non-ejectivized versions of the apostrophed form, these geminates are written 
+  as <IMG src="assets/1-3-1-4c.gif" width="116" height="18" align="absbottom"></P>
+<H3 align="justify"><BR>
+  1.3.2 Pitch and Tone</H3>
+<P align="justify">Ithkuil is a tone language like Chinese, Vietnamese, and other 
+  Southeast Asian languages as well as most of the sub-Saharan African languages 
+  and some American Indian languages. This means that pitch or tone of voice is 
+  used to convey grammatical information, unlike Western languages which use tone 
+  and pitch changes “supra-segmentally” to mark various morpho-semantic 
+  features. For example, in English rising intonation of the voice signals a question, 
+  while other specific pitch contours signify emphasis, disgust, irony, and other 
+  attitudes. Ithkuil marks such features morphologically, i.e., within the words 
+  themselves (such as with affixes or variances in mood categories). </P>
+<P align="justify">There are five tones used in Ithkuil, one of which, mid-low 
+  tone, is considered morpho-phonologically neutral. The other four tones are 
+  falling, high, broken (i.e., mid to low to mid-low), and rising (i.e., mid-low 
+  to mid-high) and are considered functionally significant. Each word carries 
+  one significant tone, pronounced beginning with the stressed syllable and continuously 
+  carried through any following syllables until the end of the word. Unstressed 
+  syllables prior to the stressed syllable have neutral mid-low tone. Therefore, 
+  the function of mid-low tone is solely to indicate the start of a new word since 
+  any preceding word must end in a tone other than mid-low. Like most tone languages, 
+  the tones do not correspond to any exact pitch, but are relative for each individual 
+  speaker and utterance. The relative pitch of the tones is illustrated below:</P>
+<TABLE width="78%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%" height="74"> <DIV align="center"><IMG src="assets/1-3-2a.gif" width="59" height="6" align="absbottom"></DIV></TD>
+    <TD width="22%"><DIV align="center"><IMG src="assets/1-3-2b.gif" width="92" height="39"></DIV></TD>
+    <TD width="18%" valign="top"> <DIV align="center"><IMG src="assets/1-3-2a.gif" width="59" height="6" align="absbottom"></DIV></TD>
+    <TD width="20%"><DIV align="center"><IMG src="assets/1-3-2c.gif" width="59" height="37"></DIV></TD>
+    <TD width="24%"><DIV align="center"><IMG src="assets/1-3-2d.gif" width="96" height="36"></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">(mid-low)</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">falling</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">high</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">broken</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">rising</FONT></STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The four significant tones are indicated in the Roman transliteration 
+  by small superscript symbols at the end of each word, as follows: falling tone 
+  is unmarked, high tone is marked by a superscript hyphen (or macron), broken 
+  tone by a superscript backslash, and rising tone by a superscript forward slash. 
+  This is illustrated in the example words/sound files below.</P>
+<BLOCKQUOTE> 
+  <P><A href="Sound_Files/cons-37a.mp3"><IMG src="assets/cons-37a.gif" width="212" height="16" border="0" align="absbottom"></A> 
+    <A href="Sound_Files/cons-37a.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A> 
+    [falling tone]<BR>
+    <A href="Sound_Files/cons-37d.mp3"><IMG src="assets/cons-37d.gif" width="170" height="15" border="0" align="absbottom"></A> 
+    <A href="Sound_Files/cons-37d.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A> 
+    [high tone]<BR>
+    <A href="Sound_Files/cons-37b.mp3"><IMG src="assets/cons-37b.gif" width="268" height="16" border="0" align="absbottom"></A> 
+    <A href="Sound_Files/cons-37b.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A> 
+    [broken tone]<BR>
+    <A href="Sound_Files/cons-37c.mp3"><IMG src="assets/cons-37c.gif" width="308" height="17" border="0" align="absbottom"></A> 
+    <A href="Sound_Files/cons-37c.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A> 
+    [rising tone]<BR>
+  </P>
+</BLOCKQUOTE>
+<H3 align="justify"><BR>
+  1.3.3 Syllabic Stress<A name="Sec1o3o3"></A></H3>
+<P align="justify">Stress normally falls on the <STRONG>penultimate</STRONG> (next-to-last) 
+  syllable but can shift to either the <STRONG>ultimate</STRONG> (last) syllable 
+  of a word, to the <STRONG>antepenultimate</STRONG> (third-from-last) syllable, 
+  and occasionally to the <STRONG>preantepenultimate</STRONG> (fourth-from-last) 
+  syllable, as determined by morphological (grammatical) considerations. </P>
+<P align="justify">When transliterating Ithkuil into Roman characters, the number 
+  of vowels in Ithkuil requires the use of diacritics due to the limited number 
+  of Roman vowel characters. As a result, the orthographic representation of stress 
+  using the system of romanization becomes complicated. It is explained as follows: 
+</P>
+<TABLE width="99%" border="0" cellpadding="0">
+  <TBODY><TR valign="top"> 
+    <TD width="4%" height="35">1)</TD>
+    <TD width="96%">All monosyllabic words are unmarked for stress.</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="52">2)</TD>
+    <TD>The grave accent ( <STRONG><FONT size="4" face="Arial, Helvetica, sans-serif">`</FONT></STRONG> 
+      ) designates an unstressed syllable when stress would otherwise be misinterpreted, 
+      e.g., in distinguishing monosyllabic diphthongs such as <STRONG>au</STRONG> 
+      and <STRONG>ei</STRONG> from dissyllabic vowel conjuncts <STRONG>aù 
+      </STRONG>and<STRONG> eì</STRONG>.</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="70">3)</TD>
+    <TD><STRONG>Penultimate stress</STRONG>. Polysyllabic words having penultimate 
+      stress are unmarked for stress, except for those containing the dissyllabic 
+      phonemes <STRONG>ì</STRONG> or <STRONG>ù</STRONG> as the penultimate 
+      syllable, which, if stressed, take an acute accent, e.g., the word <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>iskoùt</STRONG></FONT> 
+      (stress on the <STRONG>o</STRONG>), if adding the syllable -<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>ma</STRONG></FONT>, 
+      becomes <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>iskoútma</STRONG></FONT> 
+      (stress on the <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">u</FONT></STRONG>).</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="19">4)</TD>
+    <TD><P><STRONG>Ultimate stress</STRONG>. Polysyllabic words which have ultimate 
+        stress indicate this in one of the following ways:</P></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="184">&nbsp;</TD>
+    <TD><UL>
+        <LI>the unmarked vowels <STRONG>a</STRONG>, <STRONG>e</STRONG>, <STRONG>i</STRONG>, 
+          <STRONG>o</STRONG>, <STRONG>u</STRONG>, and the marked disyllabic vowels 
+          <STRONG>ì</STRONG> and <STRONG>ù</STRONG> take an acute 
+          accent, e.g., <STRONG>á</STRONG>, <STRONG>é</STRONG>, 
+          <STRONG>í</STRONG>, <STRONG>ó</STRONG>, <STRONG>ú</STRONG>.</LI>
+        <LI>if the vowel to be stressed already carries a diacritic mark (other 
+          than the grave accent) and the vowel, diphthong, or syllabic liquid 
+          or nasal in the penultimate syllable does not, then this penultimate 
+          syllable takes a grave accent, e.g., <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ròihnäl</FONT></STRONG>.</LI>
+        <LI>If the word has at least three syllables and the vowels or diphthongs 
+          in the last two syllables carry diacritics, then a grave accent over 
+          the antepenultimate (third-from-last) syllable implies ultimate stress 
+          (as the grave accent would be unnecessary if the word carried penultimate 
+          stress), e.g. <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">òspätlök</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">.</FONT></LI>
+        <LI>if the vowels (or diphthongs) in both the ultimate and penultimate 
+          syllables already have diacritic marks (other than the grave accent) 
+          then the stressed vowel is written double, e.g., <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>ksûtpäär</STRONG></FONT>. 
+        </LI>
+      </UL></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD>5)</TD>
+    <TD><STRONG>Antepenultimate stress</STRONG>. To show antepenultimate stress 
+      (third syllable from the end):</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="162">&nbsp;</TD>
+    <TD><UL>
+        <LI>if the stressed vowel (or diphthong or syllabic liquid or nasal consonant) 
+          does not carry a diacritic (other than the grave accent), it takes the 
+          acute accent, e.g., áksiyor</LI>
+        <LI>if the stressed vowel already has a diacritic (other than the grave 
+          accent), then use the grave accent plus the lack of acute accent on 
+          the ultimate syllable or other non-diacriticized vowels to indicate 
+          stress, e.g., <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ëitlàrrun</FONT></STRONG>, 
+          <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ôrümzìl</FONT></STRONG>. 
+          (Note that the use of the grave accent over the <STRONG>i</STRONG> in 
+          <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ôrümzìl</FONT></STRONG> 
+          would be unnecessary if the word carried penultimate stress, therefore 
+          its presence implies antepenultimate stress). </LI>
+        <LI>if existing diacritics prevent clear indication using the above rules, 
+          then the stressed vowel is written doubled, e.g., <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>öömoläk</STRONG></FONT>.</LI>
+      </UL></TD>
+  </TR>
+  <TR valign="top">
+    <TD>6)</TD>
+    <TD><STRONG>Preantepenultimate stress</STRONG>. To show preantepenultimate 
+      stress (i.e., fourth syllable from the end) apply the same rules as for 
+      antepenultimate stress above, but to the preantepenultimate syllable.</TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> Note that the acute accent on the stressed second member of 
+  the bi-syllabic geminate clusters <IMG src="assets/1-3-3a.gif" width="132" height="18" align="absmiddle"> 
+  distinguishes them from their standard geminate counterparts <IMG src="assets/1-3-3b.gif" width="165" height="16" align="absbottom">.
+</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD valign="top" bgcolor="#CCCCCC"> <P><STRONG><FONT size="4">1.4 PHONOTAXIS<A name="Sec1o4"></A></FONT></STRONG></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">In addition to phonological processes such as gemination, stress-shifting, 
+  and tone, all languages employ their own individual and arbitrary rules as to 
+  what combinations of consonants and vowels are permissible in a syllable or 
+  word. This concept is called <STRONG>phonotaxis</STRONG> and such rules are 
+  known as phonotactical rules. These rules, peculiar to each language, explain 
+  why <EM>sprelch</EM> could be a hypothetical word in English, while <EM>znatk</EM> 
+  could not be, even though <EM>znatk</EM> is as easily pronounced by a linguist 
+  as <EM>sprelch</EM>. Rules governing syllable structure, diphthong formation, 
+  and overall phonetic euphony are all part of phonotaxis</P>
+<P align="justify">Equally important are the optional rules each language employs 
+  to achieve euphony and greater ease of pronunciation, known as phonaesthetics 
+  or phonaesthetic rules. Together, phonotaxis and phonaesthetics are greatly 
+  responsible for the phonetic “character” or subjective “sound” 
+  of a given language. The phonotactic and phonaesthetic rules for Ithkuil are 
+  described in the sections below.</P>
+<H3 align="justify"><BR>
+  <A name="Sec1o4o1"></A>1.4.1 Syllable Structure</H3>
+<P align="justify">The permissible syllable structure depends on whether the syllable 
+  forms a monosyllabic word, is a word-initial syllable, a word-final syllable, 
+  or is word-medial (i.e., between two other syllables). These structures are 
+  shown in Table 2 below, where (C) represents an optional consonant and V represents 
+  a mandatory vowel or diphthong. </P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 2: 
+  Syllabic Structure</STRONG></FONT></P>
+<TABLE width="97%" border="1" cellpadding="5">
+  <TBODY><TR> 
+    <TD width="15%" height="35"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Syllable 
+        Type</FONT></STRONG></DIV></TD>
+    <TD width="37%"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Structure</FONT></STRONG></DIV></TD>
+    <TD width="48%"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Examples</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="48" valign="middle"><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal 
+      Word</FONT></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>C(C)(C)</STRONG> 
+        <FONT size="2"><EM>where final consonant is a nasal, liquid, or voiceless 
+        fricative continuant</EM></FONT></FONT></DIV></TD>
+    <TD valign="middle"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">s, 
+      h,<IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">, 
+      ll, mm, pçç</FONT></STRONG></TD>
+  </TR>
+  <TR> 
+    <TD height="32" valign="middle"><FONT size="2" face="Arial, Helvetica, sans-serif">Monosyllabic</FONT></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>(C)(C)(C)V(C)(C)(C)</STRONG></FONT></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">a, ui, öt, 
+      isk, du, tuil, kleb, tliqs, pskarn, xxoršt</FONT></STRONG></TD>
+  </TR>
+  <TR> 
+    <TD height="30" valign="middle"><FONT size="2" face="Arial, Helvetica, sans-serif">Word-initial</FONT></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>(C)(C)(C)V(C)-</STRONG> 
+        <EM><FONT size="2">or</FONT></EM> <STRONG>l</STRONG>, <IMG src="assets/l-slash.gif" width="8" height="14" align="absmiddle">, 
+        <IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">, 
+        <STRONG>m</STRONG>, <STRONG>n</STRONG>, <IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD><FONT size="2"><STRONG><FONT color="#0000FF" face="Arial, Helvetica, sans-serif">u</FONT><FONT face="Arial, Helvetica, sans-serif">ran, 
+      <FONT color="#0000FF">ta</FONT>hin, <FONT color="#0000FF">ui’</FONT>wá, 
+      <FONT color="#0000FF">pri</FONT>nu, <FONT color="#0000FF">klat</FONT>ma, 
+      <FONT color="#0000FF">xmois</FONT>kra, <FONT color="#0000FF">kstol</FONT>lap, 
+      <FONT color="#0000FF">ltuir</FONT>bis, <FONT color="#0000FF">mpeil</FONT>t’um</FONT></STRONG></FONT></TD>
+  </TR>
+  <TR> 
+    <TD valign="middle"><FONT size="2" face="Arial, Helvetica, sans-serif">Word-medial</FONT></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-(C)(C)V(C)(C)-</STRONG> 
+        <EM><FONT size="2"> or</FONT></EM> <STRONG>l</STRONG>, <IMG src="assets/l-slash.gif" width="8" height="14" align="absmiddle">, 
+        <IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">, 
+        <STRONG>m</STRONG>, <STRONG>n</STRONG>, <IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD valign="middle"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ki<FONT color="#0000FF">a</FONT>lun, 
+      ru<FONT color="#0000FF">en</FONT>tik, is<FONT color="#0000FF">teix</FONT>lam, 
+      ïk<FONT color="#0000FF">spûz</FONT>qai, <IMG src="assets/1-4-1a.gif" width="68" height="16" align="texttop"></FONT></STRONG></TD>
+  </TR>
+  <TR> 
+    <TD valign="middle"><FONT size="2" face="Arial, Helvetica, sans-serif">Word-final</FONT></TD>
+    <TD valign="middle"> <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-(C)(C)V(C)(C)(C)-</STRONG> 
+        <EM><FONT size="2">or</FONT></EM> <STRONG>l</STRONG>, <IMG src="assets/l-slash.gif" width="8" height="14" align="absmiddle">, 
+        <IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">, 
+        <STRONG>m</STRONG>, <STRONG>n</STRONG>, <IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">lu<FONT color="#0000FF">a</FONT>, 
+      an<FONT color="#0000FF">toi</FONT>, ti<FONT color="#0000FF">al</FONT>, eif<FONT color="#0000FF">qés</FONT>, 
+      pox<FONT color="#0000FF">šurn</FONT>, ul<FONT color="#0000FF">trönn</FONT>, 
+      <IMG src="assets/1-4-1b.gif" width="25" height="16" align="baseline"> 
+      </FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The following rules apply: </P>
+<DIV align="justify">
+  <UL>
+    <LI>A single non-syllabic intervocalic consonant is syllabically part of the 
+      vowel following, not preceding. <BR>
+    </LI>
+    <LI>An intervocalic bi-consonantal conjunct is considered dissyllabic (i.e., 
+      each consonant is part of a different syllable), even if the conjunct is 
+      a geminate consonant. <BR>
+    </LI>
+    <LI>If a triple-consonant conjunct occurs in the middle of a word, the first 
+      consonant of the three must be in a separate syllable from the last consonant 
+      of the three. The middle consonant will be in the same syllable as whichever 
+      of the two surrounding consonants it forms a permissible word-initial or 
+      word-final cluster. If it can form permissible clusters with either surrounding 
+      consonant, it will be considered part of the syllable with which it is morphemically 
+      associated. <A href="ithkuil-ch1-phonology.htm#Sec1o4o4">Section 1.4.4</A> below details which specific 
+      consonants can form such clusters.<BR>
+    </LI>
+  </UL>
+</DIV>
+<H3 align="justify">1.4.2 Diphthongs</H3>
+<P align="justify"> An Ithkuil syllable may contain one diphthong (a combination 
+  of two vowels pronounced together as one syllable). All Ithkuil diphthongs are 
+  “falling” diphthongs, i.e., the first vowel of the diphthong receives 
+  the primary articulation while the second becomes semi-vocalic (sometimes referred 
+  to as semi-consonantal or an “off-glide”). There are 24 diphthongs 
+  in Ithkuil, described as follows:</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="10%" height="33" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ai 
+        <A href="Sound_Files/vowel-4.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD width="90%" valign="top"><DIV align="justify">Pronounced as in Spanish 
+        or Italian; like English <EM>i</EM> in <EM>white</EM> or <EM>ice</EM>. 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="33" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">äi 
+        <A href="Sound_Files/vowel-5.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English Equivalent. A combination 
+        of the Ithkuil vowel <STRONG>ä</STRONG> plus an English <EM>y</EM>-sound. 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="33" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ei 
+        <A href="Sound_Files/vowel-6.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in Spanish or Italian; like English 
+        <EM>ai</EM> in <EM>rain</EM> or <EM>ei</EM> in <EM>rein</EM>.</DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="55" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ëi 
+        <A href="Sound_Files/vowel-7.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">No standard English equivalent; a combination 
+        of the vowel sound in American English <EM>rut</EM> + an English <EM>y</EM>-sound. 
+        Somewhat like a rural British dialectal pronunciation of the <EM>i</EM> 
+        in <EM>ice</EM>. </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="33" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">oi 
+        <A href="Sound_Files/vowel-8.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in Spanish or Italian; as in English 
+        <EM>boy</EM> or <EM>voice</EM>.</DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="55" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">öi 
+        <A href="Sound_Files/vowel-9.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English Equivalent. A combination 
+        of the Ithkuil vowel <STRONG>ö</STRONG> plus an English <EM>y</EM>-sound. 
+        Somewhat like the French word <EM>oeil</EM>. </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="74" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ui 
+        <A href="Sound_Files/vowel-10.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in Spanish or Italian; no English 
+        equivalent. A combination of Spanish or Italian “pure” <EM>u</EM> 
+        (i.e., without the glide into -<EM>w</EM> as in English <EM>rude</EM>) 
+        + an English <EM>y</EM>-sound. The speaker should avoid allowing this 
+        diphthong to become a “rising” diphthong where the <EM>u</EM>-sound 
+        is reduced to a <EM>w</EM>- (the result sounding like English <EM>wee</EM>). 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="31" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">au 
+        <A href="Sound_Files/vowel-11.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in Spanish or Italian; like English 
+        <EM>ou</EM> in <EM>loud</EM> or <EM>ow</EM> in <EM>cow</EM>. </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="31" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">äu 
+        <A href="Sound_Files/vowel-12.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English Equivalent. A combination 
+        of the Ithkuil vowel <STRONG>ä</STRONG> plus an English <EM>w</EM>-sound. 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="48" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">eu 
+        <A href="Sound_Files/vowel-13.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">As in Spanish or Italian; no English 
+        equivalent. A combination of “pure” <EM>e</EM> (i.e., without 
+        the glide into –y as in English <EM>they</EM>) + an English <EM>w</EM>-sound. 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="50" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ëu 
+        <A href="Sound_Files/vowel-14.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">No standard English equivalent; a combination 
+        of the vowel sound in American English <EM>rut</EM> + an English w-sound. 
+        Somewhat like a rural British dialectal pronunciation of the word <EM>oh!</EM>. 
+      </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="51" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">iu 
+        <A href="Sound_Files/vowel-15.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent; a combination 
+        of the Ithkuil vowel <STRONG>i</STRONG> (which is more open than the Spanish 
+        or Italian “pure” <EM>i</EM> (i.e., closer to English <EM>i</EM> 
+        in <EM>bit</EM>) + an English <EM>w</EM>-sound. </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="33" valign="top"> 
+      <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ou<FONT face="Arial, Helvetica, sans-serif"> 
+        <A href="Sound_Files/vowel-16.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">Like the <EM>o</EM> + <EM>w</EM>-glide 
+        of English <EM>road</EM> or <EM>mode</EM>. Also as in Brazilian Portuguese 
+        <EM>roupa</EM>. </DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="52" valign="top"> 
+      <DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>öu<FONT face="Arial, Helvetica, sans-serif"> 
+        <A href="Sound_Files/vowel-17.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English Equivalent. A combination 
+        of the Ithkuil vowel <STRONG>ö</STRONG> plus an English <EM>w</EM>-sound. 
+        Somewhat like an exaggerated upper class British pronunciation of the 
+        word <EM>oh!</EM>. </DIV></TD>
+  </TR>
+  <TR> 
+    <TD colspan="2" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">_</FONT>aï, 
+        eï, ëï, iï, oï, uï <FONT face="Arial, Helvetica, sans-serif"> 
+        <A href="Sound_Files/vowel-18.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></FONT><FONT face="Arial, Helvetica, sans-serif"> 
+        </FONT></STRONG></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="132" valign="top"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"></FONT></STRONG></DIV></TD>
+    <TD valign="top"><DIV align="justify">Each of these is a combination of a 
+        vowel with the back central vowel <STRONG>ï</STRONG>. No English 
+        equivalents, although the sound can be approximated by pronouncing the 
+        first vowel followed by the velarized “dark” <EM>l</EM>-sound 
+        of American English <EM>lull</EM> but without touching the tip of the 
+        tongue to the gum ridge behind the upper teeth; the tongue tip should 
+        remain low instead. The resulting diphthongs should sound somewhat like 
+        English <EM>all</EM>, <EM>ell</EM> (as in <EM>bell</EM>), <EM>ull</EM> 
+        (as in <EM>dull</EM>), <EM>eel</EM>, <EM>ole</EM> (as in <EM>pole</EM>), 
+        and <EM>ool</EM> (as in <EM>tool</EM>), as pronounced by someone speaking 
+        in an indistinct, slurred voice. For those familiar with IPA, these diphthongs 
+        may be represented as <IMG src="assets/1-4-2a.gif" width="251" height="19" align="absbottom"></DIV></TD>
+  </TR>
+  <TR> 
+    <TD colspan="2" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">_</FONT>äï, 
+        öï, üï<FONT face="Arial, Helvetica, sans-serif"> <A href="Sound_Files/vowel-19.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A></FONT></STRONG></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="56" valign="top"><FONT face="Arial, Helvetica, sans-serif"><STRONG></STRONG></FONT></TD>
+    <TD valign="top"><DIV align="justify">As with the series of diphthongs immediately 
+        above, these are combinations of the Ithkuil vowels <STRONG>ä</STRONG>, 
+        <STRONG>ö</STRONG>, and <STRONG>ü</STRONG> with the back central 
+        vowel <STRONG>ï</STRONG>. IPA<IMG src="assets/1-4-2b.gif" width="129" height="18" align="absbottom"></DIV></TD>
+  </TR>
+  <TR> 
+    <TD valign="top"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ae<FONT face="Arial, Helvetica, sans-serif"> 
+        <A href="Sound_Files/vowel-20.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absmiddle"></A> 
+        </FONT></STRONG></FONT></DIV></TD>
+    <TD valign="top"><DIV align="justify">No English equivalent. A combination 
+        of Ithkuil <STRONG>a</STRONG> + <STRONG>ê</STRONG>. Sounds like 
+        a more “open” version of Ithkuil <STRONG>ai</STRONG>. Tolkien’s 
+        Sindarin language also has this diphthong.</DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">All other combinations of vowels are dissyllabic, i.e., are 
+  pronounced as two separate syllables. Care should be taken to avoid collapsing 
+  the many two-vowel combinations beginning with <STRONG>u</STRONG>- and <STRONG>i</STRONG>- 
+  into “rising” diphthongs beginning with a <EM>w</EM>-sound or <EM>y</EM>-sound. 
+  This is especially important when the second vowel of these combinations receives 
+  the syllabic stress. </P>
+<H3 align="justify"><BR>
+  1.4.3 Constraints on Vowels</H3>
+<P align="justify">All the vowels, diphthongs, and dissyllabic vowel conjuncts 
+  previously mentioned can occur in any syllable in any position with the following 
+  exceptions:</P>
+<UL>
+  <LI>
+    <DIV align="justify">In a word of two syllables or more, the only vowels, 
+      diphthongs, or vowel conjuncts that may occur in word-final position are: 
+      -<STRONG>a</STRONG>, -<STRONG>â</STRONG>, -<STRONG>ï</STRONG>, 
+      -<STRONG>u</STRONG>, -<STRONG>ü</STRONG>, <STRONG>û</STRONG>, 
+      -<STRONG>ia</STRONG>, -<STRONG>ua</STRONG> and diphthongs ending in <STRONG>i</STRONG>, 
+      <STRONG>u</STRONG>, or <STRONG>ï</STRONG>. Note that this constraint 
+      does not apply to monosyllabic words.<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify">No more than two vowels may occur in conjunction within 
+      a word, i.e., combinations of three vowels, even if two represent a diphthong, 
+      are not permissible.</DIV>
+  </LI>
+</UL>
+<P>&nbsp;</P>
+<H3 align="justify"> 1.4.4 Constraints on Consonants<A name="Sec1o4o4"></A></H3>
+<UL>
+  <LI>
+    <DIV align="justify">The consonants <STRONG>w</STRONG>, <STRONG>y</STRONG>, 
+      and <IMG src="assets/Yv.gif" width="12" height="19" align="absbottom">cannot 
+      appear in syllable-final position and must always be followed by a vowel, 
+      or in the case of <STRONG>w</STRONG> and <STRONG>y</STRONG>, by a glottal 
+      stop plus a vowel (e.g., <STRONG>w’</STRONG>+vowel).<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify">The glottal stop (<STRONG>’</STRONG>) does not 
+      occur word-initially except as a juncture feature (i.e., where two separate 
+      words come together). Specifically, when a word ends in a vowel and the 
+      next word begins with a vowel, Ithkuil phonetically separates the words 
+      by inserting a glottal stop at the beginning of the second word so that 
+      the word-final vowel of the first word does not combine with the word-initial 
+      vowel of the second. This serves to keep the two words separate and distinct. 
+      This glottal stop is unmarked in both the Roman transliteration and in the 
+      Ithkuil script. Elsewhere, the glottal stop may appear following <STRONG>w</STRONG> 
+      or <STRONG>y</STRONG> if preceding a vowel, or may follow a vowel.<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify">No more than four consonants can occur in conjunction. 
+      Such four-consonant conjuncts can only occur intervocalically (or across 
+      word boundaries), and the first two and last two consonants must each form 
+      permissible syllable-final and syllable initial pairs respectively, or alternately, 
+      the first three of the four consonants must form a permissible syllable-final 
+      conjunct or the last three of the four consonants must form a permissible 
+      syllable-initial conjunct. <BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify">For intervocalic three-consonant conjuncts either the 
+      first consonant or the last consonant of the conjunct must be in a separate 
+      syllable than the other two consonants. If the first consonant is dissyllabic 
+      from the other two, then those other two consonants must be a permissible 
+      syllable-initial conjunct. If the third consonant is dissyllabic from the 
+      first two, then the first two must be a permissible syllable-final conjunct.<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify">For word-initial and word-final triple consonant conjuncts, 
+      these are generally permissible if the both the first two consonants are 
+      permissible as a conjunct by themselves and the last two consonants of the 
+      conjunct are permissible as a conjunct by themselves.</DIV>
+  </LI>
+</UL>
+<P align="justify">Table 3 below shows the permissible structures for word-initial 
+  consonant conjuncts, while Table 4 shows the permissible structures for consonant 
+  conjuncts in word-final position. Note that not all the possible conjuncts are 
+  shown, merely examples of each type of combination. There are many combinations 
+  of consonants permitted in Ithkuil which would never be allowed as conjuncts 
+  in Western languages.</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><BR>
+  <STRONG>Table 3: Permissible Structure of Initial Consonant Conjuncts</STRONG><BR>
+  <BR>
+  <IMG src="assets/1-4-4a.gif" width="552" height="613"> </FONT></P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><BR>
+  <STRONG>Table 4: Permissible Structure of Word-Final Consonant Conjuncts </STRONG></FONT></P>
+<H3 align="justify"><IMG src="assets/1-4-4b.gif" width="531" height="551"></H3>
+<H3 align="justify"><BR>
+  <A name="Sec1o4o5"></A>1.4.5 Phonaesthetic Rules</H3>
+<P align="justify">Phonaesthetic rules refer to the generally applied rules and 
+  preferences peculiar to each language for structuring the patterns of phonemes 
+  for purposes of phonological euphony. The following such principles apply to 
+  Ithkuil. </P>
+<UL>
+  <LI> 
+    <DIV align="justify">While “open” syllables (syllables ending 
+      in a single vowel) are tolerated in Ithkuil, “closed” syllables 
+      (i.e., ending in a consonant) are preferred, especially for the stressed 
+      syllable of a word. Ithkuil morphology often allows for more than one way 
+      to structure the various morphemes of a particular word, especially words 
+      of three syllables or more. (Morphemes are the individual meaningful parts 
+      of a word, e.g., the root, any affix, any mutation, or any other phonological 
+      manifestation of a grammatical category.) It is common to restructure words 
+      via morpho-phonological manipulation so that they contain closed syllables, 
+      particularly in the stressed syllable. This rule is not often applied to 
+      two-syllable words, which have fewer options in their structure. The rule 
+      is inapplicable to monosyllabic words, where open syllables are common.<BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify">Words of six syllables or more are considered euphonically 
+      undesirable, and it is common to morphologically restructure a word to reduce 
+      the number of syllables to five or less. This morpho-phonological restructuring 
+      is accomplished by alternating adjunct and suffix forms (as explained in 
+      <A href="ithkuil-ch7a-affixes.html" onclick="javascript:changenav6();">Chapters 
+      7</A> and <A href="ithkuil-ch8-adjuncts.html">8</A>).<BR>
+    </DIV>
+  </LI>
+  <LI> 
+    <DIV align="justify"> In words having multiple affixes, it is common to use 
+      one of the affixes in an adjunct form instead, if this will reduce the number 
+      of syllables. </DIV>
+  </LI>
+</UL>
+<P align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG><A href="ithkuil-ch2-morphophonology.html" onclick="javascript:changenav2();">Proceed 
+  to Chapter 2: Morpho-Phonology &gt;&gt;</A></STRONG></FONT></P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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 
+  excerpt any portion of the contents of this website provided you give full attribution 
+  to the author and this website. </FONT></P>
+<P align="justify">&nbsp;</P>
+<P>&nbsp;</P>
+<P align="justify"><BR>
+</P>
+<P align="justify"><BR>
+</P>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0051)ithkuil-ch10-lexicosemantics.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Grammar of the Ithkuil Language - Chapter 10: Lexico-Semantics</TITLE>
+
+<SCRIPT language="JavaScript" type="text/JavaScript">
+<!--
+//-->onLoad="javascript:changenav10();"
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch10-lexico-semantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 10: Lexico-Semantics</H2>
+<DIV align="center">
+  <TABLE width="78%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR valign="top"> 
+      <TD width="300"><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o1">10.1 Systemic Morphological 
+        Derivation</A></FONT></TD>
+      <TD width="291"><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o5">10.5 Lexical Generalization</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o2">10.2 Phonological Classification of 
+        Roots </A></FONT></TD>
+      <TD width="291"><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o6">10.6 Lexical Differentiation</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o3">10.3 Dimensional and Descriptive Oppositions</A></FONT></TD>
+      <TD width="291"><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o7">10.7 Comparison to Western 
+        Categorization</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD height="21"><FONT size="2"><A href="ithkuil-ch10-lexicosemantics.htm#Sec10o4">10.4 Spatial Position 
+        and Orientation</A></FONT></TD>
+      <TD width="291">&nbsp;</TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The term <STRONG>lexico-semantics</STRONG> refers to the relationship 
+  between the lexicon of a language (i.e., its root-words and word-stems) and 
+  the various possible semantic categories created by the human mind. Every language 
+  (and particularly every language family) divides the world up differently in 
+  terms of what sorts of concepts are made into words and how the meanings of 
+  those words reflect the reality around us. In other words, the lexico-semantics 
+  of a language answers the questions <EM>what semantic concepts does this language 
+  psycho-linguistically categorize into autonomous words and how are each of these 
+  categories internally organized?</EM></P>
+<P align="justify">Lexico-semantics is extremely important in Ithkuil for two 
+  related reasons:</P>
+<P align="justify">1) Ithkuil morpho-phonology only allows for 3600 possible root 
+  words, as explained in Chapter 2. This means that the concepts chosen to be 
+  conveyed by these roots must be carefully selected to insure the widest range 
+  of conceptualization possible within such a limited framework.</P>
+<P align="justify">2) We have seen throughout this work how Ithkuil’s matrix-like 
+  grammatical structure allows for an incredible amount of synergy in terms of 
+  morphological word-derivation, generating wholly new, emergent concepts from 
+  word-roots, not simply mere conjugations, declensions, and transparent derivations. 
+  In order to ensure the maximum amount of dynamism in deriving new concepts morphologically 
+  from existing word-roots, it is important that those initial roots be carefully 
+  selected in terms of meaning.</P>
+<P align="justify">In this chapter, we will examine the many considerations that 
+  go in to the assigning of concepts to those 3600 roots, in order to optimally 
+  accomplish what has been demonstrated throughout this work: using the dynamics 
+  of Ithkuil morphology to eliminate the need for the hundred thousand or more 
+  autonomous word roots of natural languages, or to put it colloquially, “getting 
+  the most lexico-semantic bang for the morpho-phonological buck.” </P>
+<P align="justify">We will start first with a review of key components in the 
+  systemic design of Ithkuil morphology. This will be followed by sections on 
+  those areas of Ithkuil lexico-semantics which are most profoundly distinct from 
+  Western languages. </P>
+<P align="justify">The last section deals with comparison to Western categorizations, 
+  examining how Ithkuil lexico-semantics reinterprets certain concepts considered 
+  “fundamental” in English and other Western languages.</P>
+<P>&nbsp;</P>
+
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR> 
+    <TD><P><FONT size="4"><STRONG>10.1 SYSTEMIC MORPHOLOGICAL DERIVATION<A name="Sec10o1"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Ithkuil systematically uses its myriad of morphological categories 
+  to derive secondary concepts from more basic concepts, often eliminating the 
+  need for separate lexicalization, i.e., eliminating the need to create separate 
+  word-roots for new but related concepts as is so often the case in Western languages. 
+  We will explore this system of morphological derivation more closely, particularly 
+  in regard to its universality across the spectrum of Ithkuil word-roots.</P>
+<H3 align="justify"><BR>
+  10.1.1 Stem Derivation from Roots<A name="Sec10o1o1"></A></H3>
+<P align="justify">We have already seen many applied examples of the above-described 
+  concepts, particularly in <A href="ithkuil-ch2-morphophonology.htm#Sec2o3">Section 
+  2.3</A> et seq. regarding the use of three different sets of vocalic infixes 
+  to a root to generate a trinary array of interrelated stems, as well as varying 
+  the mutation patterns of those trinary sets to in turn derive two separate arrays 
+  of complementary stems from the initial holistic array of stems. Through this 
+  system of vowel patterns and mutation, we saw how a single root generates no 
+  less than eighteen formative stems, each functioning as a noun or verb. This 
+  is illustrated below using the example root <FONT face="Arial, Helvetica, sans-serif"><STRONG>h-f</STRONG></FONT> 
+  ‘<FONT size="2">TRANSLATIVE MOTION</FONT>’. </P>
+<P align="justify"><IMG src="assets/10-1-1a.gif" width="726" height="349"></P>
+<P align="justify"></P>
+<P align="justify">As described in Chapter 2, this hierarchical pattern of stem 
+  derivation and division into complementary stems from a more basic or underlying 
+  “holistic” stem allows for significant collapsing in the number 
+  of word-roots necessary compared to Western languages, as words that are semantically 
+  interrelated in a hierarchical or complementary fashion can be derived morphologically 
+  from a basic root, as opposed to being assigned separate word-roots as in other 
+  languages. The above root <FONT face="Arial, Helvetica, sans-serif"><STRONG>h-f 
+  </STRONG></FONT>demonstrates how concepts such <EM>come</EM> versus <EM>go</EM> 
+  are expressed as complementary derivations of a single underlying concept <FONT size="2">TRANSLATIVE 
+  MOTION</FONT>. All such complementary stems based on participant perspective 
+  are similarly patterned, e.g., <EM>lead/follow, buy/sell, give/take</EM>, etc.</P>
+<P align="justify">Additionally, this hierarchical structure of stem derivation 
+  from a single root using vocalic infixes allows for the creation of “built-in” 
+  classification schemes and taxonomies for concepts which require them. Biological 
+  taxonomies, for example, can be easily accommodated under this scheme, as illustrated 
+  below:</P>
+<P align="justify"><IMG src="assets/10-1-1b.gif" width="725" height="349"></P>
+<P align="justify">Using the nine degrees of the <A href="ithkuil-ch7b-affixes-contd.htm#SSDaffix">Stem 
+  Specific Derivative <IMG src="assets/10-1-1c.gif" width="34" height="18" border="0" align="absmiddle"> 
+  affix</A> <FONT face="Arial, Helvetica, sans-serif"><STRONG>-V<FONT size="1">1</FONT>t’</STRONG></FONT> 
+  from Sec. 7.7.13 on such a root, we can extend this scheme to denote specific 
+  parts, products or derived resources such as a the milk, oil, meat, skin or 
+  hide, tail, tusk or horn, hair or fur (e.g., wool), etc. The <A href="ithkuil-ch7b-affixes-contd.htm#MATaffix">Degree 
+  of Maturity</A> <A href="Ch-7%20Using%20Affixes%20Contd.htm#MATaffix"><IMG src="assets/10-1-1d.gif" width="36" height="18" border="0" align="absmiddle"></A> 
+  <A href="ithkuil-ch7b-affixes-contd.htm#MATaffix">affix</A> <FONT face="Arial, Helvetica, sans-serif"><STRONG>-V<FONT size="1">0</FONT>k</STRONG></FONT> 
+  from Sec. 7.7.10 is also applied to indicate the developmental stage of the 
+  animal.</P>
+<P align="justify">A different pattern applies to individual animal species, first 
+  dividing the two Forms (Designations) of the root into the animal itself versus 
+  the animal as a resource, the holistic stems indicating first the generic species 
+  then male versus female. The complementary stems then make the further distinction 
+  between wild versus domesticated for the informal stem and between food/prey 
+  and derived or processed products for the formal stem. The <A href="Ch-7%20Using%20Affixes%20Contd.htm#SSDaffix"><IMG src="assets/10-1-1c.gif" width="34" height="18" border="0" align="absmiddle"></A> 
+  affix is again used to specify parts or products of the animal, while the <A href="Ch-7%20Using%20Affixes%20Contd.htm#MATaffix"><IMG src="assets/10-1-1d.gif" width="36" height="18" border="0" align="absmiddle"></A> 
+  affix distinguishes the developmental stages, providing derived equivalents 
+  to words such as <EM>foal</EM>, <EM>fawn, lamb</EM> or <EM>cub</EM>, from <EM>horse, 
+  deer, goat,</EM> or <EM>lion</EM>.</P>
+<H3 align="justify"><BR>
+  10.1.2 The Use of Affixes<A name="Sec10o1o2"></A></H3>
+<P align="justify">In Chapter 7, we saw how many of the 150-odd affix categories 
+  can be used to generate both derivative concepts (e.g., <EM><STRONG>xäl</STRONG></EM> 
+  ‘hill’ + V<FONT size="1">1</FONT><STRONG><FONT face="Arial, Helvetica, sans-serif">x</FONT></STRONG>/7 
+  ‘very large’ <IMG src="assets/arrow.gif" width="17" height="9"> 
+  <STRONG><EM>xälïx</EM></STRONG> ‘very large hill’) as 
+  well as amalgamated gestalts carrying a new holistic meaning (e.g., <EM><STRONG>xäl</STRONG></EM> 
+  ‘hill’ + V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>x</STRONG></FONT>/7 
+  ‘very large’ <IMG src="assets/arrow.gif" width="17" height="9"> 
+  <STRONG><EM>xälëx</EM></STRONG> ‘mountain’). As an example, 
+  here are only ten of the various new concepts which can be derived through affixes 
+  from the stem <EM><STRONG>köl</STRONG></EM> ‘say something [i.e., 
+  communicate a verbal message]’:</P>
+<DIV align="justify">
+  <BLOCKQUOTE>&nbsp; </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>
+  <P align="justify"><IMG src="assets/10-1-2a.gif" width="538" height="254"></P>
+</BLOCKQUOTE>
+<P align="justify"><BR>
+  Similarly the use of the Consent <IMG src="assets/10-1-2b.gif" width="33" height="24" align="absmiddle">, 
+  Reason <IMG src="assets/10-1-2c.gif" width="32" height="24" align="absmiddle">, 
+  Expectation <IMG src="assets/10-1-2d.gif" width="32" height="24" align="absmiddle">, 
+  Deliberateness <IMG src="assets/10-1-2e.gif" width="33" height="24" align="absmiddle">, 
+  Enablement <IMG src="assets/10-1-2f.gif" width="34" height="24" align="absmiddle">, 
+  Agency/Intent <IMG src="assets/10-1-2g.gif" width="36" height="24" align="absmiddle"> 
+  and Impact <IMG src="assets/10-1-2h.gif" width="31" height="24" align="absmiddle">affixes 
+  from <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o12">Section 7.7.12</A> 
+  in conjunction w/ Transrelative cases (<A href="ithkuil-ch4-case.htm#Sec4o3">Sec. 
+  4.3</A>), provides a means for describing extremely subtle scenarios of causation, 
+  willingness, enablement, hindrance, etc. which other languages can only capture 
+  via long-winded paraphrase. Employing this array of affixes and cases, a sentence 
+  such as <EM>The singer stopped the boys from playing around</EM> can be translated 
+  into Ithkuil in many syntactically equivalent (but morphologically distinct) 
+  ways to indicate whether the singer used physical force or persuasion to stop 
+  the boys, whether she stopped them via an indirect enabling means (such as turning 
+  out the lights), or whether it was the boys themselves who stopped upon hearing 
+  her voice or seeing her beauty, or even by her mere presence interrupting them 
+  (such as walking in on them inadvertently), as well as the degree of willingness 
+  or consent with which they stopped. The following example sentence further illustrates 
+  the complex detail which these suffixes make possible:<BR>
+</P>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/10-1-2l.gif" width="287" height="33"><BR>
+    <EM><IMG src="assets/10-1-2k.gif" width="488" height="46"><BR>
+    Aided by the bird’s own stupidity, the man unexpectedly and accidentally 
+    killed it without even realizing he’d done so, by inadvertently letting 
+    it out of the house.<FONT color="#FFFFFF"><FONT size="1" face="Arial, Helvetica, sans-serif">_________</FONT></FONT></EM><FONT color="#FFFFFF"><FONT size="1" face="Arial, Helvetica, sans-serif">_</FONT></FONT><FONT size="1" face="Arial, Helvetica, sans-serif"> 
+    <A href="Sound_Files/Intro-4.mp3">Listen:</A></FONT><EM> <A href="Sound_Files/Intro-4.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></EM></P>
+</BLOCKQUOTE>
+<P align="justify"><BR>
+  The <IMG src="assets/10-1-2i.gif" width="34" height="23" align="absmiddle"> 
+  affix from <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o9">Sec. 7.7.9</A>, 
+  in first degree, roughly corresponds to the reversive prefixes of English such 
+  as ‘un-,’ ‘de-,’ and ‘dis-’ to indicate 
+  the undoing or opposite of a word. However, in Ithkuil this affix is productive 
+  for all semantically applicable stems and operates in conjunction with Modality 
+  categories (<A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A>) and Modality 
+  affixes (<A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o11">Sec. 7.7.11</A>) 
+  to extend the system of modalities, as illustrated by the following:</P>
+<DIV align="justify"> 
+  <BLOCKQUOTE><EM>promise to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle">= 
+    foreswear, vow never to<BR>
+    can (know how to) + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = be ignorant of<BR>
+    decide to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = avoid<BR>
+    offer to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = refuse to<BR>
+    agree upon/to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = decline to/abstain from<BR>
+    like to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = loathe<BR>
+    fear to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = love to<BR>
+    need to + <IMG src="assets/10-1-2j.gif" width="45" height="22" align="absmiddle"> 
+    = dispensable, unnecessary to, can dispense with</EM></BLOCKQUOTE>
+</DIV>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">10.1.3 The Use of Configuration, Affiliation, and Context 
+</H3>
+<P align="justify">Each of these categories has means to generate amalgamate, 
+  holistic, or emergent concepts from a more basic underlying stem.</P>
+<P align="justify"><STRONG>10.1.3.1 Configuration</STRONG>: In <A href="ithkuil-ch3-morphology.htm#Sec3o1">Sec. 
+  3.1</A> we saw how applying each of the nine Configuration categories to a stem 
+  often generates forms based on amalgamation of sets which require complete relexification 
+  when translated into English. Examples are:</P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>bone <IMG src="assets/arrow.gif" width="17" height="9"> 
+    skeleton <BR>
+    strut/girder <IMG src="assets/arrow.gif"> 
+    framework <BR>
+    component <IMG src="assets/arrow.gif"> 
+    system <BR>
+    ingredient <IMG src="assets/arrow.gif"> compound <BR>
+    food <IMG src="assets/arrow.gif"> 
+    meal <BR>
+    tool <IMG src="assets/arrow.gif"> toolset <BR>
+    do/perform <IMG src="assets/arrow.gif"> coordinate <BR>
+    vehicle <IMG src="assets/arrow.gif"> convoy <BR>
+    person <IMG src="assets/arrow.gif"> 
+    crowd <IMG src="assets/arrow.gif"> masses <BR>
+    activity <IMG src="assets/arrow.gif"> process</EM>.</P>
+</BLOCKQUOTE>
+<P align="justify"><STRONG>10.1.3.2 Affiliation</STRONG>: In <A href="ithkuil-ch3-morphology.htm#Sec3o2">Sec. 
+  3.2</A> we saw how the four Affiliations can generate new concepts based on 
+  delineations of purpose, benefit, or function. Examples include: </P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>group <IMG src="assets/arrow.gif"> team, 
+    <BR>
+    grove <IMG src="assets/arrow.gif"> orchard<BR>
+    assortment <IMG src="assets/arrow.gif"> 
+    junk<BR>
+    process <IMG src="assets/arrow.gif"> plan</EM></P>
+</BLOCKQUOTE>
+<P align="justify"><STRONG>10.1.3.3 Context</STRONG>: In <A href="ithkuil-ch3-morphology.htm#Sec3o6o4">Sec. 
+  3.6.4</A> we encountered the <FONT size="2">AMALGAMATE</FONT> context, which 
+  serves to identify a stem specifically as a gestalt entity, composed of objective 
+  and subjective/social elements or components which contribute to the overall 
+  nature of the stem. Depending on the stem to which it is applied, the use of 
+  the amalgamate can cause relexification in translating to English. Examples:</P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>demeanor <IMG src="assets/arrow.gif"> 
+    personality<BR>
+    craftsmanship <IMG src="assets/arrow.gif"> artistry<BR>
+    career <IMG src="assets/arrow.gif"> livelihood<BR>
+    (one’s) past <IMG src="assets/arrow.gif"> (one’s) 
+    life<BR>
+    to look after/tend <IMG src="assets/arrow.gif"> nurture</EM></P>
+</BLOCKQUOTE>
+<P align="justify"></P>
+<H3 align="justify">10.1.4 The Use of Designation and Version</H3>
+<P align="justify">In <A href="ithkuil-ch3-morphology.htm#Sec3o7">Section 
+  3.7</A> on Designation as well as <A href="ithkuil-ch5a-verbs.htm#Sec5o3">Sec. 
+  5.3</A> on Version, we saw how both of these morphological categories create 
+  distinctions in word-stems which usually require relexification in translation. 
+  The following word pairs illustrate such relexification:</P>
+<DIV align="justify">
+  <TABLE width="65%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="50%"><EM>(the) past <IMG src="assets/arrow.gif" width="17" height="9"> 
+        history</EM></TD>
+      <TD width="50%"><EM>see <IMG src="assets/arrow.gif" width="17" height="9"> 
+        observe</EM></TD>
+    </TR>
+    <TR> 
+      <TD><EM>writings <IMG src="assets/arrow.gif" width="17" height="9"> 
+        literature</EM></TD>
+      <TD><EM>one <IMG src="assets/arrow.gif" width="17" height="9"> 
+        single/singular</EM></TD>
+    </TR>
+    <TR> 
+      <TD><EM>wordplay <IMG src="assets/arrow.gif" width="17" height="9"> 
+        rhetoric</EM></TD>
+      <TD><EM>hear <IMG src="assets/arrow.gif" width="17" height="9"> 
+        listen</EM></TD>
+    </TR>
+    <TR> 
+      <TD><EM>behavior <IMG src="assets/arrow.gif" width="17" height="9"> 
+        demeanor</EM></TD>
+      <TD><EM>desire <IMG src="assets/arrow.gif" width="17" height="9"> 
+        request</EM></TD>
+    </TR>
+    <TR> 
+      <TD><EM>wander <IMG src="assets/arrow.gif" width="17" height="9"> 
+        travel</EM></TD>
+      <TD><EM>query <IMG src="assets/arrow.gif" width="17" height="9"> 
+        research</EM></TD>
+    </TR>
+    <TR> 
+      <TD><EM>eat <IMG src="assets/arrow.gif" width="17" height="9"> 
+        dine</EM></TD>
+      <TD><EM>ponder <IMG src="assets/arrow.gif" width="17" height="9"> 
+        analyze</EM></TD>
+    </TR>
+    <TR> 
+      <TD><EM>containment <IMG src="assets/arrow.gif" width="17" height="9"> 
+        storage</EM></TD>
+      <TD><EM>path <IMG src="assets/arrow.gif" width="17" height="9"> 
+        route</EM></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><EM> </EM> Again we see that application of morphological categories 
+  to word-stems serves to generate forms which substitute for lexical distinctions 
+  in other languages, thus helping to reduce the size of the Ithkuil lexicon.</P>
+<DIV align="justify">
+  <BLOCKQUOTE>&nbsp; </BLOCKQUOTE>
+</DIV>
+
+<H3 align="justify">10.1.5 The Use of Phase and Extension</H3>
+<P align="justify">The use of the nine Phases, as explained in <A href="ithkuil-ch6-moreverbs.htm#Sec6o2">Sec. 
+  6.2</A>, used in conjunction with the category of Extension (<A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 
+  3.4</A>) gives rise to an elaborate means by which to describe phenomena in 
+  terms of duration, periodicity, repetition, iterativity, and cyclic phenomena. 
+  When used in conjunction with the twelve Modulative affixes from <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o7">Sec. 
+  7.7.7</A>, the Iteration <IMG src="assets/10-1-5a.gif" width="27" height="22" align="absmiddle"> 
+  and Repetition <IMG src="assets/10-1-5b.gif" width="30" height="22" align="absbottom"> 
+  affixes from <A href="ithkuil-ch7b-affixes-contd.htm#ITNaffix">Sec. 7.7.5</A> 
+  and the Intensity <IMG src="assets/10-1-5c.gif" width="26" height="22" align="absmiddle"> 
+  affix from <A href="ithkuil-ch7b-affixes-contd.htm#ITYaffix">Sec. 7.7.10</A>, 
+  Phase becomes an extremely powerful means to describe with great subtlety all 
+  phenomena which display vibratory, oscillative, wavering, on-off, or variative 
+  movement, motion, or intensity. As an example, specific application of the various 
+  phases combined with the aforementioned affixes and other affix categories to 
+  a single stem <IMG src="assets/10-1-5d.gif" width="27" height="19" align="absmiddle"> 
+  ‘[make] sound’ can give rise to translations for all of the following 
+  English words:</P>
+<DIV align="justify">
+  <TABLE width="71%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR valign="top"> 
+      <TD width="25%"><FONT size="2" face="Arial, Helvetica, sans-serif">acoustic<BR>
+        audible<BR>
+        auditory<BR>
+        bang<BR>
+        blast<BR>
+        boom<BR>
+        buzz<BR>
+        cacophony<BR>
+        calm<BR>
+        click<BR>
+        clickety-clack<BR>
+        clink<BR>
+        crack<BR>
+        crackle<BR>
+        crash<BR>
+        din<BR>
+        discord<BR>
+        dissonance<BR>
+        drone<BR>
+        echo<BR>
+        explosion</FONT></TD>
+      <TD width="25%"><FONT size="2" face="Arial, Helvetica, sans-serif">faint 
+        sound<BR>
+        fizz<BR>
+        gag<BR>
+        grate<BR>
+        hiss<BR>
+        howl<BR>
+        hullabaloo<BR>
+        hum<BR>
+        hush<BR>
+        jangle<BR>
+        kerplunk<BR>
+        knock<BR>
+        loud(ness)<BR>
+        lull<BR>
+        moan<BR>
+        muffle<BR>
+        murmur<BR>
+        mute<BR>
+        noise<BR>
+        pandemonium<BR>
+        peal<BR>
+        </FONT></TD>
+      <TD width="28%"><P><FONT size="2" face="Arial, Helvetica, sans-serif">pit-a-pat<BR>
+          plink<BR>
+          pop<BR>
+          quaver<BR>
+          quiet<BR>
+          racket<BR>
+          rap<BR>
+          rat-a-tat<BR>
+          rattle<BR>
+          raucous<BR>
+          resonant<BR>
+          reverberate<BR>
+          ring<BR>
+          roar<BR>
+          rumble<BR>
+          rush of sound<BR>
+          rustle<BR>
+          screech<BR>
+          shrill<BR>
+          silence<BR>
+          snap</FONT></P></TD>
+      <TD width="22%"><FONT size="2" face="Arial, Helvetica, sans-serif">sonorous<BR>
+        sound<BR>
+        staccato<BR>
+        stifle<BR>
+        strident<BR>
+        stutter<BR>
+        swirl<BR>
+        swish<BR>
+        tap<BR>
+        thump<BR>
+        tick<BR>
+        toot<BR>
+        twang<BR>
+        uproar<BR>
+        vibration<BR>
+        whir<BR>
+        whistle<BR>
+        whiz<BR>
+        whoosh</FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The same principles applied to other types of stems give rise 
+  to a plethora of complex and subtle means for describing motions, paths, trajectories, 
+  movement in situ, light emanation, reflection, consistency, texture, variation 
+  in shape, visual complexity, etc.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><STRONG><FONT size="4">10.2 PHONOLOGICAL CLASSIFICATION OF ROOTS<A name="Sec10o2"></A></FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Many languages have class systems for both nouns and verbs, 
+  in which a specific pattern of morpho-phonological markers are assigned to a 
+  specified set of roots. Often, class membership is quite arbitrary as in the 
+  three conjugational classes of Spanish, Italian, or French verbs. In other cases, 
+  class membership roughly corresponds to an underlying semantic category, as 
+  seen in the masculine versus feminine versus neuter class system of many languages. 
+  Non-Western languages often delineate a greater number of classes determined 
+  by categories of shape, purpose, socio-cultural factors, and other objective 
+  or subjective semantic factors.</P>
+<P align="justify">Ithkuil displays a pattern of 17 morpho-semantic classes for 
+  its 3600 roots. In Ithkuil, class is delineated by the <STRONG>C</STRONG><FONT size="1"><STRONG>2</STRONG></FONT> 
+  consonantal radical (see <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o1">Sec. 
+  2.2.1</A>), i.e., the <STRONG>C<FONT size="1">2</FONT></STRONG> radical indicates 
+  to which of the 17 classes a root belongs. In this manner, the consonant pattern 
+  of an Ithkuil root always provides a clue as to general meaning of the root. 
+  The seventeen Ithkuil classes with their corresponding C2 radicals are shown 
+  in the table below. </P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><BR>
+  Table 34: Ithkuil Morpho-Semantic Classes</STRONG></FONT></P>
+<TABLE width="75%" border="1" cellpadding="1">
+  <TBODY><TR> 
+    <TD width="8%"><DIV align="center"><FONT size="2"><STRONG>CLASS</STRONG></FONT></DIV></TD>
+    <TD width="24%"><DIV align="center"><FONT size="2"><STRONG>C2 MARKERS</STRONG></FONT></DIV></TD>
+    <TD width="68%"><DIV align="center"><FONT size="2"><STRONG>SIGNIFICATION</STRONG></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">1</DIV></TD>
+    <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG>s, s </STRONG></FONT>or 
+      <FONT face="Arial, Helvetica, sans-serif"><STRONG>š</STRONG></FONT></TD>
+    <TD>numerical concepts, quantification, comparison, mathematics</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">2</DIV></TD>
+    <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>p, t, k</STRONG></FONT> 
+      or <FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT> </TD>
+    <TD>intellectual concepts, thought, ideas, propositions</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">3</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">c, <IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"></FONT></STRONG> 
+      or <IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"></TD>
+    <TD>concepts relating to change and causation</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">4</DIV></TD>
+    <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG>m, n </STRONG></FONT>or 
+      <IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"> 
+    </TD>
+    <TD>concepts relating to the physical attributes of organic matter</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">5</DIV></TD>
+    <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG>l, r </STRONG></FONT>or 
+      <IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom"> 
+    </TD>
+    <TD>concepts relating to communication, learning and language</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">6</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">b, d, g</FONT></STRONG> 
+      or <IMG src="assets/g-dot.gif" width="12" height="19" align="absbottom"></TD>
+    <TD>concepts relating to the physical attributes of inorganic matter</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">7</DIV></TD>
+    <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>f, <IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">, 
+      ç </STRONG></FONT>or <IMG src="assets/l-cedilla.gif" width="5" height="17" align="absbottom"></TD>
+    <TD>spatio-dimensional concepts, form and motion</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">8</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">p<IMG src="assets/aspiration-h.gif" width="4" height="17">, 
+      t<IMG src="assets/aspiration-h.gif"></FONT></STRONG> 
+      or <FONT face="Arial, Helvetica, sans-serif"><STRONG>q<IMG src="assets/aspiration-h.gif"></STRONG></FONT> 
+    </TD>
+    <TD> taxonomies of organic life</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">9</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">p’, t’, 
+      k’ </FONT></STRONG>or <STRONG><FONT face="Arial, Helvetica, sans-serif">q’</FONT></STRONG></TD>
+    <TD>taxonomies of physical substances</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">10</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">c’, </FONT></STRONG><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"></FONT></STRONG><STRONG><FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG> 
+      or <IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"><STRONG><FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG></TD>
+    <TD> relational concepts, identity, associations</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">11</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">c<IMG src="assets/aspiration-h.gif" width="4" height="17">, 
+      <IMG src="assets/aspiration-h.gif" width="4" height="17"></FONT></STRONG> 
+      or <IMG src="assets/aspiration-h.gif" width="4" height="17"></FONT></STRONG></TD>
+    <TD>concepts relating to order, arrangement, configuration</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">12</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18" align="absbottom">, 
+      ç’, x’ </FONT></STRONG>or <IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"><STRONG><FONT face="Arial, Helvetica, sans-serif">’ 
+      </FONT></STRONG></TD>
+    <TD>socially or externally-induced affectations</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">13</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">v, <IMG src="assets/d-cedilla.gif" width="12" height="17" align="absbottom">, 
+      <IMG src="assets/Gv.gif" width="12" height="21" align="absmiddle"> 
+      </FONT></STRONG>or <IMG src="assets/Rv.gif" width="7" height="16" align="absmiddle"></TD>
+    <TD>personal affect, emotion, feelings, preferences</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">14</DIV></TD>
+    <TD> <STRONG><FONT face="Arial, Helvetica, sans-serif">z, <IMG src="assets/z-cedilla.gif" width="14" height="15" align="absbottom"></FONT></STRONG>or 
+      <FONT face="Arial, Helvetica, sans-serif"><STRONG>ž </STRONG> </FONT></TD>
+    <TD>concepts of intersocial volition and personal relations</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">15</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-bar.gif" width="9" height="11" align="absmiddle">, 
+      <IMG src="assets/z-dot.gif" width="9" height="15"> </FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">&nbsp; 
+      </FONT>or<FONT face="Arial, Helvetica, sans-serif"> <STRONG>j</STRONG></FONT> 
+    </TD>
+    <TD>concepts relating to existence, state, occurrence, subjectiveness</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">16</DIV></TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">x, <IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom">, 
+      h</FONT></STRONG> or <IMG src="assets/h-cedilla.gif" width="10" height="19" align="absbottom"></TD>
+    <TD>concepts relating to individual volition and choice</TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">17</DIV></TD>
+    <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle">, 
+      <IMG src="assets/Jv.gif" width="9" height="20" align="absmiddle">, 
+      <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle">’ 
+      </STRONG></FONT>or <FONT face="Arial, Helvetica, sans-serif">&nbsp; </FONT><IMG src="assets/k-cedilla aspirated.gif" width="18" height="20" align="absmiddle"></TD>
+    <TD>temporal concepts</TD>
+  </TR>
+</TBODY></TABLE>
+
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>10.3 DIMENSIONAL AND DESCRIPTIVE OPPOSITIONS<A name="Sec10o3"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Another area of the lexicon where Western languages tend to 
+  divide up reality into binary oppositions is the realm of spatial dimensions, 
+  where pairs such as <EM>near/far, small/large, thin/thick, narrow/wide, tall/short, 
+  light/heavy, hot/cold</EM>, etc. are commonplace. As with the perspective-based 
+  oppositions seen in the preceding section, again Ithkuil lexico-semantics treats 
+  such concepts in a wholly different way. Rather than lexicalize such concepts 
+  as pairs of binary oppositions, Ithkuil delineates these qualities as <EM>varying 
+  points along a continuous range</EM>. In other words, in Ithkuil you do not 
+  say <EM>X is cold</EM> and <EM>Y is hot</EM>, but rather <EM>X has less temperature</EM> 
+  and <EM>Y has greater temperature</EM>. Similarly, one does not say <EM>A is 
+  near to me</EM> and <EM>B is far from me</EM>, but rather <EM>the distance from 
+  me to A </EM>(or proximity of A to me)<EM> is less than the distance from me 
+  to B</EM> (or proximity of B to me). Note that the choice of translation for 
+  the latter stem as either ‘distance’ or ‘proximity’ 
+  becomes arbitrary, as the real meaning of the Ithkuil formative is ‘amount 
+  of linear space separating one party from another.’ Virtually all Western 
+  descriptive and dimensional oppositions are similarly handled in Ithkuil as 
+  mere variance in the quantity of a single quality, the degree of an attribute, 
+  or the extent along a spatio-temporal range or continuum.</P>
+
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>10.4 SPATIAL POSITION AND ORIENTATION<A name="Sec10o4"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Concepts of spatial position and orientation are expressed 
+  very differently in Ithkuil as compared to Western languages such as English. 
+  The three major differences are explained below, each of which will be explored 
+  in detail in the sections which follow.</P>
+<P align="justify">1) Ithkuil does not employ prepositions; all notions of spatial 
+  relationships, position, and orientation are designated by nominal/verbal formatives.</P>
+<P align="justify">2) While Western languages allow spatial/positional reference 
+  to function autonomously irrespective of the speaker’s cognitive or semantic 
+  intent, Ithkuil subordinates spatial/positional reference at the lexico-semantic 
+  level in deference to the cognitive or semantic purpose of an utterance. What 
+  this means is that sentences describing spatial relationships or positional 
+  reference are only used when the underlying intent of the speaker’s utterance 
+  is purely to specify spatial or positional reference information. If, in fact, 
+  the underlying intent of the utterance is to show some functional or purposeful 
+  relationship (where a spatial relationship is merely coincidental or consequential), 
+  the Ithkuil sentence will describe this function or purpose, not the spatial 
+  relationship. For example, in answer to the question <EM>Where’s Billy?</EM> 
+  an English speaker might give answers such as (a) <EM>He’s standing right 
+  next to Sam</EM>, or (b) <EM>He’s in bed</EM>, or (c) <EM>He’s in 
+  the bathtub</EM>. While each of these sentences gives spatial information, only 
+  the first is truly intended to convey spatial information as its purpose, while 
+  sentences (b) and (c) imply information that is, in fact, more relevant than 
+  the spatial information given, e.g., sentence (b) could be restated as ‘He’s 
+  sleeping (or sick),’ while sentence (c) could be restated as ‘He’s 
+  bathing.’ An Ithkuil speaker would not utter sentences like (b) or (c) 
+  in answer to the query about Billy, since he/she would assume the question <EM>Where’s 
+  Billy?</EM> is intended to inquire only about Billy’s physical position 
+  in absolute space. If the questioner had, in fact, been seeking non-spatial 
+  information, he/she would have asked the Ithkuil equivalent of <EM>What’s 
+  Billy doing?</EM> or <EM>What’s happening with Billy?</EM> to which a 
+  Ithkuil speaker would answer with sentences corresponding to the rephrased versions 
+  of (b) or (c), not their original versions.</P>
+<P align="justify">3) Ithkuil utilizes an absolute coordinate system of comparative 
+  spacial reference, not a relative one as found in most languages. Note the positional 
+  ambiguity inherent in sentences such as <EM>He’s standing to the left 
+  of the desk</EM>. To be meaningful, the listener must first determine from whose 
+  perspective the speaker is referring (i.e., do we mean the speaker’s left, 
+  the addressee’s left, the desk’s left relative to the position of 
+  the speaker, the desk’s left relative to the position of the addressee, 
+  or the desk’s left relative to the direction the desk is oriented/facing?) 
+  Such ambiguity occurs because Western languages employ a relative coordinate 
+  system which can shift from one participant or referent object to another. Ithkuil 
+  spatial reference employs an absolute coordinate system independent of the perspective 
+  of a participant (e.g., the speaker or addressee) or referent object (i.e., 
+  the thing(s) whose position is being described), as opposed to the relative 
+  coordinate system found in Western languages. The Ithkuil system allows listeners 
+  to understand exactly the spatial relationship and orientation of any object(s) 
+  in absolute space, irrespective of anyone’s (or anything’s) personal 
+  perspective. </P>
+<H3 align="justify"><BR>
+  10.4.1 Formatives vs. Prepositions</H3>
+<P align="justify">Besides lexically “partitioning” the world of two- 
+  and three-dimensional space in different ways than in Western languages, Ithkuil 
+  has no prepositions. Rather, Ithkuil utilizes formatives which describe a spatial 
+  relationship between two objects or between an object and an associated background, 
+  the nearest translations being a noun meaning “the area X” or a 
+  verb meaning “to be positioned X”, where X corresponds to a Western 
+  preposition or positional adverb such as “in” or “inside.” 
+  The dynamics of such formatives become very apparent when combined with the 
+  numerous verbal Conflation/Derivation + Format combinations which Ithkuil offers 
+  the speaker (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Sec. 5.4</A>).</P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify"> 10.4.2 Underlying Cognitive Purpose of an Utterance</H3>
+<P align="justify">Ithkuil grammar considers the functional relationship between 
+  two objects to be primarily relevant, not their spatial orientation or position 
+  relative to each other (or between an object and its background). When it comes 
+  to describing an object against a background or the relationship between two 
+  objects, Ithkuil grammar is more interested in answering the question <EM>How 
+  do X and Y function relative to each other</EM>, rather than <EM>How are X and 
+  Y positioned in space relative to each other?</EM> </P>
+<P align="justify">For example: in uttering the English sentence <EM>The vase 
+  is on the table</EM>, is the intention of the sentence to tell the listener 
+  the physical coordinate position of the vase in 3-D space relative to the table, 
+  or to tell the listener that the vase is being physically supported (i.e., against 
+  gravity) by the table? If the intention is the former, the corresponding Ithkuil 
+  sentence would indeed utilize a spatial formative translatable as ‘manifest 
+  self on the top side of a surface that is horizontal relative to the direction 
+  of gravity.’ However, if the intention is to actually indicate support 
+  against gravity, the Ithkuil sentence would not utilize a spatial reference 
+  at all, but rather translate the sentence more or less as <EM>The table is supporting 
+  the vase</EM>. As a result, spatial, locative, or orientational formatives in 
+  Ithkuil are used far less often than corresponding prepositions and spatial 
+  constructions in English or other Western languages. Note the following examples 
+  illustrating how various English sentences utilizing the concept ‘in’ 
+  (meaning ‘inside’ or ‘into’) are translated into Ithkuil 
+  using various non-spatial roots based on reason or purpose.</P>
+<TABLE width="85%" border="1" cellspacing="1" cellpadding="3">
+  <TBODY><TR bgcolor="#CCCCCC"> 
+    <TD> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ENGLISH 
+        SENTENCE </FONT></STRONG></DIV></TD>
+    <TD> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CONCEPT 
+        CORRESPONDING TO 'IN(SIDE or INTO)' </FONT></STRONG></DIV></TD>
+    <TD> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">NEAREST 
+        TRANSLATION TO ITHKUIL EQUIVALENT</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">The man works in(side) that building.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">general locational 
+      reference where idea of interiority or containment is incidental</FONT></TD>
+    <TD><FONT size="2"><EM>The man works at that building.</EM></FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">The book is in that box.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">physical containment 
+      only with no specific purpose</FONT></TD>
+    <TD><EM><FONT size="2"> That box contains the book.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">You’ll find pencils in(side) the small blue can.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">incidental, temporary, 
+      or circumstantial constraint/holder to prevent spillage from gravity</FONT></TD>
+    <TD><EM><FONT size="2">The small blue can holds the pencils you’re seeking.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">I poured soup in(to) the bowl.</FONT></EM></TD>
+    <TD>same as above</TD>
+    <TD><EM><FONT size="2">I enabled the bowl to hold soup</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">We stayed in(side) due to the rain.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">shelter, containment 
+      for purpose of protection</FONT></TD>
+    <TD><EM><FONT size="2">We shelter ourselves from the rain.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">He placed the sword in(side or into) its sheath.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">containment in fitted 
+      covering for purposes of protection</FONT></TD>
+    <TD><EM><FONT size="2">He sheathed the sword.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">He stayed in(side) his room.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">containment for purpose 
+      of privacy</FONT></TD>
+    <TD><EM><FONT size="2">He shuttered himself.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">The tiger was kept in(side) a cage.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">containment to prevent 
+      escape</FONT></TD>
+    <TD><EM><FONT size="2">The tiger remained captured.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">There are high concentrations of lead in(side) that 
+      pottery.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">ingredient, composite 
+      substance </FONT></TD>
+    <TD><EM><FONT size="2">That pottery contains much lead.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">Microchips can be found in(side) any machine these 
+      days.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">inherent or integral 
+      component</FONT></TD>
+    <TD><EM><FONT size="2">These days, any machine incorporates microchips.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">I put fuel in the gas tank.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">integral component 
+      having function to hold or contain other component</FONT></TD>
+    <TD><EM><FONT size="2">I (re-)fueled the gas tank.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">We’ll never know what’s in(side) her head.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">intangible containment</FONT></TD>
+    <TD><EM><FONT size="2">We’ll never know her thoughts.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2"> He has a tumor in(side) his pancreas.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">enveloped to inaccessible 
+      depth by surrounding medium</FONT></TD>
+    <TD><EM><FONT size="2">His pancreas “harbors” a tumor.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="23"><EM><FONT size="2">He hammered a nail in(to) the wall.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">fastening/connecting</FONT></TD>
+    <TD><EM><FONT size="2">He fastened the nail to the wall with a hammer.</FONT></EM></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><EM><FONT size="2">The child tried putting the square block in(side or 
+      into) the round hole.</FONT></EM></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">fitting together one 
+      object to another</FONT></TD>
+    <TD><EM><FONT size="2">The child tried to fit the round hole and the square 
+      block together.</FONT></EM></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  </FONT> This functional prioritization notwithstanding, Ithkuil is nevertheless 
+  able, if necessary, to describe true spatial relationships and orientations 
+  quite specifically. However, it does so in ways that are very unfamiliar in 
+  terms of Western grammar. These are described in the following section.</P>
+<H3 align="justify"><BR>
+  10.4.3 Absolute vs. Relative Spatial/Positional Coordinates<A name="Sec10o4o3"></A></H3>
+<P align="justify">While Western languages are capable of describing the physical 
+  position and orientation of object in absolute terms (e.g., <EM>My hometown 
+  is located at 93°41'36"W by 43°12'55"N</EM>), it is not normal 
+  to do so in general parlance. Rather, Western spatial position and orientation 
+  is normally relative, i.e., described from the dynamic perspective of the two 
+  objects themselves or from the perspective of a third party observer (usually, 
+  but not exclusively, the speaker). Therefore, if I describe the position of 
+  objects in my backyard to you on the telephone, and you have never seen my backyard, 
+  phrases such as ‘the swingset is against the wall,’ ‘the barbecue 
+  is sitting to my right,’ ‘the elm tree is behind the shed’ 
+  and ‘the rose bush is beyond the bird fountain’ convey little information 
+  without first having to establish a common frame of reference based on where 
+  the speaker is positioned relative to the edges of the yard (in order to interpret 
+  what he means by ‘beyond the fountain’), which way he is facing 
+  relative to the yard (in order to interpret what he means by ‘to my right’), 
+  perhaps even the orientation of the shape of the yard relative to some external 
+  absolute system of orientation (e.g., the four cardinal directions N, S, E, 
+  W).</P>
+<P align="justify">In such a relative scheme concepts such as ‘to my right’ 
+  change completely if I turn my body 180 degrees. Confusion also occurs when 
+  I say ‘to the left of the chair.’ Do I mean to the left side of 
+  the chair from my (the speaker’s) perspective? Or do I mean to the left 
+  side of the chair from the perspective of someone sitting in the chair?</P>
+<P align="justify">Ithkuil avoids such confusions by being based on an absolute 
+  coordinate system of spatial reference as opposed to a relative system (similar 
+  in nature to the absolute system used in navigation based on the four cardinal 
+  points.). Very few languages on Earth utilize such absolute systems to the exclusion 
+  of relative systems. (Examples include Guugu Yimidhirr, an Australian aboriginal 
+  language; Tzeltal, a Yucatec Mayan language; and Yurok, an Algonquian Indian 
+  language of Northern California). Ithkuil utilizes three different absolute 
+  coordinate schemes, each functioning within a different speech context. These 
+  coordinate systems establish a three-dimensional right-angled coordinate grid 
+  superimposed upon space, with the X-axis reckoned from a line perpendicular 
+  to the direction of gravity (which, for practical purposes, we may term “horizontal”), 
+  the Z-axis reckoned by a line corresponding to the direction of gravity (which 
+  may be termed the “vertical”) and the all-important Y-axis (which 
+  differentiates a relative system from an absolute) derived from one of three 
+  points of reckoning depending on which coordinate scheme is being utilized. 
+  The three schemes are as follows:</P>
+<P align="justify">1) <STRONG>Solar-based system</STRONG>. This is the standard 
+  Ithkuil system of reckoning. The line of the Y-axis runs parallel to the rising 
+  and setting points of the sun in mid-summer, with the vector oriented in the 
+  direction of the setting sun. Note that the alignment of this Y-axis relative 
+  to the X-axis is variable; i.e., the line connecting the rising and setting 
+  points of the sun merely designate the <EM>direction</EM> of the Y-axis, not 
+  it actual position. This is necessary so that descriptions of spatial relationships 
+  can be made using a “quadrant locator” system based on this grid, 
+  where any two objects can be made to lie within different quadrants relative 
+  to each other (this will be illustrated below). </P>
+<P align="justify">Use of this solar-based reckoning system continues at nighttime 
+  and on overcast or rainy days, based on society’s collective knowledge 
+  and/or recollection of landmarks indicating the rising and setting points of 
+  the sun. Use of this system even continues indoors if there exists a collective 
+  understanding of the orientation of the building/structure/room relative to 
+  the solar-based Y-axis (i.e., everyone in the room can still tell the orientation 
+  of the outdoor Y-axis, whether by sight through windows, or by noticing that 
+  the length-width ratios of the room are aligned with the outdoor Y-axis).</P>
+<P align="justify">2) <STRONG>Length vs. width of enclosed space or room</STRONG>. 
+  In indoor situations where the orientation of the outdoor solar-based Y-axis 
+  is unknown (or cannot be readily determined on a continuous basis as new speakers 
+  enter the room), an arbitrary Y-axis is connoted by the length of the room in 
+  a direction away from whichever end of the room displays a visibly unique feature 
+  (e.g., the doorway, a window, an alcove, an imposing piece of furniture, a stage 
+  or dais, etc.), this symbolically substituting for the position of the rising 
+  sun. This is the coordinate system which would be employed in theaters, enclosed 
+  banquet halls without windows, and cellars without windows or ready access to 
+  outside orientation.</P>
+<P align="justify">3) <STRONG>Arbitrarily delineated axis based on local landmarks, 
+  objects, or persons</STRONG>. This is similar to a Western relative system in 
+  which the speaker announces the orientation perspective being utilized. An Ithkuil 
+  speaker would consider this a highly unusual and “affected” method 
+  of reckoning. Nevertheless, it is possible to designate a personally defined 
+  reckoning system using words to designate the origin point and direction of 
+  the Y-axis vector, examples translatable by such phrases as ‘based on 
+  a vector from me to that large window’ or ‘based on a vector between 
+  the shed and the big oak tree.’ In fact, this is the purpose of the <FONT size="2">NAVIGATIVE</FONT> 
+  case (see <A href="ithkuil-ch4-case.htm#Sec4o8o12">Sec. 4.8.12</A>). 
+  The primary use for this system of reckoning is literary or narrative, such 
+  as when a speaker tells a story of another time and place, in which he/she wishes 
+  to describe spatial relationships solely within the context of the story in 
+  order to convey a mental map or image of the goings-on to his/her audience.</P>
+<P align="justify"><BR>
+  <STRONG>10.4.3.1 Describing Spatial Relationships between Two or More Objects</STRONG>. 
+  Using such a triaxial three-dimensional grid, Ithkuil then lexically divides 
+  up space into “quadrants”, four quadrants to each given “hemisphere” 
+  of absolute space delineated by the three axes, for a total of eight. (I know, I know, technically, I should use the term "octant", but considering the latter term refers to a seafaring navigational instrument, I will stick to the term "quadrant.")</P>
+<BLOCKQUOTE>
+  <P align="justify"> +X / +Y / +Z = “right / ahead / above” = Quadrant 
+    1 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG>pl - f</STRONG></FONT><BR>
+    +X / +Y / -Z = “right / ahead / below” = Quadrant 2 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom">- 
+    f</STRONG></FONT><BR>
+    +X / -Y / +Z = “right / behind / above” = Quadrant 3 = Root:<FONT face="Arial, Helvetica, sans-serif"><STRONG> 
+    r - f</STRONG></FONT><BR>
+    +X / -Y / -Z = “right / behind / below” = Quadrant 4 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">- 
+    f</STRONG></FONT><BR>
+    -X / +Y / +Z = “left / ahead / above” = Quadrant 5 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle"> 
+    - f</STRONG></FONT><BR>
+    -X / +Y / -Z = “left / ahead / below” = Quadrant 6 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG>ps 
+    - f</STRONG></FONT><BR>
+    -X / -Y / +Z = “left / behind / above” = Quadrant 7 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG>ks 
+    - f</STRONG></FONT><BR>
+    -X / -Y / -Z = “left / behind / below” = Quadrant 8 = Root: <FONT face="Arial, Helvetica, sans-serif"><STRONG>p<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"> 
+    - f</STRONG></FONT></P>
+</BLOCKQUOTE>
+<P align="justify">There are eighteen additional roots corresponding to the above 
+  where either one or two of the X/Y/Z values are zero, indicating concepts equivalent 
+  English phrases such as ‘neither above nor below,’ ‘straight 
+  down,’ ‘straight ahead,’ ‘directly behind,’ ‘straight 
+  up,’ ‘on the same plane as,’ etc. The above quadrants are 
+  indicated in the illustrations below.</P>
+<P align="justify">Because the lateral alignment (but not direction) of the solar-based 
+  X and Y-axes are variable (i.e., each can be slid laterally relative to the 
+  other axis), any two objects whose relative positions are to be described can 
+  be made to fall within two different quadrants, as illustrated in figures A, 
+  B, C and D below (Figure A represents the background context for which Figures 
+  B, C and D present varying positional frames of reference).<BR>
+  <BR>
+  <IMG src="assets/10-5-3-1a.gif" width="593" height="354"> </P>
+<BLOCKQUOTE> 
+  <P> <IMG src="assets/10-5-3-1b.gif" width="361" height="402"></P>
+  <P>&nbsp;</P>
+  <P><IMG src="assets/10-5-3-1c.gif" width="354" height="394"></P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/10-5-3-1d.gif" width="352" height="369"></P>
+</BLOCKQUOTE>
+<P align="justify"><BR>
+  It is the ability to “slide” the axes of this three-dimensional 
+  grid that allows Ithkuil to easily describe the relative position of objects 
+  in an absolute manner. Because the grid can be arranged so that any two objects 
+  each fall into different quadrants, a series of quadrant-to-quadrant relationships 
+  between the two objects can be lexified. Thus, each of the above roots has a 
+  stem which, in conjunction with a set of affixes, designates a spatial relationship 
+  between an object occupying that quadrant and a second object occupying any 
+  of the seven other quadrants. For the purpose of this analysis, we will call 
+  each of these quadrant-to-quadrant static relationships a “positional 
+  frame.” (the leftover affixes refer to (1) 1st object in motion while 
+  2nd object at rest, and (2) 2nd object in motion while first object at rest. 
+  Used to mark the participant nouns with motion sentences described below.) </P>
+<P align="justify">Additionally, such a positional reference system allows a speaker 
+  to describe exactly the spatial relationships between 2 objects in motion relative 
+  to each other. This is done in Ithkuil by stating that two object are moving 
+  from positional frame A toward positional frame B. If one remembers that, by 
+  “positional frame” we mean a spatial relationship between two objects, 
+  not a specific location in space, it can be seen how such a simple formula easily 
+  describes the relative trajectories of two objects. An Ithkuil speaker is describing 
+  exactly how two objects are moving through space by stating in one short sentence 
+  the quadrant-to-quadrant relationship the two objects have to start with, and 
+  the quadrant-to-quadrant relationship they will have when the motion is ended. 
+  The root used to describe the motion indicates the nature of the motion in terms 
+  of its smoothness, speed, etc.</P>
+<P align="justify">To insert a third party into a positional frame (such as describing 
+  where the speaker or addressee or third party is situated relative to the two 
+  objects described in the positional frame) a case-frame clause is added to the 
+  sentence in the concursive case (“while/during/at the time of”) 
+  which states the positional frame between that third party and the FIRST party 
+  (unless the 2nd party is overtly specified). Example: “The dog and the 
+  ball M’d while the cat N’d,” where M is the positional frame 
+  of the dog and ball and N is the positional frame between the cat and dog.</P>
+<P align="justify">Based on the above, we can see just how exact Ithkuil can be 
+  in describing relative position between objects in an absolute manner. This 
+  is best illustrated by narrowly translating into English an Ithkuil sentence 
+  which describes a three-party positional situation.<BR>
+</P>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/10-5-3-1f.gif" width="612" height="104"><FONT color="#FFFFFF"></FONT><BR>
+  </P>
+</BLOCKQUOTE>
+<P align="justify">There is no way to translate this Ithkuil sentence into everyday 
+  English except via inadequate approximation, thus: <EM>The woman stood still 
+  as something made the boy run from ahead and above her, then past her, while 
+  I watched them from behind and below</EM>. However, a more exact, narrow translation 
+  of this sentence, capturing all of the positional/orientational specificity 
+  of the original, would run as follows: </P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>As the woman held still, something made the boy run from 
+    a position above, ahead of, and to the right of her relative to the direction 
+    of the sunrise-to-sunset vector, a plane perpendicular to it, and the axis 
+    of gravity, toward a position still above, but behind and to the left of her 
+    relative to the same directional vector, perpendicular plane and gravitational 
+    axis, as I was watching them from below, behind, and to the right of her relative 
+    to the same vector, plane, and axis.</EM><BR>
+  </P>
+</BLOCKQUOTE>
+
+<STRONG>10.4.3.2 Object-Internal Shape and Orientation</STRONG>. Note that, in 
+addition the above concepts of a positional grid for locating objects in space 
+and in positional relation to each other, Ithkuil also employs a whole set of 
+vocabulary to describe the physical topology, shape and internal self-orientation 
+of an object by itself. These are similar to words such as “face, back, 
+front, sides, top, bottom, appendage, tail, arm, etc., although it should be noted 
+that the equivalent Ithkuil terms are wholly autonomous and bear no metaphorical 
+relationship whatsoever to anthropomorphic body parts. Therefore, the “legs” 
+of a chair correspond more accurately to its “supports” or “struts” 
+in Ithkuil, while the “face” of a blackboard would correspond to a 
+word translatable only periphrastically as “main functional surface” 
+or “primary interface area” (although note that even this paraphrase 
+cannot avoid the anthropomorphic morpheme “-face”). 
+<P>&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0" cellspacing="0" bgcolor="#CCCCCC">
+  <TBODY><TR> 
+    <TD><P><FONT size="4"><STRONG>10.5 LEXICAL GENERALIZATION <A name="Sec10o5"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">In a word-for-word comparison to a Eurocentric vocabulary, 
+  especially one as large as that of English, the Ithkuil lexicon appears very 
+  overgeneralized in many respects. At first impression, it appears that shades 
+  of meaning expressed by multiple words in English are expressed by only one 
+  root in Ithkuil. As we have seen repeatedly throughout this work, this is primarily 
+  due to the fact that shades of meaning for a single underlying cognitive concept 
+  are normally differentiated at the morphological level in Ithkuil, as opposed 
+  to the lexical. Nevertheless, there are several lexico-semantic areas where 
+  Ithkuil truly does generalize in comparison to Western languages. This occurs 
+  primarily where (1) Western vocabulary distinguishes separate lexemes for a 
+  redundant concept based on different participants to, practitioners of, or manifestations 
+  of that concept, and (2) where lexification is at an arbitrarily detailed or 
+  particularized level. These topics are discussed in detail in the following 
+  sections.</P>
+<H3 align="justify"><BR>
+  10.5.1 Consolidation of Unnecessary Distinctions</H3>
+<DIV align="justify">As an example of lexical generalization in Ithkuil (or over-lexicalization 
+  in English!), compare the following words for animal vocal sounds: <EM>meow, 
+  bark, whinny, chirp, moo, bray</EM>, etc. Each of these words mean merely to 
+  make one’s species-specific inherent vocal sound. Ithkuil utilizes only 
+  a single stem for this concept (essentially meaning <EM>vocal sound/vocalize</EM> 
+  – from the same root which gives the stem for <EM>(human) voice</EM>), 
+  based on the logical assumption that, since cats can’t bark, whinny or 
+  moo, and dogs can’t meow, whinny or moo, there is no need to differentiate 
+  lexically the innate vocal sound being made by an animal if the animal making 
+  the sound is identified in the sentence. Of course, one might argue that English 
+  allows for metaphorical or similative application of such words, as in <EM>The 
+  sergeant barked out orders to the platoon</EM>, or <EM>The baby squealed in 
+  delight.</EM> Such constructions are perfectly captured in Ithkuil via the <FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o6o1">ESSIVE</A></FONT> 
+  and <FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o6o2">ASSIMILATIVE</A></FONT> 
+  cases, as in <EM>He ‘vocalized’ the orders like a dog</EM>, or <EM>The 
+  baby ‘vocalized’ like a baby piglet from feeling delight,</EM> or 
+  via the manipulation of Conflation, Derivation and Format (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Sec. 
+  5.4</A>). </DIV>
+<P align="justify">Similar series of English words which reduce to a single stem 
+  in Ithkuil would be (1) <EM>herd, flock, pride, gaggle</EM>, etc.; (2) <EM>hair, 
+  fur, fleece, coat</EM>, etc.; (3) <EM>skin, hide, pelt, pellicle, peel, rind, 
+  lambskin, leather, integument</EM>, etc.</P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify"> 10.5.2 Translative Motion, Paths and Trajectories</H3>
+<P align="justify">By translative motion is meant the idea of an object moving 
+  (or being moved) from one location to another. English is particularly rich 
+  in its vocabulary to describe the various paths or trajectories of such an object, 
+  not only in regard to the “shape” or form of the path or trajectory, 
+  but also the means of initiating the movement. Thus we have terms such as <EM>to 
+  toss, throw, pitch, hurl, fling, roll, run</EM>, or <EM>pass</EM> a ball or 
+  other object. In reaching its destination, the object can <EM>fly, float, wing, 
+  pass, arc, sail, plummet, drop, fall, thread, hop, leap, bounce, roll, zig-zag, 
+  slide, glide, slither</EM>, or <EM>jump</EM> its way there.</P>
+<P align="justify">As we have seen to be the case in other contexts, Ithkuil lexifies 
+  concepts of translative motion with a focus on the contexts of purpose and outcome, 
+  not on the “innate structure” of the event as an end in itself. 
+  Essentially, Ithkuil is less concerned with how the object gets there and is 
+  more concerned about why it’s going there and whether it arrives. For 
+  example, look at the following two columns of English sentences :</P>
+<DIV align="justify">
+  <TABLE width="65%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="55%"><BLOCKQUOTE> 
+          <P><EM><FONT color="#FF0000"><FONT color="#000000">I tossed it into 
+            the basket.</FONT></FONT></EM></P>
+        </BLOCKQUOTE></TD>
+      <TD width="45%"><EM><FONT color="#FF0000"><FONT color="#000000">It sailed 
+        into the basket.</FONT></FONT></EM></TD>
+    </TR>
+    <TR> 
+      <TD><BLOCKQUOTE> 
+          <P><EM><FONT color="#FF0000"><FONT color="#000000">I flung it into the 
+            basket.</FONT></FONT></EM></P>
+        </BLOCKQUOTE></TD>
+      <TD><EM><FONT color="#FF0000"><FONT color="#000000">It flew into the basket.</FONT></FONT></EM></TD>
+    </TR>
+    <TR> 
+      <TD><BLOCKQUOTE> 
+          <P><EM><FONT color="#FF0000"><FONT color="#000000">I hurled it into 
+            the basket.</FONT></FONT></EM></P>
+        </BLOCKQUOTE></TD>
+      <TD><EM><FONT color="#FF0000"><FONT color="#000000">It arced its way into 
+        the basket.</FONT></FONT></EM></TD>
+    </TR>
+    <TR> 
+      <TD><BLOCKQUOTE> 
+          <P><EM><FONT color="#FF0000"><FONT color="#000000">I pitched it into 
+            the basket.</FONT></FONT></EM></P>
+        </BLOCKQUOTE></TD>
+      <TD><EM><FONT color="#FF0000"><FONT color="#000000">It fell into the basket.</FONT></FONT></EM></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><FONT color="#000000">The sentences in the lefthand column 
+  describes how I initiate the action while those in the righthand column describe 
+  how the object moves. In Ithkuil the lefthand column of sentences would normally 
+  all be translated by a single sentence narrowly translatable as <EM>I made it 
+  end up inside the basket</EM>, while the righthand column of sentences would 
+  all be translated by the exact same sentence minus the <FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o3o4">ERGATIVE</A></FONT> 
+  personal referent <EM>I</EM>, thus: <EM>It ended up inside the basket</EM>.</FONT></P>
+<P align="justify">So where are the words translating the range of descriptive 
+  nuance surrounding the means of sending it into the basket and the different 
+  trajectories it takes there? In normal Ithkuil speech, such distinctions would 
+  be considered irrelevant. This is because Ithkuil grammar questions all acts, 
+  conditions and events as to their underlying cognitive purpose. For the above 
+  sentences, Ithkuil views them as all having the same underlying purpose: to 
+  express that I have caused an object to pass from a state of being in my alienable 
+  possession to a state of being within the basket, by passing through the physical 
+  space between me and the basket. Therefore there is only one translation for 
+  the varying sentence pairs.</P>
+<P align="justify">Before the reader begins to think that Ithkuil is incapable 
+  of distinguishing the shades of meaning present in the above examples, it should 
+  be noted that such distinctions can be easily rendered by additional affixes 
+  and words describing these concepts. For example, if it is truly necessary to 
+  indicate that the object was “flung” into the basket, Ithkuil can 
+  augment the sentence <EM>I made it end up inside the basket</EM> to include 
+  affixes which indicate use of the hand in a sudden recoil-like motion plus affixes 
+  indicating forceful and rapid arrival into the basket, the result being narrowly 
+  translatable as <EM>Using my hand in a sudden, subtle, recoil-like motion I 
+  caused it to move quickly away and end up forcefully inside the basket</EM>.</P>
+<P align="justify">While this would more or less accurately capture the nuances 
+  of English “flung,” Ithkuil first makes us stop and ask ourselves, 
+  why is it even necessary to describe the details of the trajectory and the force 
+  initiating it? After all, in a normal everyday contextual setting, if an English 
+  speaker were to use the verb “tossed” or “threw” or 
+  “placed” or “put” instead of “flung” in 
+  the above sentence, would his/her speaker be considered to have been given information 
+  any less sufficient or essential for understanding the message and its purpose? 
+  All of which again illustrates the dynamism of Ithkuil lexico-semantics: if 
+  a complex, highly detailed morphology already conveys a high degree of semantic 
+  and cognitive nuance, why belabor the obvious by reinforcing such nuances at 
+  the lexical level if the context and underlying cognitive purpose of the utterance 
+  does not require it? Thus the Ithkuil language not only captures levels of cognitive 
+  detail beyond the scope of Western languages, but it also allows the speaker 
+  to avoid having to provide such detail when it is inessential.</P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify"> 10.5.3 No Lexification of Specific Instances of Underlying 
+  Processes</H3>
+<P align="justify">In regard to over-lexification in English from a Ithkuil perspective, 
+  an example would be <EM>limp</EM>, as in ‘to walk with a limp.’ 
+  Ithkuil recognizes that, in observing a person walking with a limp, it is not 
+  the condition <EM>per se</EM> that is relevant, but rather the manner in which 
+  the condition causes the person to move, i.e. asymmetrically, irregularly, discontinuously 
+  in an unexpected way inconsistent with a “normal” or “standard” 
+  expectation of walking. Ithkuil speakers would consider English <EM>limp</EM> 
+  to represent an arbitrarily specific occurrence of an underlying state of translative 
+  movement. To a Ithkuil speaker, what is important is the way the person moves. 
+  The idea that a person continues to “have a limp” even when sleeping 
+  or sitting is considered absurd. What the person “continues to have” 
+  is an underlying physical injury, abnormality, disability, illness, or deformity 
+  which causes the person to move asymmetrically when walking. Therefore, instead 
+  of <EM>He has a limp because of his war wound,</EM> a Ithkuil speaker would 
+  say <EM>He walks asymmetrically/irregularly because of his war wound</EM>. </P>
+<P align="justify">To illustrate this by analogy, consider a person who, when 
+  dancing to rock music, has a tendency to jerk his/her head to the left at the 
+  sound of the downbeat. Most English speakers would consider it ludicrous over-lexicalization 
+  to propose a verb “spreggle” meaning ‘to jerk one’s 
+  head to the left on the downbeat when dancing,’ as in the hypothetical 
+  sentence <EM>She spreggles to rock music</EM>. Yet, from the Ithkuil standpoint, 
+  there is no difference in arbitrariness between the hypothetical “spreggle” 
+  and the actual word ‘limp.’</P>
+<P align="justify">Based on a combination of the above reasoning surrounding both 
+  animal vocal sounds and ‘limp,’ Ithkuil has no words for ‘blind(ness),’ 
+  ‘deaf(ness),’ ‘mute(ness),’ ‘dementia,’ 
+  or ‘paralysis.’ In Ithkuil, one simply says <EM>He can’t see, 
+  She can’t hear, She can’t speak, He can’t think, He can’t 
+  move</EM>, or alternately <EM>His faculty of sight </EM>(or other sense or innate 
+  faculty)<EM> doesn’t function/no longer functions</EM>. [Note: each of 
+  these sentences would, of course, employ appropriate morphological markers, 
+  case, voice, degrees of affixes, etc. to indicate the extent of functional loss, 
+  whether temporary or permanent, whether increasing or decreasing, whether externally 
+  caused or inherently developed, etc.]</P>
+
+<P>&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0" cellspacing="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>10.6 LEXICAL DIFFERENTIATION<A name="Sec10o6"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">While we have examined the many ways in which the dynamism 
+  and logic of Ithkuil grammar eliminates whole swaths of equivalent English vocabulary, 
+  there are, nevertheless, many concepts where Ithkuil provides autonomous lexical 
+  roots and stems for which neither English nor other Western languages provide 
+  similar words and must resort to paraphrase in order to translate. Such concepts 
+  are particularly found in the realm of human emotions, social relationships, 
+  functional interrelationships between objects, philosophy, psychology, and sensory 
+  phenomena. </P>
+<P align="justify">Underlying such differentiation is the idea that the Ithkuil 
+  language is meant to reflect in linguistic terms as close a representation of 
+  human cognition and pre-linguistic epistemological categorization as is possible 
+  in language without resorting to outright linguistic representations of pure 
+  mathematical logic. Since the inner mental life of the speaker is often clouded 
+  in vagueness or artificial “surface” categories once represented 
+  in spoken languages such as English and other Eurocentric languages, a language 
+  which is focused on representing that inner mental life will necessarily require 
+  many more words to describe that life than are commonly available in existing 
+  human languages. </P>
+
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" cellspacing="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>10.7 COMPARISON TO WESTERN CATEGORIZATION<A name="Sec10o7"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Western languages have several words and/or concepts for which 
+  there is no exactly corresponding equivalent in Ithkuil. These include the concepts 
+  embodied in the verb “to be” and “to have.” Ithkuil 
+  has no way of truly expressing copula identification corresponding to “be” 
+  or “being”, nor any direct translation of possession or ownership 
+  equivalent to “have.” Essentially this is because Ithkuil grammar 
+  and lexico-semantics do not recognize inherent existential identification or 
+  inherent existential possession as true semantic functional categories or fundamental 
+  cognitive primitives.</P>
+<H3 align="justify"><BR>
+  10.7.1 Translating “To Be”</H3>
+<P align="justify">Ithkuil grammar inherently recognizes that the universe is, 
+  at any and all moments, and on all scales large and small, in a state of flux. 
+  The idea that any given entity can be permanently or innately identified as 
+  “being” some other entity is considered nonsensical. Ithkuil grammar 
+  has no way of clearly indicating any such notions as “being” or 
+  “to be,” as the universe is a universe of actions or states that 
+  are the results of actions. Even states, as such, are in flux and different 
+  from moment to moment, if only because the mere passage of time itself renders 
+  the “static” condition different than it was the moment before. 
+  Therefore, one cannot “be” anything else, or for that matter “be” 
+  anything at all. Rather, one “does” or “functions as” 
+  or “fulfills a role as” or “manifests itself as” something 
+  else. Fundamental to Ithkuil grammar are the notions of function and purpose, 
+  not mere description; results, not mere means; manifestation, not mere existence. 
+  This explains why there is no true distinction between nouns and verbs in Ithkuil, 
+  both being mere differences in functional roles played by any given formative 
+  concept whose underlying meaning is not inherently nominal or verbal, but rather 
+  a conceptual primitive waiting to be manifested as either (1) a representation 
+  of an action, process, or event, (i.e., a verb), or (2) as a concrete or abstract 
+  entity that is representative of, or embodies the underlying concept (i.e., 
+  a noun).</P>
+<P align="justify">So, an Ithkuil speaker does not say <EM>I am John, She is a 
+  cook, The leaf is green, Stan is ill,</EM> or <EM>Murder is wrong,</EM> but 
+  rather <EM>One calls me John, She cooks [for a living], The leaf [currently] 
+  manifests a green color, Stan feels ill [or carries a disease],</EM> and <EM>Murder 
+  controverts morality</EM>.</P>
+<H3 align="justify"><BR>
+  10.7.2 Translating ‘To Have’</H3>
+<P align="justify">In regard to “have” or “having,” Ithkuil 
+  views the concept of possession as breaking down into more specific functional 
+  states and categories, each operating independently and having little relation 
+  to each other.</P>
+<H3 align="justify"><BR>
+  10.7.3 Translating Questions</H3>
+<P align="justify">As was discussed earlier in <A href="ithkuil-ch5a-verbs.htm#Sec5o1o6">Sec. 
+  5.1.6</A> on the <FONT size="2">INTERROGATIVE</FONT> illocution, the Ithkuil 
+  language does not have a way of forming questions. Instead, Ithkuil grammar 
+  treats an interrogative as reflecting an underlying cognitive demand for information 
+  and/or a validation of the truth or factuality of a statement. Therefore, a 
+  specific kind of imperative command is employed, telling the addressee to provide 
+  the required validation or information. In some instances, questions in Western 
+  languages are rhetorical and in fact represent a request or command. As might 
+  be expected, Ithkuil translates such rhetorical questions as the commands they 
+  truly are. The following examples illustrate how questions are handled in Ithkuil.</P>
+<P align="justify"><EM>Do you know the way to San Jose?<BR>
+  [= Validate whether you know the way to San Jose.]</EM></P>
+<P align="justify"><EM>Will you please leave me alone?<BR>
+  [= I request that you leave me alone.]</EM></P>
+<P align="justify"><EM>Will you sing us a song?<BR>
+  [= We request that you sing us a song.]</EM></P>
+<P align="justify"><EM>What is the square root of 400?<BR>
+  [= State the square root of 400.]</EM></P>
+<P align="justify"><EM>Do you speak Ithkuil?<BR>
+  [= Demonstrate that you can speak in Ithkuil.]</EM></P>
+<P align="justify"><EM>Which bird is the one that was injured?<BR>
+  [= Indicate which bird was injured.]</EM></P>
+<P align="justify"><EM>How old are you?<BR>
+  [= State the amount/number of years you have lived.]</EM></P>
+<H3 align="justify"><BR>
+  10.7.4 ‘Yes,’ ‘No’ and Other Interjections</H3>
+<P align="justify">As there are no interjections in Ithkuil, there are no true 
+  equivalents to “yes” and “no” in Ithkuil. Nevertheless, 
+  there are abbreviated ways of answering the requests for information or commands 
+  for validation that substitute for questions in Ithkuil. The closest approximations 
+  are a few standardized sentences that answer commands using the validative mode. 
+  These sentences translate in various ways, such as “It functions/happens/manifests 
+  in that manner” or “It does not function/happen/manifest in that 
+  manner”; or, “I can(not) validate that information based on... [state 
+  evidence for validation].”</P>
+<P align="justify">Observe how this operates in the following examples.</P>
+<P align="justify"><EM>“Do you want to dance?” “No.”<BR>
+  [“State whether you will dance with me.” “I do not want to 
+  dance with you.”</EM></P>
+<P align="justify">Ithkuil grammar also allows for the use of bias affixes (see 
+  <A href="ithkuil-ch6-moreverbs.htm#Sec6o6">Sec. 6.6</A>) to function 
+  as autonomous words to convey attitudes and emotional responses similarly to 
+  interjections in Western languages. This phenomenon has already been discussed 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o6o2">Section 8.6.2</A>. 
+  Additionally, <A href="ithkuil-ch8-adjuncts.htm#Sec8o4">Section 
+  8.4</A> described how affixual adjuncts may be used to convey information similarly 
+  to autonomous interjections.</P>
+<H3 align="justify"><BR>
+  10.7.5 Translating Metaphorically Structured Phrases </H3>
+<P align="justify">Ithkuil grammar recognizes that much of our understanding and 
+  expression of everyday experience is structured in terms of metaphor and metonymy 
+  (the latter being the reference to an entity by one of its attributes, associations 
+  or activities, as in <EM><STRONG>The ham-and-cheese</STRONG> wants fries with 
+  his order</EM> or <EM><STRONG>The White House</STRONG> has its nose in our business</EM>). 
+  Ithkuil allows for the overt designation of metaphorical concepts by several 
+  means. These include the <A href="ithkuil-ch3-morphology.htm#Sec3o6o3"><FONT size="2">REPRESENTATIONAL</FONT></A> 
+  context, <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Conflation and Derivation</A>, 
+  the <A href="ithkuil-ch7b-affixes-contd.htm#METaffix">metonymic</A> affix 
+  -V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>qt</STRONG></FONT>, 
+  and the two <A href="ithkuil-ch7b-affixes-contd.htm#PTFaffix">part-whole 
+  affixes</A> -V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></FONT> 
+  and -V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>š</STRONG></FONT>.</P>
+<P align="justify"></P>
+<P align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG><A href="ithkuil-ch11-script.html">Proceed 
+  to Chapter 11: The Script &gt; &gt;</A></STRONG></FONT></P>
+<P></P>
+<P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch10-lexico-semantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><P><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>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0042)ithkuil-ch11-script.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Grammar of the Ithkuil Language - Chapter 11: The Script</TITLE>
+
+<SCRIPT language="JavaScript" type="text/JavaScript">
+<!--
+//-->onLoad="javascript:changenav11();"
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 11: The Ithkuil Script</H2>
+<DIV align="center">
+  <TABLE width="39%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="309"><FONT size="2"><A href="ithkuil-ch11-script.htm#Sec11o1">11.1 A “Morpho-Phonemic” 
+        Script </A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch11-script.htm#Sec11o2">11.2 Number of Characters</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch11-script.htm#Sec11o3">11.3 Physical Design of the Characters</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch11-script.htm#Sec11o4">11.4 How the Script Operates</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch11-script.htm#Sec11o5">11.5 Character Lists</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><BR>
+  The Ithkuil writing system, like the language itself, although 
+  extremely complex in its structure and usage, is strictly logical and highly 
+  efficient in its ability to convey information. In previous chapters we have 
+  seen the high degree of detail and multi-level functionality and dynamism inherent 
+  in the language’s morpho-phonology, morpho-syntax, and lexico-semantics. 
+  The workings of the Ithkuil writing system are no different. For example, just 
+  as the consonants and vowels of nominal and verbal stems can mutate into new 
+  forms, so, too, do the characters of the Ithkuil script mutate into other forms 
+  based on morpho-phonological rules.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>11.1 A “MORPHO-PHONEMIC” SCRIPT<A name="Sec11o1"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Such dynamism in a language’s writing system can be achieved 
+  because the Ithkuil script has the unique distinction of being “morpho-phonemic,” 
+  i.e., the individual characters of the script do not merely convey phonemic 
+  content like an alphabet or syllabary, but also convey morphological (grammatical) 
+  information. Additionally, the phonemic and grammatical information conveyed 
+  by a specific character changes depending on the position of that character 
+  within a word. This dynamism allows individual Ithkuil words to be written with 
+  a fewer number of characters than in alphabetic or syllabic writing systems, 
+  particularly those words which are highly inflected and/or have multiple affixes. 
+  As a consequence of such a system, however, it is impossible to learn how to 
+  write in the script unless and until one is first familiar with the grammar 
+  of the language. As an example, the following diagram presents an analysis of 
+  the phonological and grammatical information contained in each written character 
+  of the following Ithkuil sentence:</P>
+<TABLE width="73%" border="0" cellspacing="1" cellpadding="1">
+  <TBODY><TR>
+    <TD width="29%">&nbsp;</TD>
+    <TD width="71%"><IMG src="assets/11-1a.gif" width="347" height="23" align="middle"></TD>
+  </TR>
+  <TR>
+    <TD>&nbsp;</TD>
+    <TD><IMG src="assets/11-1b.gif" width="132" height="36"></TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="70%" border="1" cellspacing="1" cellpadding="1">
+  <TBODY><TR align="center"> 
+    <TD width="50"> 
+      <P align="center"><IMG src="assets/11-1c.gif" width="40" height="39" align="absmiddle"></P>
+    </TD>
+    <TD width="47"> 
+      <DIV align="center"><IMG src="assets/11-1d.gif" width="35" height="43" align="absmiddle"></DIV></TD>
+    <TD width="37"> 
+      <DIV align="center"><IMG src="assets/11-1e.gif" width="16" height="46" align="absmiddle"></DIV></TD>
+    <TD width="52"> 
+      <DIV align="center"><IMG src="assets/11-1f.gif" width="45" height="40" align="absmiddle"></DIV></TD>
+    <TD width="58"> 
+      <DIV align="center"><IMG src="assets/11-1g.gif" width="49" height="39" align="absmiddle"></DIV></TD>
+    <TD width="68"> 
+      <DIV align="center"><IMG src="assets/11-1h.gif" width="50" height="41" align="absmiddle"></DIV></TD>
+    <TD width="56"> 
+      <DIV align="center"><IMG src="assets/11-1i.gif" width="26" height="57" align="absmiddle"></DIV></TD>
+    <TD width="54"> 
+      <DIV align="center"><IMG src="assets/11-1j.gif" width="32" height="44" align="absmiddle"></DIV></TD>
+    <TD width="69"> 
+      <DIV align="center"><IMG src="assets/11-1k.gif" width="29" height="41" align="absmiddle"></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="50">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">1</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">2</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">3</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">4</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">5</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">6</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">7</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">8</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">9</FONT></STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="94%" border="1" cellspacing="1" cellpadding="1">
+  <TBODY><TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"> 1</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1c.gif" width="40" height="39"></DIV></TD>
+    <TD width="561"><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal 
+      character, Grade 1, alternate form. Word-initial position implies C<FONT size="1">1</FONT> 
+      phonemic Value = /<STRONG>l</STRONG>/. Alternate form shows word carries 
+      ultimate stress. Phonemic value in conjunction with position preceding a 
+      personal reference adjunct infix indicates word is a single-referent personal 
+      reference adjunct.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">2</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1d.gif" width="35" height="43"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Personal Reference 
+      Adjunct infix character. Values: <FONT size="1">AFFECTIVE</FONT> Case; Affix 
+      Degree 1. </FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22" height="71"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">3</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1e.gif" width="16" height="46"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal character, 
+      Grade 1, primary form. Position immediately following a personal reference 
+      adjunct infix implies C<FONT size="1">2</FONT> phonemic Value = /<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">’</FONT></STRONG>/. 
+      Consonantal character being in this position in a single-referent adjunct 
+      indicates character represents an affix rather than a case-marker.<BR>
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">4</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1f.gif" width="45" height="40"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Character is a composite 
+      aspectual adjunct infix character with following values: <FONT size="1">INTUITIVE</FONT> 
+      validation; <FONT size="1">ALLEGATIVE</FONT> sanction. Position relative 
+      to previous characters indicates that it is part of a different word.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">5</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1g.gif" width="49" height="39"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Vocalic character /<STRONG>â</STRONG>/, 
+      Series A, primary but hook-reversed form. Position immediately following 
+      an aspectual adjunct infix character indicates start of new word. Position 
+      preceding two consonantal characters indicates word is a formative. Primary 
+      form indicates <FONT size="1">NORMAL</FONT> essence. Hook-reversed form 
+      indicates a Form II stem, i.e., <FONT size="1">FORMAL</FONT> designation. 
+      Absence of dot diacritic indicates word carries falling tone.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">6</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1h.gif" width="50" height="41"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal character, 
+      Grade 1, primary form. Phonemic value: /<STRONG>q</STRONG>/. Position following 
+      vocalic character and preceding another consonantal character indicates 
+      it is a C<FONT size="1">1</FONT> radical. Adjacent “wedge” diacritic, 
+      in absence of similar diacritic on either the preceding vocalic character 
+      or the following consonantal character indicates <FONT size="1">STATIVE</FONT> 
+      conflation.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">7</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1i.gif" width="26" height="57"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal character, 
+      Grade 1, primary form. Phonemic value /<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" width="12" height="17" align="absmiddle"></FONT></STRONG>/. 
+      Position indicates it is a C<FONT size="1">2</FONT> radical. Underposed 
+      dot in absence of diacritic dot on preceding character indicates stem is 
+      Pattern 1, Stem 3. Primary form in conjunction with primary form of preceding 
+      character indicates word carries penultimate stress.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">8</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1j.gif" width="32" height="44"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal character, 
+      Grade 5, primary form. Position following a C<FONT size="1">2</FONT> radical 
+      indicates a consonantal affix. Phonemic value /<STRONG>q<FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG>/. 
+      Grade 5 = affix-degree 5. Absence of diacritic indicates affix-type 1, non-geminated.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD width="22">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">9</FONT></STRONG></DIV></TD>
+    <TD width="54"><DIV align="center"><IMG src="assets/11-1k.gif" width="29" height="41"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Consonantal character, 
+      Grade 5, primary form. Position following a C<FONT size="1">2</FONT> radical 
+      indicates a consonantal affix. Phonemic value /<STRONG>d</STRONG>/. Grade 
+      5 = affix-degree 5. Absence of diacritic indicates affix-type 1, non-geminated.</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/11-1a.gif" width="347" height="23" align="middle"><BR>
+    <IMG src="assets/11-1l.gif" width="387" height="28"> <BR>
+    <EM>‘I feel that nowadays everyone everywhere is happy.’</EM> 
+    <BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-6-2.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-6-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </P>
+</BLOCKQUOTE>
+<P align="justify">Notice how the above analysis shows that the only purely phonemic 
+  information given by the Ithkuil written characters in this sentence is for 
+  <STRONG> <FONT face="Arial, Helvetica, sans-serif">/l/, /<IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">’/, 
+  /â/, /q/, /<IMG src="assets/d-cedilla.gif" width="12" height="17" align="absmiddle">/, 
+  /q’/ </FONT></STRONG>and<STRONG><FONT face="Arial, Helvetica, sans-serif"> 
+  /d/</FONT></STRONG>. All remaining information represented by the characters 
+  is wholly morphological, by which the reader “constructs” the pronunciation 
+  of the sentence as a whole. Such is a morpho-phonemic script.</P>
+<P align="justify">It is important to recognize that while the phonological component 
+  of the Ithkuil script gives information as to the phonemes associated with the 
+  stem and affixes of a noun or verb, it does not operate alphabetically to tell 
+  the reader the specific pronunciation of a word. The reader must be familiar 
+  with the grammar of the language in order to know how to interpret the phonological 
+  component of the script (including the possibility of allowable alternative 
+  pronunciations or transliterations). This morpho-phonemic principle can be illustrated 
+  by showing how affixes to a noun or verb are represented in the script. The 
+  Ithkuil translation of the English sentence <EM>I am a sufficiently large man</EM> 
+  can be said in all of the following equivalent ways, due to the flexibility 
+  of Ithkuil affixation rules (see <A href="ithkuil-ch6-moreverbs.htm#Sec6o5">Sec. 
+  6.5</A>):</P>
+<BLOCKQUOTE>
+  <TABLE width="58%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="47%" height="95" valign="top"><P><STRONG><FONT face="Arial, Helvetica, sans-serif">Ta 
+          yâqomüxduï.<BR>
+          Ta yâqomüxiäd. <BR>
+          Ta yâqomduïxü. <BR>
+          Ta yâqomiädüx</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>.</STRONG><BR>
+          <STRONG>Ta <FONT face="Arial, Helvetica, sans-serif">xü’a</FONT></STRONG> 
+          <STRONG><FONT face="Arial, Helvetica, sans-serif">yâqomiäd.</FONT></STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><BR>
+          <STRONG>Ta du<FONT face="Arial, Helvetica, sans-serif">ï’a 
+          </FONT></STRONG> <STRONG><FONT face="Arial, Helvetica, sans-serif">yâqomx<STRONG><FONT face="Arial, Helvetica, sans-serif">ü</FONT></STRONG>.<BR>
+          </FONT></STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif">Ta 
+          <STRONG>du<FONT face="Arial, Helvetica, sans-serif">ï</FONT><FONT face="Arial, Helvetica, sans-serif">’<STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG></FONT></STRONG></FONT></STRONG><STRONG><FONT face="Arial, Helvetica, sans-serif">üx 
+          </FONT></STRONG>yâqom</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>.</STRONG></FONT><BR>
+          <STRONG><FONT face="Arial, Helvetica, sans-serif">Ta <STRONG><FONT face="Arial, Helvetica, sans-serif">xü’<STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif">’</FONT></STRONG></FONT></STRONG>iä</FONT>d</STRONG> 
+          yâqom.</FONT></STRONG><BR>
+          </FONT></P>
+      </TD>
+      <TD width="53%"><BLOCKQUOTE>
+          <P><IMG src="assets/11-1.gif" width="145" height="26" align="absmiddle"></P>
+        </BLOCKQUOTE></TD>
+    </TR>
+  </TBODY></TABLE>
+</BLOCKQUOTE>
+<P align="justify">Even though there are eight possible ways to say this sentence 
+  in Ithkuil, they are all written the same, as shown above. This is because the 
+  script does not indicate specific choices of alternatives in the position of 
+  morphemes (phonological units having a particular semantic or grammatical function). 
+  The first symbol of the phrase above indicates the initial consonant element 
+  <STRONG>t</STRONG>- of the personal-reference adjunct <STRONG>tawa</STRONG> 
+  (or <STRONG>ta</STRONG>), while the second symbol conveys <FONT size="2">OBLIQUE</FONT> 
+  case for the adjunct, interpretable as -<STRONG>a</STRONG> or –<STRONG>awa</STRONG>. 
+  The third symbol represents the vocalic prefix <STRONG>â</STRONG>-, as 
+  well as the form, tone, mode, and vocalic mutation series of the stem. The fourth 
+  and fifth characters represents the <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  and <STRONG>C<FONT size="1">2</FONT></STRONG> consonants of the root respectively, 
+  along with the mutational grade, stem number, vowel pattern, syllabic stress 
+  and conflation information which transforms the initial <STRONG>â</STRONG>- 
+  prefix to <STRONG>yâ</STRONG>-. The last two characters represent the 
+  two affixes including their degree and affix-type.</P>
+<P align="justify">It should be noted what the written form of this word does 
+  not convey. It does not tell us what vowel is to be infixed between the <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  and <STRONG>C<FONT size="1">2</FONT></STRONG> consonant consonants (as this 
+  is predictable based on the form, set, mutation series and vocalic pattern), 
+  it does not tell us whether or how to pronounce the affixes as suffixes or prefixes 
+  to the stem or in adjunct form, nor in which order to pronounce them. Consequently, 
+  the script functions more like a template or code for the basic phonemes of 
+  roots plus the grammatical information necessary for a speaker of the language 
+  to interpolate these into actual spoken words. Note also that there is no space 
+  between the two written words, as the third character, being a vowel character 
+  following a specialized adjunct character, automatically indicates the beginning 
+  of a new word.</P>
+<P align="justify">While such a multi-functional system of writing is extremely 
+  complex and impossible to use without a thorough understanding of Ithkuil morpho-phonology 
+  and morpho-syntax, it makes for a very abbreviated written representation of 
+  words, in that all parts of a spoken word whose phonological component is predictable 
+  from the grammar, need not be written, while those parts of a word which are 
+  not predictable can be represented by symbols which convey much more than a 
+  sound, but rather also convey the grammatical information necessary to construct 
+  the unwritten parts of the word. As a result, the script acts to “compress” 
+  the written form of the language as opposed to the spoken form, much like computerized 
+  “compression” software stores computer files in a space-saving manner 
+  in which all components of a file whose construction is predictable based on 
+  other components, can be eliminated in the stored version, and restored when 
+  accessed. Similarly, the “compressed” form of words in the Ithkuil 
+  written language are restored to full pronunciation when spoken or read.</P>
+<P align="justify">&nbsp;</P>
+
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>11.2 NUMBER OF CHARACTERS<A name="Sec11o2"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The script is based on 252 core characters used to write both 
+  formatives and adjuncts, plus 54 specialized combinatory elements used only 
+  with adjuncts. Of the core characters, 48 of these represent vowel elements, 
+  60 represent consonantal elements, and 84 represent characters associated with 
+  valence/version adjuncts. Each of the 48 core vowel characters has three modified 
+  variants for a total of four variations, each of which then mutates into eight 
+  other characters for a total of 864 vowel symbols. Each of the 60 core consonant 
+  characters has one alternate version, this alternate and the original both mutating 
+  into eight other forms for a total of 1080 consonant characters. The 54 combinatory 
+  elements are divided into two sets of 27, each set comprised of three subsets 
+  of nine components. A single component of each subset combines with a component 
+  from the other two to render a tripartite composite, rendering a total of 789 
+  possible composite characters for each of the two sets. Combined with the 2028 
+  variations and mutations of the core characters, this renders a grand total 
+  of 3606 characters. Additionally there are a few symbols which correspond roughly 
+  to punctuation marks. A further set of numerical symbols will be discussed in 
+  <A href="ithkuil-ch12-numbers.html">Chapter 12</A>.</P>
+<P align="justify">&nbsp;</P>
+
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>11.3 PHYSICAL DESIGN OF THE CHARACTERS<A name="Sec11o3"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The physical form of the characters in the script is based 
+  on two different types of written strokes: straight “bar”-like elements, 
+  and pointed sickle-like “hooks.” These bars and hooks are joined 
+  to one another in a variety of angular “offset” connections. While 
+  there can be a number of different bar-like elements comprising a given character, 
+  only one arc or hook can occur in a character. These bars and hooks can be easily 
+  discerned in the sample of Ithkuil writing shown here.</P>
+<DIV align="justify">
+</DIV>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/Intro_8.gif" width="535" height="33"><BR>
+  </P>
+</BLOCKQUOTE>
+<H3>11.3.1 Character Archetypes and Derivation</H3>
+<P align="justify">The four primary character archetypes of the Ithkuil script 
+  are as follows: <FONT color="#FFFFFF">___</FONT><IMG src="assets/11-3-1a.gif" width="62" height="20"> 
+</P>
+<P align="justify">These can then be turned upside down, combine with each other, 
+  and have their lines bent at angles to generate additional secondary archetypes:</P>
+
+<BLOCKQUOTE>
+<P align="justify"><IMG src="assets/11-3-1b.gif" width="259" height="20"></P>
+</BLOCKQUOTE>
+<P align="justify">From these archetypes, the thousands of remaining characters 
+  are derived. Examples of some of the various patterns of derivation are shown 
+  in the chart below:</P>
+<BLOCKQUOTE>
+  <P><IMG src="assets/11-3-1c.gif" width="540" height="171"><BR>
+  </P>
+</BLOCKQUOTE>
+<H3>11.3.2 Direction Of Writing<A name="Sec11o3o2"></A></H3>
+<P align="justify">Up to this point example phrases and sentences in this work 
+  have shown the script written in what appears as a familiar left-to-right horizontal 
+  style. However, such a format is used only for brief autonomous phrases or sentences 
+  which take up a single line. Similarly, the individual Ithkuil characters themselves 
+  are normally written in this horizontal fashion when listed by themselves as 
+  in the various tables throughout this chapter.</P>
+<TABLE width="84%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD width="25%"><DIV align="center"><IMG src="assets/11-3-2a.gif" width="95" height="273"></DIV></TD>
+    <TD width="75%" valign="top"><DIV align="justify">For passages taking up more 
+        than one line, as in general narrative passages or “paragraphs,” 
+        the script is normally written in a vertical <EM>boustrophedon</EM> fashion 
+        (Greek for “as the ox plows”); specifically, it is written 
+        in vertical columns starting at the upper left of a page, with the first 
+        column being written top-to-bottom and each character oriented sideways 
+        and opening downward, then reversing direction in the second column and 
+        being written bottom-to-top with each character facing or opening upward. 
+        Each line continues this “zig-zag” approach from the left 
+        side of the page to the right, every other line running one direction 
+        as opposed to the preceding and following lines. This is illustrated by 
+        analogy with Roman letters to the left and can be seen in the sample of 
+        an Ithkuil passage below.</DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="80%" border="0" cellpadding="2" cellspacing="2">
+  <TBODY><TR> 
+    <TD width="27%" height="273" valign="top"> 
+      <DIV align="left"><IMG src="assets/11-3-2b.gif" width="133" height="261" align="right"></DIV></TD>
+    <TD width="6%">&nbsp;</TD>
+    <TD width="67%" valign="top"> <P> <FONT size="2">TRANSLITERATION</FONT>:<BR>
+        <EM></EM><IMG src="assets/11-3-2c.gif" width="419" height="72"><BR>
+        <BR>
+        <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-11-1.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+        <A href="Sound_Files/Ch-11-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+        <BR>
+      </P>
+      <P align="justify"><FONT size="2">TRANSLATION</FONT>: <EM><BR>
+        As our vehicle leaves the ground and plunges over the edge of the cliff 
+        toward the valley floor, I ponder whether it is possible that one might 
+        allege I am guilty of an act of moral failure, having failed to maintain 
+        a proper course along the roadway.</EM></P></TD>
+  </TR>
+</TBODY></TABLE>
+
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>11.4 HOW THE SCRIPT OPERATES<A name="Sec11o4"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">As previously stated, writing Ithkuil requires a knowledge 
+  of both the morpho-phonological and morpho-syntactical rules of the language. 
+  Recall that Ithkuil has two parts of speech: formatives and adjuncts. The rules 
+  for writing formatives are separate from the rules for writing adjuncts. We 
+  will first examine the rules for writing formatives.<BR>
+</P>
+<H3 align="justify">11.4.1 Writing Formatives<A name="Sec11o4o1"></A></H3>
+<P align="justify">As described in <A href="ithkuil-ch2-morphophonology.html">Chapter 
+  2</A>, formatives derive morphologically from a stem of the form <STRONG>C<FONT size="1">1</FONT>V<FONT size="1">i</FONT>C<FONT size="1">2</FONT></STRONG>, 
+  where <STRONG>C<FONT size="1">1</FONT></STRONG> is one of 60 consonantal radicals, 
+  <STRONG>C<FONT size="1">2</FONT></STRONG> is one of 60 consonantal radicals, 
+  and <STRONG>V<FONT size="1">i</FONT></STRONG> is a vocalic infix determined 
+  by the Form, Pattern and Stem. Specifically each abstract semantic root generates 
+  three Stems within two Modes, and each Stem in turn has two Forms and three 
+  Patterns. For convenience, the following table, originally shown in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Sec. 
+  2.2.3</A> is repeated here to illustrate these relationships.</P>
+<P align="center"> <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 35: 
+  Vocalic Infixes for Stems by Mode, Pattern &amp; Form</FONT></STRONG></P>
+<TABLE width="49%" border="1" align="center" cellpadding="0">
+  <TBODY><TR> 
+    <TD colspan="2" rowspan="2">&nbsp;</TD>
+    <TD colspan="3" bordercolor="#0000FF"> <DIV align="center"><STRONG><FONT color="#0000FF" size="2" face="Arial, Helvetica, sans-serif">Primary 
+        Mode</FONT></STRONG></DIV></TD>
+    <TD colspan="3" bordercolor="#FF0000"> <DIV align="center"><STRONG><FONT color="#FF0000" size="2" face="Arial, Helvetica, sans-serif">Secondary 
+        Mode</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="12%" bordercolor="#0000FF"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        1</FONT></DIV></TD>
+    <TD width="12%" bordercolor="#0000FF"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        2</FONT></DIV></TD>
+    <TD width="12%" bordercolor="#0000FF"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        3</FONT></DIV></TD>
+    <TD width="13%" bordercolor="#FF0000"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        1</FONT></DIV></TD>
+    <TD width="12%" bordercolor="#FF0000"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        2</FONT></DIV></TD>
+    <TD width="20%" bordercolor="#FF0000"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        3</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="10%" rowspan="3"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form 
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">stem 
+        1</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><STRONG>a</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><STRONG>e</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><STRONG>ä</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><STRONG>aî</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><STRONG>eì</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><STRONG>aì</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">stem 
+        2</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>u</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>o</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ö</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>uî</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>oi</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>uì</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFF99"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">stem 
+        3</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><STRONG>i</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><STRONG>ë</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><STRONG>ü</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><STRONG>eî</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><STRONG>oì</STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><STRONG>ëì</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="3"><DIV align="center"><STRONG><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">Form 
+        II</FONT></STRONG></DIV></TD>
+    <TD bgcolor="#FFCCCC"> <DIV align="center"><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">stem 
+        1</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><STRONG><FONT color="#009900">â</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><STRONG><FONT color="#009900">ê</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><STRONG><FONT color="#009900">ae</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><STRONG><FONT color="#009900">aû</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><STRONG><FONT color="#009900">aè</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><STRONG><FONT color="#009900">aù</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">stem 
+        2 </FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT color="#009900">û</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT color="#009900">ô</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT color="#009900">ø</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT color="#009900">oû</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT color="#009900">où</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT color="#009900">ëù</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFF99"> <DIV align="center"><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">stem 
+        3 </FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT color="#009900">î</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT color="#009900">ÿ</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT color="#009900">iu</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT color="#009900">eû</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT color="#009900">eù</FONT></STRONG></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT color="#009900">iù</FONT></STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">As shown in the above table and described in detail in <A href="ithkuil-ch2-morphophonology.html">Chapter 
+  2</A>, it is the vocalic infix of a formative, not the consonantal radicals 
+  that convey and differentiate the morphological components of Mode, Pattern, 
+  Form and Stem. However, the Ithkuil script does not overtly represent symbols 
+  for this vocalic infix. An Ithkuil formative (not including suffixes) is represented 
+  by three characters: an initial vowel character whose phonological component 
+  represents the initial Affiliation/Extension prefix (see <A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 
+  3.4</A>), plus characters representing the C<FONT size="1">1</FONT> and C<FONT size="1">2</FONT> 
+  characters. Therefore it is these three characters which, in addition to their 
+  phonological component, must convey the above-named morphological components, 
+  additional morphological components of Focus and Conflation, as well as additional 
+  phonological information such as tone and stress. The following paragraphs describe 
+  how the Ithkuil script accomplishes these tasks. </P>
+<P align="justify"><BR>
+  <STRONG><A name="Sec11o4o1o1"></A>11.4.1.1 Representing C<FONT size="1">1</FONT> 
+  Consonantal Radicals</STRONG>. Distinct written symbols exist for each of the 
+  60 C<FONT size="1">1</FONT> consonantal radicals. Just as each C<FONT size="1">1</FONT> 
+  radical can mutate into one of eight other forms for a total of nine mutational 
+  grades (see <A href="ithkuil-ch2-morphophonology.htm#Sec2o4">Sec 2.4</A>), so these 
+  60 written characters can be mutated into eight other characters, each corresponding 
+  to the nine mutational grades. This is illustrated below for the C<FONT size="1">1</FONT> 
+  radical <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom">.</P>
+<P><STRONG>Standard Forms</STRONG><BR>
+  <IMG src="assets/11-4-1-1a.gif" width="639" height="107"></P>
+<P align="justify">Additionally, each C<FONT size="1">1</FONT> symbol pattern 
+  has an alternate pattern, used under certain morphological circumstances described 
+  later. The alternate pattern for the C<FONT size="1">1</FONT> radical <STRONG></STRONG> 
+  <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom"> 
+  is illustrated below.</P>
+<P><STRONG>Alternate Forms</STRONG><BR>
+  <IMG src="assets/11-4-1-1b.gif" width="639" height="112"></P>
+<P align="justify">Note the similarity of these alternate forms to the standard 
+  forms. In the case of the C<FONT size="1">1</FONT> radical <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom">, 
+  the alternate pattern is shown by a mere point-like extension at the base of 
+  each character while the rest of the pattern remains identical. For all consonantal 
+  characters, the nine grades of mutation are differentiated by variations in 
+  the top “half” of the character, while alternate versions of characters 
+  are shown in the bottom half of the character. For example, compare the standard 
+  and alternate forms of <IMG src="assets/k-cedilla.gif" width="10" height="17" align="absbottom"> 
+  above with those of the C<FONT size="1">1</FONT> radical <STRONG><FONT face="Arial, Helvetica, sans-serif">k<IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></FONT></STRONG> 
+  below.</P>
+<P><STRONG>Standard Forms</STRONG><BR>
+  <IMG src="assets/11-4-1-1c.gif" width="639" height="112"></P>
+<P><STRONG>Alternate Forms</STRONG><BR>
+  <IMG src="assets/11-4-1-1d.gif" width="639" height="112"></P>
+<P align="justify">For formatives, one of these 120 symbols (the 60 C<FONT size="1">1</FONT> 
+  radicals and their alternates) or their eight grades of variants will always 
+  constitute either the first or second symbol of a word. For those formatives 
+  where it is the second symbol, the first symbol will always be a vowel character. 
+  Vowel characters are distinguished from consonantal characters because the former 
+  always contain a sickle-like “hook” element while consonant characters 
+  do not. Consequently, it is always possible to tell which is the C<FONT size="1">1</FONT> 
+  symbol of a formative.</P>
+<P align="justify"><STRONG>11.4.1.2 Representing C<FONT size="1">2</FONT> Consonantal 
+  Radicals</STRONG>. As for symbols denoting the C<FONT size="1">2</FONT> consonantal 
+  radical, they are the same 60 symbols (plus alternates and eight grades of variants) 
+  used to represent C<FONT size="2">1</FONT> forms, however they do not necessarily 
+  represent the same phonemic values as when used for C<FONT size="1">1</FONT> 
+  forms. If we compare Tables 6 and 7 in <A href="ithkuil-ch2-morphophonology.htm#Sec2o4">Section 
+  2.4</A> we see that of the 60 C<FONT size="1">2</FONT> radicals in Grade 1, 
+  only 24 of them can also be C<FONT size="1">1</FONT> radicals, and even these 
+  24 mutate in a completely different manner than their C<FONT size="1">1</FONT> 
+  counterparts. In other words, the same written symbol often represents completely 
+  different consonantal forms, depending on whether it is being used to represent 
+  a C<FONT size="1">1</FONT> radical or a C<FONT size="1">2</FONT> radical. Thus, 
+  for example, the written symbol for <FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT> 
+  in Grade 4 will be interpreted as <IMG src="assets/k-aspirated.gif" width="19" height="18" align="absbottom"> 
+  if representing a C<FONT size="1">1</FONT> radical, but must be interpreted 
+  as <FONT face="Arial, Helvetica, sans-serif"><STRONG>sk</STRONG></FONT> if representing 
+  a C<FONT size="1">2</FONT> radical. </P>
+<P align="justify">So how is the reader supposed to know if it is a C<FONT size="1">1</FONT> 
+  versus C<FONT size="1">2</FONT> radical being represented? By the position of 
+  the symbol in the word, i.e., whether it is the first consonantal symbol in 
+  the word (indicating it is C<FONT size="1">1</FONT>) or whether it is the second 
+  consonantal symbol in the word (indicating it is C<FONT size="1">2</FONT>). 
+  The second consonantal symbol in a formative will always represent one of the 
+  nine grades of a C<FONT size="1">2</FONT> consonantal radical. Let us illustrate 
+  this principle by examples.</P>
+
+<BLOCKQUOTE>
+  <P align="justify"><IMG src="assets/11-4-1-2.gif" width="435" height="110"></P>
+</BLOCKQUOTE>
+<P align="justify">Note how it is mere position within the word that distinguishes 
+  the interpretation to be given to what are otherwise identical written symbols, 
+  allowing six phonologically different radicals to be represented by only three 
+  different symbols. In this manner, Ithkuil can make do with symbols for C<FONT size="1">1</FONT> 
+  radicals without requiring separate symbols for C<FONT size="1">2</FONT> radicals.</P>
+<P align="justify">As for those C<FONT size="1">2</FONT> radicals in Grade 1 that 
+  do not correspond to any C<FONT size="1">1</FONT> radicals in Grade 1 (i.e., 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">b, d, <IMG src="assets/d-cedilla.gif" width="12" height="17" align="absmiddle">, 
+  g, <IMG src="assets/g-dot.gif" width="12" height="19" align="absbottom">, 
+  j, v, <IMG src="assets/z-dot.gif" width="9" height="15" align="absmiddle"></FONT></STRONG>), 
+  Ithkuil represents these using C<FONT size="1">1</FONT> symbols as well. They 
+  simply have completely different phonological values than for their usage as 
+  C<FONT size="1">1</FONT> symbols. As an example, the C<FONT size="1">1</FONT> 
+  symbol for <STRONG><FONT face="Arial, Helvetica, sans-serif">šp</FONT></STRONG> 
+  becomes the symbol for <FONT face="Arial, Helvetica, sans-serif"><STRONG>r</STRONG></FONT> 
+  when representing a C<FONT size="1">2</FONT> radical. Again, it is mere position 
+  in the word that clues the reader into interpreting the symbol as a C<FONT size="1">2</FONT> 
+  radical, rather than C<FONT size="1">1</FONT>. </P>
+<P align="justify"><STRONG>11.4.1.3 Representing Pattern and Stem</STRONG>. The 
+  three Stems and three Patterns associated with each root are shown by a specific 
+  pattern of diacritic dots on the two radical consonants of the stem. This diacritic 
+  pattern is distinguished both by the selection of which consonantal radical 
+  is marked, as well as whether the diacritic is placed below the character or 
+  alongside. This is illustrated in the table below.</P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 36: Diacritic Markings 
+  for Displaying Pattern and Stem<BR>
+  <IMG src="assets/11-4-1-3.gif" width="493" height="131"></STRONG></FONT></P>
+<P>&nbsp;</P>
+<P align="justify"> <STRONG>11.4.1.4 Representing Stress</STRONG>. The four stress 
+  patterns (see <A href="ithkuil-ch1-phonology.htm#Sec1o3o3">Sec. 1.3.3</A>) are shown 
+  by the four-way alternation between standard versus alternate forms of the two 
+  consonant radicals, as previously described and illustrated in <A href="ithkuil-ch11-script.htm#Sec11o4o1o1">Sec. 
+  11.4.1.1</A>. Therefore, if we represent the standard forms of the C<FONT size="1">1</FONT> 
+  and C<FONT size="1">2</FONT> radicals as <STRONG>S</STRONG> and alternate forms 
+  as <STRONG>A</STRONG>, and the initial vowel character as <STRONG>V</STRONG>, 
+  the representation of the four stress patterns using the C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> 
+  sequence of characters is as follows:</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif"><BR>
+  Table 37: Pattern of Character Alternations Indicating Stress<BR>
+  </FONT></STRONG><IMG src="assets/11-4-1-4.gif" width="535" height="187"><BR>
+</P>
+<P align="justify"><STRONG>11.4.1.5 Representing Vowels, Mode, and Form</STRONG>. 
+  As we have seen elsewhere, the value of any vowel in an Ithkuil formative is 
+  completely predictable based on the morphology of the formative itself, with 
+  the exception of the vocalic prefixes used to show Affiliation, Extension and 
+  Conflation (see <A href="ithkuil-ch3-morphology.htm#Sec3o2">Secs. 
+  3.2</A>, <A href="ithkuil-ch3-morphology.htm#Sec3o4">3.4</A> and 
+  <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1">5.4.1</A> respectively). Therefore, 
+  it is unnecessary to represent vowels in a Ithkuil written word except for a 
+  character representing the vocalic prefix which also conveys the additional 
+  morphological information necessary to determine the vowels to be infixed elsewhere 
+  within the stem. Consequently, a written Ithkuil formative will contain only 
+  one symbol representing a vowel, and this symbol will indicate the vocalic prefix 
+  (if any), as well as the Mode, the Form, the vocalic mutation series, and tone 
+  of the word. The details of how this vowel symbol conveys this information is 
+  described in the paragraphs below.</P>
+<P align="justify">There are 24 possible vocalic prefixes to Ithkuil formatives 
+  which indicate Affiliation and Extension for nouns or for the first of the seven 
+  conflations for verbs. Consequently there are 24 basic vowel characters whose 
+  phonetic value corresponds to these prefixes. These 24 characters in turn have 
+  an alternate form called the secondary used to indicate the secondary mode of 
+  the stem (i.e., corresponding to <FONT size="2">REPRESENTATIVE</FONT> essence 
+  as per <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Secs. 2.2.3</A> and <A href="ithkuil-ch3-morphology.htm#Sec3o8o1">3.8.1</A>). 
+  Both primary and secondary forms in turn have “hook-reversed” forms, 
+  i.e., forms identical to the primary and secondary forms, but with the sickle-like 
+  hook portion of the character curved in the opposite direction; these hook-reversed 
+  forms are used to indicate Form II of the formative, corresponding to the <FONT size="2">FORMAL</FONT> 
+  designation as explained in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Secs. 
+  2.2.3</A> and <A href="ithkuil-ch3-morphology.htm#Sec3o7">3.7</A>. 
+  The alternate and hook-reversed forms added to the 24 primary vowel characters, 
+  renders 96 characters. These 96 in turn have eight modifications to indicate 
+  the nine mutational series of a stem’s vocalic infix (see <A href="ithkuil-ch2-morphophonology.htm#Sec2o5">Sec. 
+  2.5</A>), resulting in 864 vowel characters. One of these 864 vowel symbols 
+  will always be the first character of an Ithkuil written formative. The following 
+  table illustrates an example of the basic vowel character <STRONG><FONT face="Arial, Helvetica, sans-serif">ä</FONT></STRONG> 
+  with its mutations, along with its alternate and hook-reversed forms. Note that, 
+  like consonantal characters, the top half of the character carries the distinctions 
+  between the nine degrees of mutation.</P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT size="2">Primary Form</FONT><BR>
+  <IMG src="assets/11-4-1-5a.gif" width="639" height="73"></STRONG></FONT></P>
+<P><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Primary Form with 
+  Reversed Hook</FONT><FONT face="Arial, Helvetica, sans-serif"><BR>
+  <IMG src="assets/11-4-1-5b.gif" width="639" height="73"></FONT></STRONG></P>
+<P><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Secondary Form</FONT><FONT face="Arial, Helvetica, sans-serif"><BR>
+  <IMG src="assets/11-4-1-5c.gif" width="639" height="72"></FONT></STRONG></P>
+<P><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Secondary Form with Reversed 
+  Hook</FONT></STRONG><BR>
+  <IMG src="assets/11-4-1-5d.gif" width="639" height="73"> </P>
+<P align="justify"><BR>
+  <STRONG><BR>
+  </STRONG> <STRONG><A name="Sec11o4o1o6"></A>11.4.1.6 Representing Tone</STRONG>. 
+  The four functional tones are indicated by patterns of diacritic dots written 
+  in conjunction with the word-initial vocalic symbol as shown below. </P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 38: 
+  Tone Diacritics</STRONG></FONT><BR>
+  <IMG src="assets/11-4-1-6.gif" width="439" height="78"> </P>
+<P align="justify"><BR>
+  <STRONG>11.4.1.7 Representing Conflation</STRONG>. Conflation is one of the 
+  three morphological categories shown by the initial vocalic prefix to a verbal 
+  formative, the other two being Affiliation and Extension. We have already seen 
+  that the 24 Affiliation/Extension prefixes associated with nouns and the first 
+  Conflation of verbs (the <FONT size="2">OPERATIVE</FONT>) is shown by 24 autonomous 
+  characters. The remaining six conflations are shown by a pattern of diacritic 
+  marks placed alongside the vocalic prefix and the two consonantal radical characters. 
+  The diacritic itself is a wedge-shaped mark (<IMG src="assets/11-4-1-7a.gif" width="8" height="5"> 
+  ) which changes to a short bar ( <IMG src="assets/11-4-1-7b.gif" width="8" height="7"> 
+  or <IMG src="assets/11-4-1-7c.gif" width="10" height="6"> ) if replacing 
+  a diacritic dot (indicating Pattern, Stem or Tone) already present. The pattern 
+  is as follows:</P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 39: Diacritic Markings 
+  for Displaying Conflation</FONT><FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  <IMG src="assets/11-4-1-7.gif" width="625" height="128"> </FONT></STRONG></P>
+<P>&nbsp;</P>
+<P align="justify"> <STRONG>11.4.1.8 Representing Affixes</STRONG>. Although every 
+  affix to a formative generally has both a prefix and a suffix form, only the 
+  suffix form is represented in the Ithkuil writing system, i.e., any consonantal 
+  prefix to a formative in the spoken language appears as a suffix in the written 
+  language. As detailed in <A href="ithkuil-ch7a-affixes.html">Chapter 7</A>, 
+  the suffix consists of a consonant preceded by a vowel determined by one of 
+  three affix-types and one of nine degrees. In writing, the 60 C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> 
+  characters are used to represent these affixes, each with its own independent 
+  consonantal value when used as an affix. In other words, the phonemic value 
+  associated with these 60 symbols when written as a suffix is independent of 
+  their value when written as a C<FONT size="1">1</FONT> or C<FONT size="1">2</FONT> 
+  radical. As with C<FONT size="1">1</FONT> and C<FONT size="1">2</FONT> representations, 
+  the reader’s clue to interpreting the symbol as an affix is by position 
+  within the word; the suffix will always be the third (or more) consonantal symbol 
+  in a word. Note that affixes which contain geminated (i.e., doubled) consonants 
+  (e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">mm</FONT></STRONG>, 
+  <STRONG> <FONT face="Arial, Helvetica, sans-serif">ss</FONT></STRONG>,<STRONG> 
+  </STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>tt</STRONG></FONT>, 
+  etc.) are shown by the character corresponding to their ungeminated form plus 
+  an additional underposed dot, e.g., n <IMG src="assets/arrow.gif" width="17" height="9">nn 
+  <IMG src="assets/11-4-1-8.gif" width="63" height="22" align="absmiddle"> 
+  . </P>
+<P align="justify"><STRONG>Affix Degree</STRONG>. The nine affixual degrees associated 
+  with a given consonantal affix category are represented by the same character 
+  mutations used to show the nine grades of C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> 
+  mutation. </P>
+<P align="justify"><STRONG>Affix-Type</STRONG>. Affixes containing Type-1 vocalic 
+  infixes are unmarked. Affixes having Type-2 vocalic infixes are marked with 
+  a diacritic dot alongside the letter. Affixes having Type-3 vocalic infixes 
+  are marked with the wedge-shaped diacritic mark alongside the character (the 
+  same mark used with C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> radical 
+  characters to show conflation). If a Type-3 affix character is geminated, this 
+  gemination may be shown by modifying the wedge-diacritic to a short bar (as 
+  explained above for Conflation) and deleting the underposed dot usually used 
+  for gemination.</P>
+<P align="justify"><STRONG>11.4.1.9 Representing Focus</STRONG>. <FONT size="2">POSITIVE</FONT> 
+  focus is shown by placing a special diacritic, an underposed vertical bar <IMG src="assets/11-4-1-9.gif" width="16" height="20" align="middle"> 
+  under any available character in the word.</P>
+<P align="justify"><STRONG>11.4.1.10 Representing Illocution</STRONG>. In <A href="ithkuil-ch5a-verbs.htm#Sec5o1">Sec. 
+  5.1</A> we saw that Ithkuil indicates the morphological category of Illocution 
+  primarily by a consonantal infix between the word-initial vocalic prefix and 
+  the C<FONT size="1">1</FONT> consonantal radical. However, in Sec. 7.7.13 we 
+  saw an alternative method of conveying Illocution using the <FONT size="2"><A href="ithkuil-ch7b-affixes-contd.htm#ILLaffix">ILL</A></FONT><A href="Ch-7%20Using%20Affixes%20Contd.html"> 
+  suffix</A> -<STRONG>V<FONT size="1">2</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></FONT>, 
+  used when the infixed form is not phonologically permissible. Generally, the 
+  Ithkuil script conveys only the suffixed form. An exception is made however, 
+  for the <FONT size="2">DIRECTIVE</FONT> illocution, for which an optional “shortcut” 
+  notation exists, consisting of placing a special diacritic, a horizontal bar 
+  <IMG src="assets/11-4-1-10.gif" width="21" height="14" align="middle"> 
+  under the C<FONT size="1">1</FONT> character.</P>
+<H3 align="justify"><BR>
+  11.4.2 Writing Adjuncts</H3>
+<P align="justify">The rules for writing aspectual adjuncts and personal reference 
+  adjuncts in Ithkuil script are distinct from writing formatives, employing a 
+  different type of written symbol, specifically “composite” characters 
+  made up of three separate character elements. Note that other adjuncts such 
+  as combination adjuncts and affixual adjuncts are not represented autonomously 
+  in the Ithkuil writing system, as these adjuncts exist purely for euphonic and 
+  phonotactical considerations which are either optional, or where not optional, 
+  predictable. Since combination and affixual adjuncts are alternative formats 
+  for more standard morpho-phonological representations of these categories, they 
+  are always represented in their standard formatting when written, regardless 
+  of how they are interpreted in the spoken language.</P>
+<P align="justify"><STRONG>11.4.2.1 Aspectual Adjuncts</STRONG>. These take the 
+  written form of <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">P</FONT>(C<FONT size="1">b</FONT>)C<FONT size="1">X</FONT></FONT></STRONG>, 
+  where the first <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">P</FONT></STRONG></FONT> 
+  represents the word-initial vocalic prefix indicating aspect, <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">b</FONT></FONT></STRONG> 
+  represents a Bias suffix from <A href="ithkuil-ch6-moreverbs.htm#Sec6o6o1">Sec. 
+  6.6.1</A> represented by a C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> 
+  character carrying its C<FONT size="1">1</FONT> phonological value (with the 
+  glottal stop portion of the bias suffix is not represented), and the final <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">X</FONT></FONT></STRONG> 
+  represents a specialized composite character explained below. Stress and tone 
+  (indicating Mood) are shown by a specialized diacritic explained later below. 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">P</FONT></FONT></STRONG> 
+  utilizes primary vowel forms in both standard and hook-reversed forms, depending 
+  on the specific phonological value of the vowel or diphthong. Any second aspect 
+  shown in the adjunct is indicated by the <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">P</FONT></FONT></STRONG> 
+  character as well, by means of its various mutations and secondary forms, as 
+  follows: Series 2 through 9 of the primary character represent additional aspects 
+  1 through 8 as shown in <A href="ithkuil-ch6-moreverbs.htm#Table19">Table 
+  19 of Sec. 6.4.1</A>; Series 2 through 9 of the secondary form of the character 
+  indicate additional aspects 9 through 16; Series 2 through 9 of the primary 
+  character plus an underposed dot indicate additional aspect 17 through 24; Series 
+  2 through 9 of the secondary form of the character plus underposed dot indicate 
+  additional aspects 25-32.</P>
+<P align="justify">As detailed in Chapter 6, the <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">X</FONT></FONT></STRONG> 
+  consonantal infix of an aspectual adjunct synthetically represents the three 
+  morphological categories of Validation, Phase, and Sanction. Each of these categories 
+  contain nine possible values for a total of 93 combinations, i.e., 789 possible 
+  infixes. Rather than create 789 autonomous symbols to represent <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">X</FONT></FONT></STRONG>, 
+  Ithkuil utilizes 27 character components (nine representing Validation, nine 
+  representing Phase, nine representing Sanction) which are then combined into 
+  one tripartite composite character. The general physical structure of this composite 
+  character is as follows:</P>
+<P><IMG src="assets/11-4-2-1a.gif" width="473" height="76"></P>
+<P></P>
+<P align="justify">These twenty-seven component elements are shown below along 
+  with three example composite characters, <IMG src="assets/11-4-2-1b.gif" width="83" height="26" align="absmiddle">.<BR>
+  <BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Tables 40, 41 and 42: Components 
+  for Written Validation-Phase-Sanction Symbols<BR>
+  </STRONG></FONT><BR>
+  <IMG src="assets/11-4-2-1c.gif" width="649" height="520"> </P>
+<P align="justify"> <BR>
+  Stress and tone on an aspectual adjunct, indicating Mood, are shown by varied 
+  patterns of diacritic dots on the tripartite composite character, as per the 
+  following examples using the composite character <IMG src="assets/11-4-2-1e.gif" width="20" height="20" align="absmiddle">.</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 43: 
+  Mood Diacritics<BR>
+  </STRONG></FONT><IMG src="assets/11-4-2-1d.gif" width="673" height="77"><BR>
+</P>
+<P align="justify"><STRONG>11.4.2.2 Personal Reference Adjuncts</STRONG>. As described 
+  in <A href="Ch-8%20Morphology%20of%20Adjuncts.htm#Sec8o1">Sec. 8.1</A>, these 
+  are of two types: single-referent and dual-referent. Single-referent adjuncts 
+  have both a short form and a long form. The form of dual-referent adjuncts is 
+  identical to the long form of the single-referent adjunct, with the addition 
+  of suffixed elements. When representing these adjuncts in writing, it is always 
+  the long form of the adjunct that is represented, regardless of whether the 
+  speaker chooses to pronounce it as the short form. The morphological elements 
+  of this long form are represented by the following combined formula, whose elements 
+  are described in the list below:</P>
+
+<BLOCKQUOTE>
+<P align="justify"><STRONG>(<IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom">+(<FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT>+<FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT>(+<FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">e</FONT></FONT> 
+    (+<FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">b</FONT></FONT>)))</STRONG></P>
+</BLOCKQUOTE>
+<P align="justify"><IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+  = optional vocalic prefix indicating the Configuration, Affiliation, Designation, 
+  Focus and Essence of Referent 1, the values of which are given in <A href="ithkuil-ch8-adjuncts.htm#Table25">Table 
+  25 from Sec. 8.1.2</A> and <A href="ithkuil-ch8-adjuncts.htm#Table28">Table 
+  28 in Sec. 8.1.3</A>.<BR>
+  <IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"> 
+  = the single or dual personal-referent consonantal infix from <A href="ithkuil-ch8-adjuncts.htm#Table30">Sec. 
+  8.1.3, Table 30</A>.<BR>
+  <IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"> 
+  = the vocalic case infix for Referent 1, as described in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Section 
+  8.1.2</A> and whose values are summarized in Table 24 in that Section.<BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  = a vocalic infix indicating either the Designation and Context of Referent 
+  2 (labeled <IMG src="assets/8-1-3d.gif" width="14" height="17" align="absmiddle"> 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o3">Sec. 8.1.3</A>) 
+  in a dual-referent adjunct, <FONT size="2"><STRONG>OR</STRONG></FONT> a vocalic 
+  suffix indicating the Context of Referent 1 in a single-referent adjunct (labeled 
+  <IMG src="assets/8-1-2m.gif" width="18" height="15" align="absbottom"> 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A>), 
+  <FONT size="2"> <STRONG>OR</STRONG></FONT> the degree and affix-type of a formative 
+  suffix in a single-referent adjunct (labeled <IMG src="assets/8-1-2n.gif" width="17" height="15" align="absbottom"> 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A>). 
+  <BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT></STRONG> 
+  = a consonantal form representing either the consonantal case infix and Affiliation 
+  for Referent 2 (described as <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/8-1-3f.gif" width="21" height="14" align="absbottom"></FONT></STRONG> 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o3">Section 8.1.3</A> with values given in <A href="ithkuil-ch8-adjuncts.htm#Table31">Table 
+  31</A>) in a dual-referent adjunct, <FONT size="2"><STRONG>OR</STRONG></FONT> 
+  the consonantal formative suffix of a Form 3 single-referent adjunct as described 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A> and 
+  labeled <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom"></FONT></STRONG>.<BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">e</FONT></FONT></STRONG> 
+  = a vocalic affix either showing the Context for Referent 1 in a single-referent 
+  adjunct (labelled <IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom"> 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A>) 
+  or showing Affiliation for Referent 2 in a dual-referent adjunct (labelled <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom"> 
+  in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o3">Sec. 8.1.3</A>).<BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">b</FONT></FONT></STRONG> 
+  = one of the 48 consonantal Bias affixes from Table 20 in <A href="ithkuil-ch6-moreverbs.htm#Sec6o6o1">Sec. 
+  6.6.1</A>.</P>
+<P align="justify">The above combined formula, when represented in Ithkuil script, 
+  is written as <STRONG>(<IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom">(<FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT>(<FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">b</FONT></FONT>))</STRONG>, 
+  where each character is written as follows:</P>
+<P align="justify"><STRONG><IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"></STRONG> 
+  utilizes the characters for <STRONG>a</STRONG>, <STRONG>e</STRONG>, <STRONG>u</STRONG> 
+  and <STRONG>i</STRONG> used with formatives depending on which of the four affiliations 
+  is required, the nine mutations of each being used to show Configuration and; 
+  for <FONT size="2">FORMAL</FONT> designation, the hook-reversed forms of the 
+  four vowel characters are used; for <FONT size="2">INFORMAL</FONT> designation 
+  plus <FONT size="2">POSITIVE</FONT> focus, the characters for <STRONG>â</STRONG>, 
+  <STRONG>ê</STRONG>, <STRONG>û</STRONG> and <STRONG>î</STRONG> 
+  are used, their hook-reversed forms indicating <FONT size="2">FORMAL</FONT> 
+  designation. For <FONT size="2">REPRESENTATIVE</FONT> essence, the above patterns 
+  are used but with the vowel character in its secondary form. </P>
+<P align="justify"><STRONG><IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"></STRONG> 
+  utilizes the 60 C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> consonantal 
+  characters (in all nine degrees) interpreted as having their C<FONT size="1">1</FONT> 
+  phonological value for each degree (e.g., the <STRONG><IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"></STRONG> 
+  value -<FONT face="Arial, Helvetica, sans-serif"><STRONG>xt</STRONG></FONT>-, 
+  equivalent to <FONT face="Arial, Helvetica, sans-serif"><STRONG>x+ç</STRONG></FONT>, 
+  would be written using the 5th degree mutation of the C<FONT size="1">1</FONT> 
+  character for <STRONG><FONT face="Arial, Helvetica, sans-serif">kt</FONT></STRONG>, 
+  whose value is <STRONG><FONT face="Arial, Helvetica, sans-serif">xt</FONT></STRONG>).</P>
+<P align="justify">Before discussing the <STRONG><IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"></STRONG>+ 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  character, we will discuss the representation of <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT></STRONG>, 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">e</FONT></FONT></STRONG> 
+  and <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">b</FONT></FONT></STRONG>.</P>
+<P align="justify">The <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT></STRONG> 
+  character utilizes the 60 C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> 
+  consonantal characters but interpreted as having their C<FONT size="1">2</FONT> 
+  phonological value, unless the alternate form of the character is used, in which 
+  case it has its C<FONT size="1">1</FONT> phonological value. The nine mutations 
+  of which are used to represent either the Configuration of Referent 2, or the 
+  affix-type of the formative suffix <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom"></FONT></STRONG> 
+  (using mutations 1, 2, and 3). Note that if <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom"></FONT></STRONG> 
+  is a glottal stop it is represented by an underposed dot to the <STRONG><IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"></STRONG> 
+  character rather than by a <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT></STRONG> 
+  character.</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">e</FONT></FONT></STRONG> 
+  is shown via the <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">w</FONT></FONT></STRONG> 
+  character, as follows: <FONT face="Arial, Helvetica, sans-serif"><STRONG>C = 
+  a, C<IMG src="assets/11-4-2-1f.gif" width="7" height="7" align="absmiddle"> 
+  = u, C<IMG src="assets/11-4-1-7a.gif" width="8" height="5" align="absmiddle"> 
+  = â, C<IMG src="assets/11-4-1-7b.gif" width="8" height="7" align="absmiddle"> 
+  = û</STRONG></FONT>.</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="1">b</FONT></FONT></STRONG> 
+  is shown via the 60 C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> characters, 
+  interpreted as having their C<FONT size="1">1</FONT> phonological value</P>
+<P align="justify">Stress is shown via the <STRONG><IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"></STRONG> 
+  character as follows: penultimate stress is unmarked; ultimate stress is shown 
+  by employing the alternate form of the <STRONG><IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"></STRONG> 
+  character; antepenultimate stress is indicated by an underposed dot; preantepenultimate 
+  stress by a combination of alternate form of the character and an underposed 
+  dot.</P>
+<P align="justify">Tone is indicated in the written personal reference adjunct 
+  by means of the diacritic pattern from <A href="ithkuil-ch11-script.htm#Sec11o4o1o6">Sec. 11.4.1.6</A> 
+  above, applied to the initial <STRONG><IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"></STRONG> 
+  character; in the absence of a <STRONG><IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"></STRONG> 
+  character, tone is indicated on the <STRONG><IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"></STRONG> 
+  character using the following diacritics: <FONT face="Arial, Helvetica, sans-serif"><STRONG>C 
+  </STRONG></FONT><STRONG>= falling</STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>, 
+  C<IMG src="assets/11-4-2-1f.gif" width="7" height="7" align="absmiddle"> 
+  </STRONG></FONT><STRONG>= high</STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>, 
+  C<IMG src="assets/11-4-1-7a.gif" width="8" height="5" align="absmiddle"> 
+  </STRONG></FONT><STRONG>= rising</STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>, 
+  C<IMG src="assets/11-4-1-7b.gif" width="8" height="7" align="absmiddle"> 
+  </STRONG></FONT><STRONG>= broken</STRONG>.</P>
+<P align="justify"> <STRONG><IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"></STRONG>+ 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  is represented by a specialized vocalic character used only in personal reference 
+  adjuncts. It consists of an upper and lower set of symbols which are essentially 
+  a counting system indicating one of the 81 cases (see <A href="ithkuil-ch4-case.html">Chapter 
+  4</A>). The two sets of symbols are bifurcated by one of nine horizontal bar-like 
+  elements which represent <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  (NOTE: when <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  represents <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">z</FONT></FONT></STRONG> 
+  from <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A>, 
+  only the first four of the nine bar elements are used). These symbols are shown 
+  below along with a diagram showing the composition of three example <STRONG><IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"></STRONG>+ 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  characters, respectively Case 1 with <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  =1, Case 23 with <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  = 5, and Case 50 with <STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">B</FONT></FONT></STRONG> 
+  = 8.</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Tables 44, 
+  45 and 46: Components of Specialized Personal Reference Adjunct Symbols<BR>
+  </STRONG></FONT><IMG src="assets/11-4-2-2.gif" width="620" height="298"></P>
+<P></P>
+<P align="justify"> <STRONG>11.4.2.3 Valence/Version/Conflation Adjuncts</STRONG>. 
+  These are written per the formula <FONT face="Arial, Helvetica, sans-serif"><STRONG>(V<FONT size="1">m</FONT>)(C<FONT size="1">N</FONT>)C<FONT size="1">V</FONT></STRONG></FONT> 
+  where <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">m</FONT></STRONG></FONT> 
+  is the vocalic modality suffix from <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 
+  5.5</A>, <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT></STRONG></FONT> 
+  is the consonantal derivation prefix from <A href="ithkuil-ch5a-verbs.htm#Sec5o4o3">Sec. 
+  5.4.3</A>, and <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">V</FONT></STRONG></FONT> 
+  is a specialized character indicating both valence and version as per the table 
+  below. <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">m</FONT></STRONG></FONT> 
+  is written using standard primary vowel characters; the use of secondary forms 
+  indicates positive focus; the four tones indicated by series A through D mutational 
+  forms. <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT></STRONG></FONT> 
+  is written using the 60 C<FONT size="1">1</FONT>/C<FONT size="1">2</FONT> characters 
+  with their C<FONT size="1">1</FONT> phonological value. In the absence of a 
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">m</FONT></STRONG></FONT> 
+  character, <FONT size="2">POSITIVE</FONT> focus is shown using the alternate 
+  form of the <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT></STRONG></FONT> 
+  character, while tone is shown by the first four mutational grades of the <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT></STRONG></FONT> 
+  character. Also, the <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT></STRONG></FONT> 
+  character may take an underposed bar diacritic ( <IMG src="assets/11-4-1-10.gif" width="21" height="14" align="middle"> 
+  ) in the absence of <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">m</FONT></STRONG></FONT> 
+  in order to disambiguate it as being the suffix of a preceding formative. In 
+  the absence of both a <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">m</FONT></STRONG></FONT> 
+  and <FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT></STRONG></FONT> 
+  character, marked tone and focus can be shown using a placeholder <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">m</FONT></STRONG></FONT> 
+  character, the symbol for the <FONT face="Arial, Helvetica, sans-serif"><STRONG>ae</STRONG></FONT> 
+  diphthong which otherwise does not occur with such adjuncts.</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 47: 
+  Valence + Version Characters<BR>
+  </STRONG></FONT><IMG src="assets/11-4-2-3a.gif" width="656" height="403"></P>
+<P align="justify">Format (<A href="ithkuil-ch5a-verbs.htm#Sec5o4o2">Sec. 
+  5.4.2</A>) is shown via diacritics to the above valence/version character, as 
+  follows:</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 48: 
+  Format Diacritics</STRONG></FONT><BR>
+  <IMG src="assets/11-4-2-3b.gif" width="568" height="77"><BR>
+</P>
+<H3>11.4.3 Word Boundaries, Punctuation and Foreign Transliteration</H3>
+<P align="justify">Because all formatives begin with a vowel symbol, and all written 
+  adjuncts contain a specialized character, it is always possible to determine 
+  where new words begin in a line of Ithkuil writing, obviating the need for a 
+  blank space or other boundary between words. In turn, a blank space functions 
+  to indicate a sentence boundary. And because Ithkuil morphology already indicates 
+  within words themselves various attitudes, moods, and other information which 
+  are normally indicated supra-segmentally in Western languages (e.g., by tone 
+  or inflection of the voice, hyper-enunciation, etc.), symbols such as exclamation 
+  points and question marks are likewise unnecessary. The only “punctuation” 
+  symbols used are to show quotations of direct speech and phonetic transliteration 
+  (as when spelling non-Ithkuil words and names). These two sets of symbols are 
+  shown below. Note that the quotation marks are used only to indicate direct 
+  speech; they are not used as in English to offset a word for emphasis or special 
+  usage. The phonetic rendering marks indicate the word or phrase between the 
+  marks is to be pronounced phonetically (i.e., alphabetically). When writing 
+  alphabetically, consonantal characters carry their C<FONT size="1">1</FONT> 
+  phonetic value; C<FONT size="1">2</FONT> phonetic values are shown by an underposed 
+  dot. The secondary form of vowels are used to indicate the stressed syllable. 
+  If desired, tone may be indicated on vowels using the same diacritic markings 
+  as shown in <A href="ithkuil-ch11-script.htm#Sec11o4o1o6">Sec. 11.4.1.6</A> above.</P>
+<BLOCKQUOTE> 
+  <P> <IMG src="assets/11-4-3a.gif" width="7" height="13" align="absmiddle"> 
+    <FONT face="Arial, Helvetica, sans-serif">[insert quote here]</FONT> <IMG src="assets/11-4-3a.gif" width="7" height="13" align="absmiddle"></P>
+  <P><IMG src="assets/11-4-3b.gif" width="7" height="19" align="absmiddle"><FONT face="Arial, Helvetica, sans-serif"> 
+    [word to be pronounced alphabetically]</FONT> <IMG src="assets/11-4-3b.gif" width="7" height="19" align="absmiddle"></P>
+</BLOCKQUOTE>
+
+<P>&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>11.5 CHARACTER LISTS</STRONG></FONT><A name="Sec11o5"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The following tables detail the characters of the Ithkuil script 
+  along with the various phonemic values assigned to the symbol depending on the 
+  character’s function within the word. The specific usages of the various 
+  sets of vowels, their secondary forms, their hook-reversed forms, and the primary 
+  versus secondary forms of consonant characters have been previously explained 
+  above in <A href="ithkuil-ch11-script.htm#Sec11o4o1">Section 11.4.1</A> and its various sub-sections.<BR>
+  <BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 49: SET 1 VOWEL CHARACTERS 
+  </FONT></STRONG><BR>
+  <IMG src="assets/11-5a.gif" width="555" height="325"></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 50: SET 1 SECONDARY 
+  FORMS<BR>
+  <IMG src="assets/11-5b.gif" width="555" height="325"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 51: SET 1 HOOK-REVERSED 
+  FORMS<BR>
+  <IMG src="assets/11-5c.gif" width="624" height="325"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 52: SET 1 SECONDARY 
+  HOOK-REVERSED FORMS<BR>
+  <IMG src="assets/11-5d.gif" width="624" height="325"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 53: SET 2 VOWEL CHARACTERS 
+  <BR>
+  <IMG src="assets/11-5e.gif" width="556" height="325"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 54: SET 2 SECONDARY 
+  FORMS<BR>
+  <IMG src="assets/11-5f.gif" width="558" height="325"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 55: SET 2 HOOK-REVERSED 
+  FORMS<BR>
+  <IMG src="assets/11-5g.gif" width="612" height="325"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 56: SET 2 SECONDARY 
+  HOOK-REVERSED FORMS<BR>
+  <IMG src="assets/11-5h.gif" width="619" height="331"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 57: SET 3 VOWEL CHARACTERS 
+  <BR>
+  <IMG src="assets/11-5i.gif" width="570" height="341"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 58: SET 3 SECONDARY 
+  FORMS<BR>
+  <IMG src="assets/11-5j.gif" width="571" height="339"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 59: SET 3 HOOK-REVERSED 
+  FORMS<BR>
+  <IMG src="assets/11-5k.gif" width="620" height="335"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 60: SET 3 SECONDARY 
+  HOOK-REVERSED FORMS<BR>
+  <IMG src="assets/11-5m.gif" width="634" height="345"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 61: SET 4 VOWEL CHARACTERS 
+  <BR>
+  <IMG src="assets/11-5n.gif" width="564" height="347"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 62: SET 4 SECONDARY 
+  FORMS<BR>
+  <IMG src="assets/11-5o.gif" width="564" height="331"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 63: SET 4 HOOK-REVERSED 
+  FORMS<BR>
+  <IMG src="assets/11-5p.gif" width="612" height="337"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 64: SET 4 SECONDARY 
+  HOOK-REVERSED FORMS<BR>
+  <IMG src="assets/11-5q.gif" width="610" height="325"> </FONT></STRONG></P>
+<P>&nbsp;</P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 65: PRIMARY CONSONANT 
+  SYMBOLS<BR>
+  <IMG src="assets/11-5r.gif" width="673" height="423"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 65(continued): PRIMARY 
+  CONSONANT SYMBOLS <BR>
+  <IMG src="assets/11-5s.gif" width="673" height="423"> </FONT></STRONG></P>
+<P><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 65(continued): PRIMARY 
+  CONSONANT SYMBOLS<BR>
+  <IMG src="assets/11-5t.gif" width="674" height="423"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 65(continued): PRIMARY 
+  CONSONANT SYMBOLS</FONT></STRONG><BR>
+  <IMG src="assets/11-5u.gif" width="673" height="326"> <BR>
+  <IMG src="assets/11-5v.gif" width="673" height="293"></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 65(continued): PRIMARY 
+  CONSONANT SYMBOLS</FONT></STRONG><BR>
+  <IMG src="assets/11-5w.gif" width="673" height="619"> </P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 65(continued): PRIMARY 
+  CONSONANT SYMBOLS</FONT></STRONG><BR>
+  <IMG src="assets/11-5x.gif" width="673" height="620"> </P>
+<P>&nbsp;</P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 66: ALTERNATE CONSONANT 
+  SYMBOLS<BR>
+  <IMG src="assets/11-5ra.gif" width="673" height="424"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif"> Table 66 (continued): ALTERNATE 
+  CONSONANT SYMBOLS<BR>
+  <IMG src="assets/11-5sa.gif" width="673" height="423"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 66 (continued): ALTERNATE 
+  CONSONANT SYMBOLS</FONT></STRONG><BR>
+  <IMG src="assets/11-5ta.gif" width="673" height="424"> </P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 66 (continued): ALTERNATE 
+  CONSONANT SYMBOLS<BR>
+  <IMG src="assets/11-5ua.gif" width="673" height="619"> </FONT></STRONG></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 66 (continued): ALTERNATE 
+  CONSONANT SYMBOLS</FONT></STRONG><BR>
+  <IMG src="assets/11-5wa.gif" width="673" height="619"> </P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 66 (continued): ALTERNATE 
+  CONSONANT SYMBOLS</FONT></STRONG><BR>
+  <IMG src="assets/11-5xa.gif" width="673" height="619"></P>
+<P>&nbsp;</P>
+<P align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG><A href="ithkuil-ch12-numbers.html">Proceed 
+  to Chapter 12: The Number System &gt;&gt;</A></STRONG></FONT><BR>
+</P>
+<P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><P><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> <P></P>
+<P>&nbsp;</P>
+
+
+</BODY></HTML>
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+<!-- saved from url=(0050)ithkuil-ch2-morphophonology.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 2: Morpho-Phonology</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
+<META name="keywords" content="constructed language, conlang, philosophical language, hypothetical language, fictional language, artificial language, constructed languages, conlangs, philosophical languages, hypothetical languages, fictional languages, artificial languages">
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+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch2-morpho-phonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 2: Morpho-Phonology </H2>
+<DIV align="center"> 
+  <TABLE width="53%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="223"><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o1">2.1 Grammatical Typology</A></FONT></TD>
+      <TD width="178"><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o5">2.5 Vocalic Mutation</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o2">2.2 Root and Stem Formation</A></FONT></TD>
+      <TD width="178"><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o6">2.6 Parts of Speech</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o3">2.3 Semantic Instantiation of Stems</A></FONT></TD>
+      <TD width="178"><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o7">2.7 Affixes</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o4">2.4 Consonantal Mutation</A></FONT></TD>
+      <TD width="178"><FONT size="2"><A href="ithkuil-ch2-morphophonology.htm#Sec2o8">2.8 Note On Terminology</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P align="justify">Morpho-phonology refers to how a language uses its phonemes 
+    (meaningful sounds) and phonological features (e.g., stress, tone, etc.) to 
+    generate patterns for word-formation and for morphological categories (e.g., 
+    singular versus plural, verb tense, etc.) to be applied to words.</P>
+</DIV>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+<TABLE width="100%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD height="19" valign="top" bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>2.1 
+          GRAMMATICAL TYPOLOGY<A name="Sec2o1"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The general method in which a language structures its morpho-phonology 
+  determines what is known as its grammatical type. There are generally four distinct 
+  grammatical types: <EM>analytic, agglutinative, synthetic, </EM>and<EM> polysynthetic</EM>.</P>
+<P align="justify"><EM>Analytic</EM> languages (also called isolating languages) 
+  rely on separate individual function words such as prepositions, determiners 
+  and auxiliaries to morphologically manipulate root nouns and verbs. Example 
+  languages are Chinese and Vietnamese.</P>
+<P align="justify"><EM>Agglutinative</EM> languages rely upon affixes (e.g., prefixes, 
+  suffixes) added one-by-one onto roots to morphologically manipulate words. Example 
+  languages are Turkish, Japanese, Swahili, and Esperanto.</P>
+<P align="justify"><EM>Synthetic</EM> languages (also called fusional, flexional, 
+  or inflecting languages) manipulate word roots via internal phonetic manipulation 
+  and/or via affixes which function in multiple functional roles (known as “portmanteau” 
+  affixes). Examples are Latin, Russian, and Sanskrit.</P>
+<P align="justify"><EM>Polysynthetic</EM> (sometimes called incorporating) languages 
+  generally do not have pre-designated words, but rather join together semantic-formative 
+  elements in sequential fashion, each resulting “string” constituting 
+  a single word conveying an entire sentence of information. Examples are Inuit 
+  (Eskimo), Shawnee, and many other American Indian languages, as well as several 
+  Paleo-Siberian languages.</P>
+<P align="justify">Many languages rely upon a mixture of the above in their morpho-phonology. 
+  For example, the Romance languages (Spanish, French, Italian, etc.) are primarily 
+  analytic, secondarily synthetic, and occasionally agglutinative. On the other 
+  hand, English is primarily analytic, secondarily agglutinative, and occasionally 
+  synthetic.</P>
+<P align="justify">Ithkuil morpho-phonology is primarily synthetic and secondarily 
+  agglutinative. That is, the manner in which morpho-semantic stems, inflections 
+  and derivations are formed, and how those elements combine meaningfully into 
+  words, is primarily via phonetic modification of the word stem itself and secondarily 
+  via affixation. Specifically, Ithkuil morpho-phonology utilizes both consonantal 
+  and vocalic mutation, shifts in syllabic stress and tone, and many different 
+  kinds of affixes, including prefixes, suffixes, infixes and interfixes.</P>
+<P align="justify">For example, shown below is an analytical breakdown of the 
+  Ithkuil word <IMG src="assets/2-1a.gif" width="122" height="18" align="absbottom">(<FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-2-1.mp3">Listen:</A> 
+  </FONT><A href="Sound_Files/Ch-2-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A>). 
+  The stem of this word, <FONT face="Arial, Helvetica, sans-serif"><STRONG>ciùk</STRONG></FONT><FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle"></FONT>, 
+  meaning ‘derived product of a ewe,’ has been completely transformed 
+  into the nearly unrecognizable form <IMG src="assets/2-1c.gif" width="73" height="18" align="absbottom">, 
+  all due to the systematic mutation of its consonants and vowels. To this stem, 
+  are then added the prefix <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>eu</STRONG></FONT>-, 
+  an infix -<FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT>-, 
+  and the affix -[V<FONT size="1">1</FONT>]<STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">t</FONT>’</STRONG>, 
+  where [V<FONT size="1">1</FONT>] represents a vowel increment to be determined 
+  by other morphological factors. As a result the simple root is transformed into 
+  a word containing no less than eleven morphemes (i.e., eleven semantically distinct 
+  word-components). These eleven morphemes and the mutation and affixation process 
+  by which they combine to create this word can be analyzed as follows:</P>
+<P><IMG src="assets/2-1a.gif" width="122" height="18" align="top"> 
+  =</P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD><DIV align="left"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Morphological 
+        Category<BR>
+        <BR>
+        </FONT></STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Specific 
+        morpheme</FONT></STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Shown 
+        by:</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD width="15%" height="53"><FONT size="2" face="Arial, Helvetica, sans-serif">STEM:</FONT></TD>
+    <TD width="33%"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ciùk</STRONG></FONT><FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle"> 
+      <IMG src="assets/2-1f.gif" width="31" height="23" align="top"> &lt; 
+      root: </FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>c </STRONG></FONT><FONT size="2" face="Arial, Helvetica, sans-serif">+</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG> 
+      k</STRONG></FONT><FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17"></FONT><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+      “sheep”<BR>
+      = “derived product of ewe” </FONT></TD>
+    <TD width="52%"><FONT size="2">&nbsp;</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="25"><FONT size="2" face="Arial, Helvetica, sans-serif">Perspective:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">ABSTRACT</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(preantepenultimate 
+      stress)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="25"><FONT size="2" face="Arial, Helvetica, sans-serif">Affiliation:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">COALESCENT</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(prefix <STRONG>eu</STRONG>- 
+      in conjunction with TERMINATIVE extension)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="25"><FONT size="2" face="Arial, Helvetica, sans-serif">Extension: 
+      </FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">TERMINATIVE</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(prefix <STRONG>eu</STRONG>- 
+      in conjunction with COALESCENT affiliation)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="25"><FONT size="2" face="Arial, Helvetica, sans-serif">Configuration:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">COHERENT</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(Grade 7 mutation of 
+      C<FONT size="1">1</FONT> radical)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="25"><FONT size="2" face="Arial, Helvetica, sans-serif">Focus:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIVE FOCUS</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(-<STRONG>w</STRONG>- 
+      infix immediately following C<FONT size="1">1</FONT> radical)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="24"><FONT size="2" face="Arial, Helvetica, sans-serif">Designation:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">FORMAL</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(Form II of root-vowel 
+      mutation)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="26"><FONT size="2" face="Arial, Helvetica, sans-serif">Essence:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">REPRESENTATIVE</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(Secondary Mode of 
+      root-vowel mutation)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="26"><FONT size="2" face="Arial, Helvetica, sans-serif">Case:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">REFERENTIAL</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(Series E root-vowel 
+      mutation + Grade 4 mutation of C<FONT size="1">2</FONT> radical)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="27"><FONT size="2" face="Arial, Helvetica, sans-serif">Context:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">AMALGAMATE</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">(high tone)</FONT></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Affix:</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">V<FONT size="1">1</FONT>t</FONT><FONT size="2">’</FONT><FONT size="2" face="Arial, Helvetica, sans-serif">- 
+      (8th degree) = specific derivation of stem (in this case: "ewe's wool")</FONT></TD>
+    <TD><FONT size="2">&nbsp;</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<PRE><FONT face="Arial, Helvetica, sans-serif"><FONT size="2"><STRONG>APPROXIMATE TRANSLATION:</STRONG></FONT> <EM>“concerning a hypothetical diminishing in everything having to do with ewe-wool clothing”</EM>
+</FONT></PRE>
+<P align="justify">&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+      <P><FONT size="4"><STRONG>2.2 ROOT AND STEM FORMATION</STRONG></FONT><A name="Sec2o2"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">All words in Ithkuil which translate into English as nouns 
+  or verbs are based on a monosyllabic or disyllabic <STRONG>stem</STRONG>, which 
+  in turn derives from an semantically abstract <STRONG>root</STRONG>. This process 
+  is explained in the sections below.</P>
+<H3 align="justify"><BR>
+  2.2.1 The Root <A name="Sec2o2o1"></A></H3>
+<P align="justify">The <STRONG>root</STRONG> in Ithkuil forms the semantic basis 
+  from which actual noun/verb stems are derived. The root consists of a combination 
+  of two consonantal forms, <STRONG>C<FONT size="1">1</FONT></STRONG> and <STRONG>C<FONT size="1">2</FONT></STRONG>, 
+  each of which we will call a <EM>radical</EM>. Together they create an <EM>interfix</EM>, 
+  that is, an affix consisting of two parts, between which some other morpho-phonological 
+  element is <EM>infixed</EM> (i.e., inserted). We will see that it is vowels 
+  that will be infixed between the two radicals, . These radicals can consist 
+  of a single consonant or a biconsonantal conjunct (i.e., made up of two consonants). 
+  There are 60 possible forms for <STRONG>C<FONT size="1">1</FONT></STRONG> and 
+  60 possible forms for <STRONG>C<FONT size="1">2</FONT></STRONG>, giving a total 
+  of 3600 possible roots. Examples of these <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  + <STRONG>C<FONT size="1">2</FONT></STRONG> radical interfixes are shown below.</P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="26">
+<DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p 
+        + x </FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">tr 
+        + c’</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ks 
+        + <IMG src="assets/q-aspirated.gif" width="19" height="18" align="absbottom"></FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">xl 
+        +<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></FONT></STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The root is the basic semantic unit in Ithkuil. For example, 
+  the radical interfix <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">+<STRONG>r</STRONG></FONT> 
+  is a root whose semantic referent is <FONT size="2">NAME/DESIGNATION</FONT>. 
+  To generate functional word-stems (or simply <STRONG>stems</STRONG>) from the 
+  roots, vowels are infixed into the <STRONG>C<FONT size="1">1</FONT></STRONG>+<STRONG>C<FONT size="1">2</FONT> 
+  </STRONG> radical interfix. For example, a vowel such as <FONT face="Arial, Helvetica, sans-serif"><STRONG>a</STRONG></FONT> 
+  would be infixed into the radical interfix <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">+<STRONG>r</STRONG></FONT> 
+  to give the stem <FONT face="Arial, Helvetica, sans-serif"><STRONG>tar</STRONG></FONT>, 
+  an Ithkuil word for ‘name.’ The manner in which such vowels are 
+  infixed into radical interfixes to form stems is entirely systematic but quite 
+  complex. It is described in the next several sections.</P>
+<H3 align="justify"><BR>
+  2.2.2 The Stem </H3>
+<P align="justify">The Ithkuil semantic root described in the previous section, 
+  in turn diversifies into stems which are the actual bases of words in Ithkuil. 
+  Furthermore, the stems of each root in turn divide into different Forms, Modes 
+  and Patterns, all of which change the actual vowels infixed into the root. These 
+  different vowel patternings for each stem are used to help differentiate the 
+  complex array of morphological categories available to any stem. The specifics 
+  of how Form, Mode, and Pattern operate for each stem are discussed below.</P>
+<H3 align="justify"><BR>
+  <A name="Sec2o2o3"></A>2.2.3 Pattern, Form, and Mode</H3>
+<P align="justify">There are three stems associated with each root. It is at the 
+  level of stem that Ithkuil roots become actual words with instantiated meaning. 
+  Each stem in turn manifests itself in three separate <STRONG>Patterns</STRONG>, 
+  which in turn come in two <STRONG>Forms</STRONG>. Furthermore, this array of 
+  Pattern and Form is duplicated within a two-fold framework called <STRONG>Mode</STRONG>. 
+  Thus, each stem has twelve different vowel patternings associated with it, as 
+  shown in Table 5 below.</P>
+<P><STRONG><BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 5: Vocalic Infixes for Stems 
+  by Mode, Pattern and Form</FONT></STRONG></P>
+<TABLE width="49%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD colspan="2" rowspan="2">&nbsp;</TD>
+    <TD colspan="3" bordercolor="#0000FF"> <DIV align="center"><STRONG><FONT color="#0000FF" size="2" face="Arial, Helvetica, sans-serif">Primary 
+        Mode</FONT></STRONG></DIV></TD>
+    <TD colspan="3" bordercolor="#FF0000"> <DIV align="center"><STRONG><FONT color="#FF0000" size="2" face="Arial, Helvetica, sans-serif">Secondary 
+        Mode</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="12%" bordercolor="#0000FF"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        1</FONT></DIV></TD>
+    <TD width="12%" bordercolor="#0000FF"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        2</FONT></DIV></TD>
+    <TD width="12%" bordercolor="#0000FF"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        3</FONT></DIV></TD>
+    <TD width="13%" bordercolor="#FF0000"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        1</FONT></DIV></TD>
+    <TD width="12%" bordercolor="#FF0000"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        2</FONT></DIV></TD>
+    <TD width="20%" bordercolor="#FF0000"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Pattern 
+        3</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="10%" rowspan="3"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form 
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">stem 
+        1</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4">a</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4">e</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4">ä</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4">aî</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4">eì</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4">aì</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">stem 
+        2</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4">u</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4">o</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4">ö</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4">uî</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4">oi</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4">uì</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFF99"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">stem 
+        3</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4">i</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4">ë</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4">ü</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4">eî</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4">oì</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4">ëì</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="3"><DIV align="center"><STRONG><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">Form 
+        II</FONT></STRONG></DIV></TD>
+    <TD bgcolor="#FFCCCC"> <DIV align="center"><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">stem 
+        1</FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">â</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">ê</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">ae</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">aû</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">aè</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">aù</FONT></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">stem 
+        2 </FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">û</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">ô</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">ø</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">oû</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">où</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><FONT color="#009900">ëù</FONT></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFF99"> <DIV align="center"><FONT color="#009900" size="2" face="Arial, Helvetica, sans-serif">stem 
+        3 </FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4"><FONT color="#009900">î</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4"><FONT color="#009900">ÿ</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#0000FF" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4"><FONT color="#009900">iu</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4"><FONT color="#009900">eû</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4"><FONT color="#009900">eù</FONT></FONT></DIV></TD>
+    <TD valign="middle" bordercolor="#FF0000" bgcolor="#FFFF99"> <DIV align="center"><FONT size="4"><FONT color="#009900">iù</FONT></FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> The three patterns are labelled Pattern 1, Pattern 2, and 
+  Pattern 3. Pattern is used to divide a stem into a tripartite grouping consisting 
+  of a <STRONG>holistic</STRONG> stem and two <STRONG>complementary</STRONG> sub-stems. 
+  An example would be the holistic stem <EM>spouse</EM>, with its two complementary 
+  sub-stems <EM>husband</EM> and <EM>wife</EM>. This distinction of holistic versus 
+  complementary patterns is one way in which Ithkuil systematizes at the morphological 
+  level what in other languages constitute lexical distinctions (i.e., differences 
+  in word-choice when translating). It is one of the many ways by which Ithkuil 
+  can function fully as a conceptually sophisticated and subtle language while 
+  having such a small number of semantic word roots.</P>
+<P align="justify">The two forms are labelled Form I and Form II. In <A href="ithkuil-ch3-morphology.htm#Sec3o7">Section 
+  3.7</A> we will see how Form is used to indicate a morphological category called 
+  <STRONG>Designation</STRONG>. Designation is an important concept, in that, 
+  like Pattern above, it operates to make morphological distinctions within a 
+  stem that, in languages like English, often entail lexical differences, e.g., 
+  the difference between English <EM>tool</EM> versus <EM>utensil</EM>. </P>
+<P align="justify">Lastly, there are two modes, labelled Primary and Secondary. 
+  Mode is used to signify a rather complex morphological category called Essence, 
+  detailed in <A href="ithkuil-ch3-morphology.htm#Sec3o8">Section 
+  3.8</A>. It differentiates “alternate” versions of entities within 
+  hypothetical, imagined, or representational contexts, which would otherwise 
+  be contradictory or nonsensical. An example would be the word ‘boy’ 
+  in the sentence <EM>The brown-eyed boy had blue eyes</EM> (e.g., in the newspaper 
+  account). A stem’s Essence category does not change its underlying meaning.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+      <P><A name="Sec2o3"></A><FONT size="4"><STRONG>2.3 SEMANTIC INSTANTIATION 
+        OF STEMS</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">We can now examine how each root instantiates meaning into 
+  the above array of stems. First of all, because Mode distinguishes a morphological 
+  category (Essence) that does not change a stem’s underlying meaning, it 
+  will be ignored in the analysis below. We will start with the six stems (three 
+  for each Form) associated with Pattern 1; these are the holistic stems. This 
+  will be followed in a subsequent section by an analysis of the twelve stems 
+  associated with Patterns 2 and 3, the complementary stems.</P>
+<H3 align="justify"><BR>
+  2.3.1 Holistic Stems</H3>
+<P align="justify">The three stems for Form I, Pattern 1, have the designated 
+  vowels <STRONG>a</STRONG>, <STRONG>u</STRONG>, and <STRONG>i</STRONG>. Thus, 
+  the previously mentioned root <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">+<STRONG>r</STRONG></FONT> 
+  generates the following stems:</P>
+<BLOCKQUOTE>
+  <P> 1. <FONT face="Arial, Helvetica, sans-serif"><STRONG>tar</STRONG></FONT> 
+    <EM>‘name of something or someone; to name something or someone’</EM><BR>
+    2. <STRONG><FONT face="Arial, Helvetica, sans-serif">tur</FONT></STRONG> <EM>‘designation 
+    or reference; to assign a designation, to refer to something’</EM><BR>
+    3. <FONT face="Arial, Helvetica, sans-serif"><STRONG>tir</STRONG></FONT> <EM>‘a 
+    (temporary or informal) reference, “nickname”; to give a (temporary 
+    or informal) reference or name to, to (temporarily) nickname’</EM></P>
+</BLOCKQUOTE>
+<P align="justify">The semantic relationship between each stem and the underlying 
+  root is specific to each root. Nevertheless, certain patterns are common. Stem 
+  1 usually refers to the most fundamental, basic, generalized, or common manifestation 
+  of the root concept, while Stem 2 is a more specific application or tangible 
+  manifestation thereof, or otherwise a subset of the meaning of Stem 1. Stem 
+  3 may represent yet a further manifestation of the root, a further subset of 
+  Stem 1, or a tangential or related concept. For example, compare the relationship 
+  between the individual stems for the root <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">+<STRONG>r</STRONG></FONT> 
+  above with that of the Form I root <FONT face="Arial, Helvetica, sans-serif"><STRONG>x</STRONG></FONT>+<FONT face="Arial, Helvetica, sans-serif"><STRONG>n</STRONG></FONT> 
+  (<FONT size="2">‘VISION/SIGHT’</FONT>) below.</P>
+<BLOCKQUOTE>
+  <P> 1. <FONT face="Arial, Helvetica, sans-serif"><STRONG>xan</STRONG></FONT> 
+    <EM>‘a sighting, an act of seeing something; to see something’</EM><BR>
+    2. <FONT face="Arial, Helvetica, sans-serif"><STRONG>xun</STRONG></FONT> <EM>‘an 
+    eye; to be an eye/become an eye/use one’s eye, etc.’</EM><BR>
+    3. <STRONG><FONT face="Arial, Helvetica, sans-serif">xin</FONT></STRONG> <EM>‘an 
+    image in one’s mind; to visualize, to picture in one’s mind’</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Note that each stem carries both a nominal (noun) and a verbal 
+  meaning. This will be important later when we discuss parts of speech and nominal/verbal 
+  morphology. It should also be noted that the meanings given for the verb forms 
+  above are approximate and incomplete, as we will see later that the exact meaning 
+  of a verb form in Ithkuil is determined by the important morphological categories 
+  of Conflation, Derivation and Format (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Section 
+  5.4</A>).</P>
+<P align="justify">Looking at the Form II counterparts of the above two roots 
+  below shows a difference in meaning from the Form I stems as determined by the 
+  morphological shift in Designation earlier described. While Form I implies a 
+  temporary, contextual interpretation, Form II implies a permanent, authoritative 
+  interpretation beyond the mere context of a specific utterance. Note that the 
+  vowel infixes associated with the three stems of Form II are <STRONG>â</STRONG>, 
+  <STRONG>û</STRONG>, and <STRONG>î</STRONG>, as shown above in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Table 
+  5</A>.</P>
+<BLOCKQUOTE> 
+  <P> 1. <STRONG><FONT face="Arial, Helvetica, sans-serif">târ</FONT></STRONG> 
+    ‘title; to (be) title(d)’<BR>
+    2. <STRONG><FONT face="Arial, Helvetica, sans-serif">tûr</FONT></STRONG> 
+    ‘formal designation, label; to label’<BR>
+    3. <STRONG><FONT face="Arial, Helvetica, sans-serif">tîr</FONT></STRONG> 
+    ‘formal role; to function in a formal role’ </P>
+  <P>1. <STRONG><FONT face="Arial, Helvetica, sans-serif">xân</FONT></STRONG> 
+    ‘visual observation; to visually observe’<BR>
+    2. <STRONG><FONT face="Arial, Helvetica, sans-serif">xûn</FONT></STRONG> 
+    ‘optical device; to use an optical device’<BR>
+    3. <FONT face="Arial, Helvetica, sans-serif"><STRONG>xîn</STRONG></FONT> 
+    ‘a rendered image; to render an image’</P>
+</BLOCKQUOTE>
+<H3 align="justify"><BR>
+  2.3.2 Complementary Stems</H3>
+<P align="justify">Any Ithkuil stem is capable of being further broken down into 
+  two <STRONG>complementary</STRONG> stems which represent mutually exclusive 
+  component parts of the main stem. Many Ithkuil stems which translate common 
+  English nouns and verbs are, in fact, such complementary derivatives, rather 
+  than being holistic word-stems. </P>
+<P align="justify">By “complementary” is meant that the manifestation 
+  of a concept appears in any given context as either one sort of entity or another, 
+  but never both simultaneously; yet, neither manifestation can be considered 
+  to be a discrete contextual whole without the existence of the other. In Ithkuil, 
+  for example, words such as <EM>male</EM>, <EM>night</EM>, <EM>speech</EM>, <EM>sit</EM>, 
+  and <EM>happen</EM> are not considered basic concepts, but rather are parts 
+  of greater holistic concepts, existing in complementary relationship to another 
+  part, the two together making up the whole. </P>
+<P align="justify">Thus, Ithkuil lexical structure recognizes that the word <EM>male</EM> 
+  has no meaning in and of itself without an implicit recognition of its complementary 
+  partner, <EM>female</EM>, the two words mutually deriving from a more basic, 
+  holistic concept, translatable into English as <EM>living being</EM>. Similarly, 
+  the word <EM>night(time)</EM> derives along with its complement <EM>day(time)</EM> 
+  from the underlying concept translatable as <EM>day</EM> (i.e., a 24-hour period), 
+  while the concept of <EM>speak(ing)</EM> divides into complementary concepts 
+  of <EM>talking</EM> (focusing on the physical production of oral sound) versus 
+  <EM>saying/telling</EM> (focusing on the communicative content of oral sound). 
+</P>
+<P align="justify">Actions, too, are not exempt from this principle of complementarity, 
+  an example being the relationship between <EM>sit</EM> and <EM>seat</EM>; one 
+  has no meaning without an implicit and joint partnership with the other, i.e., 
+  one cannot sit unless one sits upon something, and whatever one sits upon in 
+  turn functions as a seat. Another example involves the word <EM>happen</EM> 
+  or <EM>occur</EM>, which Ithkuil recognizes as having no real meaning without 
+  the attendant implication of <EM>consequence</EM> or <EM>result</EM>, the two 
+  being complementary components of a holistic concept roughly translatable as 
+  <EM>event</EM> or <EM>situation</EM>.</P>
+<P align="justify"> <STRONG>2.3.2.1 Using Patterns 2 and 3 to Derive Complementary 
+  Stems</STRONG>. The first complementary stem is derived from the holistic stem 
+  by mutation of the holistic stem vowel from Pattern 1 into Pattern 2, e.g., 
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>tal <IMG src="assets/arrow.gif" width="17" height="9"> 
+  tel</STRONG></FONT>, while the second complementary stem is derived by mutation 
+  from Pattern 1 into Pattern 3, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">tal 
+  <STRONG><IMG src="assets/arrow.gif" width="17" height="9"></STRONG> 
+  täl</FONT></STRONG>. Several examples of complementary stem derivation 
+  are given below:</P>
+<P align="justify"> Form I examples:</P>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="42%"><TABLE width="94%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="39%" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="61%"><FONT face="Arial, Helvetica, sans-serif"><STRONG>qum</STRONG></FONT>: 
+            human being, person</TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG>qom</STRONG></FONT>: 
+            male person </TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem </FONT></TD>
+          <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">qöm</FONT></STRONG>: 
+            female person</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+    <TD width="2%">&nbsp;</TD>
+    <TD width="56%"><TABLE width="100%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="28%" height="23" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="72%"><STRONG><FONT face="Arial, Helvetica, sans-serif">klad</FONT></STRONG>: 
+            flow of water </TD>
+        </TR>
+        <TR> 
+          <TD height="25" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD> <STRONG><FONT face="Arial, Helvetica, sans-serif">kled</FONT></STRONG>: 
+            the water component of a flow of water </TD>
+        </TR>
+        <TR> 
+          <TD height="21" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem</FONT></TD>
+          <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>kläd</STRONG></FONT>: 
+            the channel or course of a flow of water</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="50%"><TABLE width="95%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="31%" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="69%"><FONT face="Arial, Helvetica, sans-serif"><STRONG>til</STRONG></FONT>: 
+            an act of written composition; to compose something in writing</TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG>tël</STRONG></FONT>: 
+            the physical act of composing in writing; to physically write a composition</TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem </FONT></TD>
+          <TD><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>tül</STRONG></FONT></STRONG>: 
+            the written content or message of a composition; to create written 
+            content</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+    <TD width="3%">&nbsp;</TD>
+    <TD width="47%"><TABLE width="100%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="28%" height="23" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="72%"><STRONG><FONT face="Arial, Helvetica, sans-serif">xan</FONT></STRONG>: 
+            sight; to undergo an act of seeing (both sensory experience and thing 
+            seen)</TD>
+        </TR>
+        <TR> 
+          <TD height="25" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD> <STRONG><FONT face="Arial, Helvetica, sans-serif">xen</FONT></STRONG>: 
+            an act of seeing, a usage of one’s faculty of sight; to see 
+            with one’s eyes, to undergo a sighting</TD>
+        </TR>
+        <TR> 
+          <TD height="21" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem</FONT></TD>
+          <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>xän</STRONG></FONT>: 
+            a view, a sight, something (to be) seen; to cast a sight or image</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE>
+<P><BR>
+  Form II examples:</P>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="42%"><TABLE width="94%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="38%" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="62%"><STRONG><FONT face="Arial, Helvetica, sans-serif">qûm</FONT></STRONG>: 
+            an official </TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">qôm</FONT></STRONG>: 
+            male official </TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem </FONT></TD>
+          <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">qøm</FONT></STRONG>: 
+            female official </TD>
+        </TR>
+      </TBODY></TABLE></TD>
+    <TD width="2%">&nbsp;</TD>
+    <TD width="56%"><TABLE width="100%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="28%" height="23" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="72%"><STRONG><FONT face="Arial, Helvetica, sans-serif">klâd</FONT></STRONG>: 
+            a river </TD>
+        </TR>
+        <TR> 
+          <TD height="25" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD> <STRONG><FONT face="Arial, Helvetica, sans-serif">klêd</FONT></STRONG>: 
+            the water in a river </TD>
+        </TR>
+        <TR> 
+          <TD height="21" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem</FONT></TD>
+          <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>klaed</STRONG></FONT>: 
+            a riverbed</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="47%"><TABLE width="98%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="31%" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="69%"><STRONG><FONT face="Arial, Helvetica, sans-serif">tîl</FONT></STRONG>: 
+            an act of creating a formal writing; to compose a formal written work</TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">tÿl</FONT></STRONG>: 
+            physical act of composing a formal written work; to physically write 
+            a work</TD>
+        </TR>
+        <TR> 
+          <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem </FONT></TD>
+          <TD><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>tiul</STRONG></FONT></STRONG>: 
+            the content(s) of a formal written work; to create the content of 
+            a writing</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+    <TD width="4%">&nbsp;</TD>
+    <TD width="49%"><TABLE width="100%" border="1" cellpadding="0">
+        <TBODY><TR> 
+          <TD width="28%" height="23" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+            Stem</FONT></TD>
+          <TD width="72%"><STRONG><FONT face="Arial, Helvetica, sans-serif">kâl</FONT></STRONG>: 
+            an act of speech; to speak (i.e., the physical vocal production + 
+            the communicative element)</TD>
+        </TR>
+        <TR> 
+          <TD height="25" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+            Comp. Stem</FONT></TD>
+          <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>kêl</STRONG></FONT>: 
+            an act of talking (i.e., vocal production of words); to talk (i.e., 
+            vocally emit words)</TD>
+        </TR>
+        <TR> 
+          <TD height="21" bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+            Comp. Stem</FONT></TD>
+          <TD> <FONT face="Arial, Helvetica, sans-serif"><STRONG>kael</STRONG></FONT>: 
+            spoken message; to say/tell (i.e., communicate via spoken words)</TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><BR>
+  <STRONG>2.3.2.2 Complementary Stems in Translation</STRONG>. As illustrated 
+  above, the structure of Ithkuil holistic vs. secondary complementary roots often 
+  neatly parallels English lexical distinctions, e.g., ‘speak/speech’ 
+  breaking down into the physical aspect of ‘talking’ versus the communicative 
+  aspect of ‘saying/telling’ or ‘person’ breaking down 
+  into ‘male’ and ‘female.’ However, it is often the case 
+  that this principle of complementarity creates a semantic situation which is 
+  counterintuitive to Western semantic notions. </P>
+<P align="justify">For example, let us analyze the root <STRONG><FONT face="Arial, Helvetica, sans-serif">h</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">+<STRONG>n</STRONG></FONT> 
+  ‘<FONT size="2">NUCLEAR FAMILY MEMBER</FONT>’. While most languages 
+  would consider the concept <EM>parent</EM> as fundamentally opposite from the 
+  concept <EM>child</EM> and assign separate word-roots to each, Ithkuil recognizes 
+  that one implies the other. No person can be a parent unless they've had a child, 
+  just as any child must have (or have had) parents. This, then, constitutes an 
+  archetypal complementary relationship, the whole two-sided nature of which is 
+  referred to by the holistic stem <STRONG><FONT face="Arial, Helvetica, sans-serif">han</FONT></STRONG>. 
+  One way to interpret the meaning, then, of <STRONG><FONT face="Arial, Helvetica, sans-serif">han</FONT></STRONG> 
+  is to say that the word means both ‘parent’ and ‘child,’ 
+  which of course strikes a Westerner as being problematical, perhaps even non-sensical. 
+  But in fact, the word does not mean either ‘parent’ or‘ child,’ 
+  but rather a person who is one of the members of a parent-child relationship, 
+  i.e., a member of a nuclear family. With such a root, Stem 2 and Stem 3 in turn 
+  subdivide Stem 1 into the further complementary derivatives of male and female. 
+  Such “bi-level” derivations of complementary concepts using Stem 
+  2 and Stem 3 are common in Ithkuil root/stem derivation. Here then are the actual 
+  meanings of the stems for <STRONG><FONT face="Arial, Helvetica, sans-serif">h</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">+<STRONG>n</STRONG></FONT> 
+  in Form I.</P>
+<TABLE width="75%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="23" bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+        Stem</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">1st 
+        Complementary Stem</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd 
+        Complementary Stem</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="7%" height="23" bgcolor="#CCCCCC">Stem 1</TD>
+    <TD width="25%"><STRONG><FONT face="Arial, Helvetica, sans-serif">han</FONT></STRONG>: 
+      nuclear family member </TD>
+    <TD width="34%"><STRONG><FONT face="Arial, Helvetica, sans-serif">hen</FONT></STRONG>: 
+      parent</TD>
+    <TD width="34%"><STRONG><FONT face="Arial, Helvetica, sans-serif">h<STRONG>ä</STRONG>n</FONT></STRONG>: 
+      child</TD>
+  </TR>
+  <TR> 
+    <TD height="25" bgcolor="#CCCCCC">Stem 2</TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">hun</FONT></STRONG>: 
+      male nuclear family member </TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">hon</FONT></STRONG>: 
+      father </TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">hön</FONT></STRONG>: 
+      son</TD>
+  </TR>
+  <TR> 
+    <TD height="21" bgcolor="#CCCCCC">Stem 3</TD>
+    <TD><FONT face="Arial, Helvetica, sans-serif"><STRONG>hin</STRONG></FONT>: 
+      female nuclear family member </TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">hën</FONT></STRONG>: 
+      mother </TD>
+    <TD><STRONG><FONT face="Arial, Helvetica, sans-serif">hün</FONT></STRONG>: 
+      daughter</TD>
+  </TR>
+</TBODY></TABLE>
+<P> Additional conceptual complementary pairs which would be contained within 
+  single Ithkuil lexical roots are illustrated by the following examples:</P>
+<TABLE width="72%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="33%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Holistic 
+        Concept</FONT></DIV></TD>
+    <TD colspan="2"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">Complementary 
+        Concepts </FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>eating</STRONG></TD>
+    <TD width="32%">food</TD>
+    <TD width="35%">ingestion</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>think, act of thinking</STRONG></TD>
+    <TD>a thought (thing considered)</TD>
+    <TD>process of consideration</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>liquid</STRONG></TD>
+    <TD>fluid (= ontological nature)</TD>
+    <TD>wet[ness] (=defining attribute) </TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>measuring </STRONG></TD>
+    <TD>a measurement</TD>
+    <TD>process of measuring</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>transference of possession</STRONG></TD>
+    <TD>giving</TD>
+    <TD>taking</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>traversal between points</STRONG></TD>
+    <TD>coming, arrival </TD>
+    <TD> going, departure</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><STRONG>commercial transaction </STRONG></TD>
+    <TD>buying</TD>
+    <TD>selling</TD>
+  </TR>
+</TBODY></TABLE>
+<H3><BR>
+  <BR>
+  2.3.3 The Total Number of Stems</H3>
+<P align="justify">As each of the 3600 roots has six holistic stems (three in 
+  each Form) and twelve complementary stems (six in each Form), there are a total 
+  of 64,800 possible stems. We have begun to see how the dynamics of Ithkuil morphology 
+  and morpho-semantics allow this limited number to permutate into a myriad of 
+  imaginative and dynamic forms for application to any semantic context.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+      <P><FONT size="4"><STRONG>2.4 CONSONANTAL MUTATION</STRONG></FONT><A name="Sec2o4"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Both of the consonantal radicals from <A href="ithkuil-ch2-morphophonology.htm#Sec2o3">Section 
+  2.3.1</A> above, <STRONG>C<FONT size="1">1</FONT></STRONG> and <STRONG>C<FONT size="1">2</FONT></STRONG>, 
+  are capable of undergoing mutation, that is, shifting to a different consonantal 
+  form. The specific rules governing such mutation, however, are quite distinct 
+  for <STRONG>C<FONT size="1">1</FONT></STRONG> radicals as compared to <STRONG>C<FONT size="1">2</FONT></STRONG> 
+  radicals.</P>
+<H3 align="justify"><BR>
+  2.4.1 C1 Mutation </H3>
+<P align="justify">As stated earlier, there are 60 forms for radical <STRONG>C<FONT size="1">1</FONT></STRONG>. 
+  Each can mutate into eight other forms, giving a total of nine possible manifestations 
+  of each <STRONG>C<FONT size="1">1</FONT></STRONG> radical. These are labelled 
+  Grade 1, Grade 2, etc., up to Grade 9. The nine grades of all 60 <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  radicals are shown in Table No. 6 below. As examples, we can examine the nine 
+  grades of the <STRONG>C<FONT size="1">1</FONT></STRONG> radicals <FONT face="Arial, Helvetica, sans-serif"> 
+  <STRONG>k</STRONG></FONT> and <STRONG><FONT face="Arial, Helvetica, sans-serif">pl</FONT></STRONG>:</P>
+<BLOCKQUOTE> 
+  <P> <STRONG><FONT face="Arial, Helvetica, sans-serif">k <IMG src="assets/arrow.gif" width="17" height="9"> 
+    g <IMG src="assets/arrow.gif" width="17" height="9"> k’ 
+    <IMG src="assets/arrow.gif" width="17" height="9"> 
+    kf <IMG src="assets/arrow.gif" width="17" height="9"> km 
+    <IMG src="assets/arrow.gif" width="17" height="9"> 
+    çk/<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">k 
+    <IMG src="assets/arrow.gif" width="17" height="9"> çk’/<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">k’</FONT></STRONG></P>
+  <P><STRONG><FONT face="Arial, Helvetica, sans-serif"> pl <IMG src="assets/arrow.gif" width="17" height="9"> 
+    bl <IMG src="assets/arrow.gif" width="17" height="9"> pr 
+    <IMG src="assets/arrow.gif" width="17" height="9"> 
+    p<IMG src="assets/l-slash.gif" width="8" height="14" align="absmiddle"> 
+    <IMG src="assets/l-slash.gif" width="8" height="14" align="absmiddle"> 
+    <IMG src="assets/Rv.gif" width="7" height="16"> 
+    <IMG src="assets/Rv.gif" width="7" height="16"> 
+    <IMG src="assets/arrow.gif" width="17" height="9"> bw/by</FONT></STRONG></P>
+</BLOCKQUOTE>
+<P><BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Table No. 6: C<FONT size="1">1</FONT> 
+  Mutation Patterns by Grade </STRONG></FONT></P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="49%"><IMG src="assets/2-4-2a.gif" width="340" height="552"></TD>
+    <TD width="51%"><IMG src="assets/2-4-2b.gif" width="369" height="551"></TD>
+  </TR>
+  <TR> 
+    <TD><IMG src="assets/2-4-2c.gif" width="340" height="221"></TD>
+    <TD><IMG src="assets/2-4-2d.gif" width="367" height="223"></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<H3> 2.4.2 <STRONG>C<FONT size="1">2</FONT></STRONG> Mutation </H3>
+<P align="justify">As with <STRONG>C<FONT size="1">1</FONT></STRONG>, there are 
+  60 forms of the second radical, <STRONG>C<FONT size="1">2</FONT></STRONG>. These 
+  in turn can mutate into eight other forms, for a total of nine possible forms 
+  for each <STRONG>C<FONT size="1">2</FONT></STRONG> radical. These are shown 
+  in Table No. 7 below. As an example, note the mutations of the <STRONG>C<FONT size="1">2</FONT></STRONG> 
+  radical <FONT face="Arial, Helvetica, sans-serif"><STRONG>t</STRONG></FONT>: 
+</P>
+<BLOCKQUOTE>
+  <P align="justify"> <STRONG><FONT face="Arial, Helvetica, sans-serif">t </FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/arrow.gif" width="17" height="9"> 
+    tt <IMG src="assets/arrow.gif" width="17" height="9"> rt 
+    <IMG src="assets/arrow.gif" width="17" height="9"> 
+    lt <IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom">t 
+    <IMG src="assets/arrow.gif" width="17" height="9"> št 
+    <IMG src="assets/arrow.gif" width="17" height="9"> 
+    sst</FONT></STRONG></P>
+</BLOCKQUOTE>
+<P align="justify">By combining the above mutational patterns for <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  and <STRONG>C<FONT size="1">2</FONT></STRONG>, along with the various vocalic 
+  mutational patterns we will explore in the next section, we can see that any 
+  given stem can easily mutate into myriad forms which, on the surface, bear scant 
+  visual (or phonetic) resemblance to the original stem. <BR>
+</P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table No. 7: C<FONT size="1">2</FONT> 
+  Mutation Patterns by Grade </STRONG></FONT></P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD width="49%"><IMG src="assets/2-4-2e.gif" width="339" height="550"></TD>
+    <TD width="51%"><IMG src="assets/2-4-2f.gif" width="370" height="548"></TD>
+  </TR>
+  <TR>
+    <TD><IMG src="assets/2-4-2g.gif" width="339" height="221"></TD>
+    <TD><IMG src="assets/2-4-2h.gif" width="371" height="221"></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">&nbsp;</P>
+<FONT face="Arial, Helvetica, sans-serif"> </FONT> 
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+      <P><FONT size="4"><A name="Sec2o5"></A><STRONG>2.5 VOCALIC MUTATION</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+
+<P align="justify">In <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Section 2.2.3</A> above we saw how the 
+  morpho-phonological distinctions of Mode, Form and Pattern are accomplished 
+  by stem-specific vocalic infixes as illustrated in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Table 
+  5</A>. Like the consonantal <STRONG>C<FONT size="1">1</FONT></STRONG> and <STRONG>C<FONT size="1">2</FONT></STRONG> 
+  radicals, each of these specific stem-infixes can in turn mutate into eight 
+  variations for a total of nine mutations, termed Series A, Series B, Series 
+  C, etc. (Note that the ninth series is termed Series J rather than Series I, 
+  in order not to confuse the use of ‘I’ as a letter versus a Roman 
+  numeral). Consequently each root has a total of 324 different vocalic infixes 
+  depending on the Stem, Mode, Form, Pattern, and Series. These series of vowel 
+  mutations are shown in Tables 8(a) through 8(f) below, with each table indicating 
+  a different combination of Mode and Pattern.</P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Tables 8(a)-(f): Vocalic 
+  Mutation by Stem, Mode, Pattern, Form and Series</STRONG></FONT><BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 8(a): Primary Mode, Pattern 
+  1 </FONT></P>
+<TABLE width="82%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="36" colspan="2">&nbsp;</TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Series<BR>
+        A</FONT></STRONG></DIV></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        B</FONT></STRONG></DIV></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        C</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        D</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        E</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        F</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        G</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        H</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        J</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="8%" height="72" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a<BR>
+        u<BR>
+        i</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai<BR>
+        ui<BR>
+        ei</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’(ï)<BR>
+        u’(ï)<BR>
+        i’(ï)</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’wï<BR>
+        u’wï<BR>
+        i’wï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’wa<BR>
+        u’wa<BR>
+        i’wa </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’we<BR>
+        u’we<BR>
+        i’we</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’wi<BR>
+        u’wi<BR>
+        i’wi </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’wë<BR>
+        u’wë<BR>
+        i’wë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’wo<BR>
+        u’wo<BR>
+        i’wo</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        II</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â<BR>
+        û<BR>
+        î</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au<BR>
+        ou<BR>
+        eu </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’(ï)<BR>
+        û’(ï)<BR>
+        î ’(ï) </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’yï<BR>
+        u’yï<BR>
+        i’yï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’ya<BR>
+        u’ya<BR>
+        i’ya</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’ye<BR>
+        u’ye<BR>
+        i’ye </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’yu<BR>
+        u’yu<BR>
+        i’yu </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’yë<BR>
+        u’yë<BR>
+        i’yë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’yo<BR>
+        u’yo<BR>
+        i’yo</FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P><BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 8(b): Primary Mode, Pattern 
+  2</FONT></P>
+<TABLE width="82%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="36" colspan="2">&nbsp;</TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Series<BR>
+        A</FONT></STRONG></DIV></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        B</FONT></STRONG></DIV></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        C</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        D</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        E</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        F</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        G</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        H</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        J</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="8%" height="72" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e<BR>
+        o<BR>
+        ë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ia<BR>
+        io<BR>
+        ie</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’(ï)<BR>
+        o’(ï)<BR>
+        ë’(ï)</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’wï<BR>
+        o’wï<BR>
+        ë’wï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’wa<BR>
+        o’wa<BR>
+        ë’wa</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’we<BR>
+        o’we<BR>
+        ë’we </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’wi<BR>
+        o’wi<BR>
+        ë’wi </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’wë<BR>
+        o’wë<BR>
+        ë’wë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’wo<BR>
+        o’wo<BR>
+        ë’wo</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        II</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ê<BR>
+        ô<BR>
+        ÿ </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ua<BR>
+        uo<BR>
+        ue</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ê’(ï)<BR>
+        ô’(ï)<BR>
+        ÿ’(ï)</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’yï<BR>
+        o’yï<BR>
+        ë’yï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’ya<BR>
+        o’ya<BR>
+        ë’ya</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’ye<BR>
+        o’ye<BR>
+        ë’ye</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’yu<BR>
+        o’yu<BR>
+        ë’yu</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’yë<BR>
+        o’yë<BR>
+        ë’yë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’yo<BR>
+        o’yo<BR>
+        ë’yo</FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 8(c): Primary Mode, Pattern 
+  3</FONT></P>
+<TABLE width="82%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="36" colspan="2">&nbsp;</TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Series<BR>
+        A</FONT></STRONG></DIV></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        B</FONT></STRONG></DIV></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        C</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        D</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        E</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        F</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        G</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        H</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        J</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="8%" height="72" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä<BR>
+        ö<BR>
+        ü</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ea<BR>
+        ië<BR>
+        ëi </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’(ï)<BR>
+        ö’(ï)<BR>
+        ü’(ï)</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’wï<BR>
+        ö’wï<BR>
+        ü’wï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’wa<BR>
+        ö’wa<BR>
+        ü’wa</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’we<BR>
+        ö’we<BR>
+        ü’we </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’wi<BR>
+        ö’wi<BR>
+        ü’wi </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’wë<BR>
+        ö’wë<BR>
+        ü’wë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’wo<BR>
+        ö’wo<BR>
+        ü’wo</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        II</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ae <BR>
+        ø<BR>
+        iu</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">oa<BR>
+        ëu<BR>
+        uë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ae’(ï)<BR>
+        ø’(ï)<BR>
+        iu’(ï)</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’yï<BR>
+        ö’yï<BR>
+        ü’yï </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’ya<BR>
+        ö’ya<BR>
+        ü’ya</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’ye<BR>
+        ö’ye<BR>
+        ü’ye </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’yu<BR>
+        ö’yu<BR>
+        ü’yu </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’yë<BR>
+        ö’yë<BR>
+        ü’yë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ä’yo<BR>
+        ö’yo<BR>
+        ü’yo</FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 8(d): Secondary Mode, Pattern 
+  1</FONT></P>
+<TABLE width="82%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="36" colspan="2">&nbsp;</TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Series<BR>
+        A</FONT></STRONG></DIV></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        B</FONT></STRONG></DIV></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        C</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        D</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        E</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        F</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        G</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        H</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        J</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="8%" height="72" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">aî <BR>
+        uî<BR>
+        eî</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’i <BR>
+        u’i<BR>
+        e’i </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">âì<BR>
+        ûì<BR>
+        êì </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai’wï<BR>
+        ui’wï<BR>
+        ei’wï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai’wa<BR>
+        ui’wa<BR>
+        ei’wa</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai’we<BR>
+        ui’we<BR>
+        ei’we</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai’wi<BR>
+        ui’wi<BR>
+        ei’wi</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai’wë<BR>
+        ui’wë<BR>
+        ei’wë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ai’wo<BR>
+        ui’wo<BR>
+        ei’wo</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        II</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">aû<BR>
+        oû<BR>
+        eû</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">a’u<BR>
+        o’u<BR>
+        e’u</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">âù<BR>
+        oî<BR>
+        êù</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au’yï<BR>
+        ou’yï<BR>
+        eu’yï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au’ya<BR>
+        ou’ya<BR>
+        eu’ya</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au’ye<BR>
+        ou’ye<BR>
+        eu’ye</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au’yu<BR>
+        ou’yu<BR>
+        eu’yu</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au’yë<BR>
+        ou’yë<BR>
+        eu’yë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">au’yo<BR>
+        ou’yo<BR>
+        eu’yo</FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 8(e): Secondary Mode, Pattern 
+  2</FONT></P>
+<TABLE width="82%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="36" colspan="2">&nbsp;</TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Series<BR>
+        A</FONT></STRONG></DIV></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        B</FONT></STRONG></DIV></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        C</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        D</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        E</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        F</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        G</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        H</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        J</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="8%" height="72" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">eì<BR>
+        oi<BR>
+        oì</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">i’a<BR>
+        i’e<BR>
+        i’o</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">îa<BR>
+        îo<BR>
+        îe</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’wï<BR>
+        ê’wï<BR>
+        ô’wï</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’wa<BR>
+        ê’wa<BR>
+        ô’wa</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’we<BR>
+        ê’we<BR>
+        ô’we</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’wi<BR>
+        ê’wi<BR>
+        ô’wi</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’wë<BR>
+        ê’wë<BR>
+        ô’wë </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’wo<BR>
+        ê’wo<BR>
+        ô’wo</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        II</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">aè<BR>
+        où<BR>
+        eù </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">u’a<BR>
+        u’e<BR>
+        u’o</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">ûa<BR>
+        ûo<BR>
+        ûe</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’yï<BR>
+        ê’yï<BR>
+        ô’yï </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’ya<BR>
+        ê’ya<BR>
+        ô’ya </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’ye<BR>
+        ê’ye<BR>
+        ô’ye</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’yu<BR>
+        ê’yu<BR>
+        ô’yu </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’yë<BR>
+        ê’yë<BR>
+        ô’yë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">â’yo<BR>
+        ê’yo<BR>
+        ô’yo</FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif">Table 8(f): Secondary Mode, Pattern 
+  3</FONT></P>
+<TABLE width="82%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="36" colspan="2">&nbsp;</TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Series<BR>
+        A</FONT></STRONG></DIV></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        B</FONT></STRONG></DIV></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        C</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        D</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        E</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        F</FONT></STRONG></DIV></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        G</FONT></STRONG></DIV></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        H</FONT></STRONG></DIV></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        J</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="8%" height="72" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        I</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">aì<BR>
+        uì<BR>
+        ëì</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">e’a<BR>
+        i’ë<BR>
+        ë’i </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">iê<BR>
+        îù<BR>
+        üa </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’wï<BR>
+        ø’wï<BR>
+        î’wï </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’wa<BR>
+        ø’wa<BR>
+        î’wa </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’we<BR>
+        ø’we<BR>
+        î’we </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’wi<BR>
+        ø’wi<BR>
+        î’wi </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’wë<BR>
+        ø’wë<BR>
+        î’wë </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’wo<BR>
+        ø’wo<BR>
+        î’wo</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD height="70" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Form<BR>
+        II</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>stem 1<BR>
+        stem 2<BR>
+        stem 3</STRONG></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">aù<BR>
+        ëù<BR>
+        iù</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">o’a<BR>
+        ë’u<BR>
+        u’ë</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">aê<BR>
+        üe<BR>
+        iû </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’yï<BR>
+        ø’yï<BR>
+        î’yï </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’ya<BR>
+        ø’ya<BR>
+        î’ya </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’ye<BR>
+        ø’ye<BR>
+        î’ye</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’yu<BR>
+        ø’yu<BR>
+        î’yu</FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’yë<BR>
+        ø’yë<BR>
+        î’yë </FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="4">û’yo<BR>
+        ø’yo<BR>
+        î’yo</FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>2.6 
+        PARTS OF SPEECH<A name="Sec2o6"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Ithkuil has only two parts of speech: <EM>formatives</EM> and 
+  <EM>adjuncts</EM>. While Ithkuil does employ words which function as nouns and 
+  verbs, such nouns and verbs derive morphologically from the same grammatical 
+  stem (its nominal or verbal function or meaning being dependent on the particular 
+  morpho-semantic context), hence the term <EM>formative</EM>. This process of 
+  noun/verb derivation from formatives is discussed in detail in Section 2.6.1 
+  below. Note that there are no adjectives, adverbs, prepositions, pronouns, determiners, 
+  conjunctions, particles or interjections in Ithkuil, at least not at any autonomous 
+  lexical level that can be termed a part of speech. The equivalents to, or substitutes 
+  for, these latter Western grammatical notions all exist within the formative-adjunct 
+  morphological paradigm.</P>
+<P align="justify">Another dissimilarity with Western languages is that there 
+  are no irregular or defective forms; all formatives and adjuncts follow the 
+  same inflectional and derivational rules without exception and all formatives 
+  are theoretically capable of semantic denotation for every inflectional or derivational 
+  category, i.e., all inflectionally or derivationally possible words theoretically 
+  exist and have meaning (although, in actuality, some forms will, of course, 
+  be semantically anomalous, redundant, contrived, or distinguish shades of meaning 
+  that are contextually unnecessary).</P>
+<H3 align="justify"><BR>
+  <A name="Sec2o6o1"></A> 2.6.1 Formatives </H3>
+<P align="justify">The stem formed as per the discussion in <A href="ithkuil-ch2-morphophonology.htm#Sec2o3">Section 
+  2.3</A> above constitutes the grammatical part of speech termed the <EM>formative</EM>. 
+  All formatives, without exception, can function as both nouns or verbs, and 
+  the distinction as to whether a formative is to be interpreted as a noun or 
+  a verb can only be made by analyzing its derivational morphology and syntactical 
+  relationship to the rest of the sentence. Consequently, there are no stems/formatives 
+  that refer only to nouns or only to verbs as in Western languages. The formative 
+  <STRONG>klâd</STRONG> illustrated above in Section 2.3.2.1 means both 
+  ‘river’ and ‘to flow/run (as a river)’ with neither 
+  meaning being seen as more intrinsic or fundamental, nor one deriving from the 
+  other. Such hierarchies of nominal over verbal meaning (or vice-versa) arise 
+  only in translating Ithkuil to English or other Western languages, where such 
+  nominal versus verbal lexical constraints are inherent. Often, the interpretation 
+  or translation of an Ithkuil formative exclusively into a noun or verb form 
+  is arbitrary. For example, the following Ithkuil phrases can be translated using 
+  either verbal predicates or purely nominal phrases:<BR>
+</P>
+<P align="justify"><IMG src="assets/2-6-1a.gif" width="190" height="25"><FONT color="#FFFFFF"> 
+  ______</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-2-2.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-2-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+  <EM>‘by the time of his death’</EM> <STRONG><FONT size="2">OR</FONT></STRONG> 
+  <EM>‘by the time he dies’</EM></P>
+<P align="justify"><BR>
+  <IMG src="assets/2-6-1b.gif" width="194" height="24"><BR>
+  <EM>‘the awful-smelling woman’</EM> <STRONG><FONT size="2">OR</FONT></STRONG> 
+  <EM>‘the woman smells awful’</EM></P>
+<P align="justify"><BR>
+  <IMG src="assets/2-6-1d.gif" width="208" height="23"><FONT color="#FFFFFF"> 
+  ______</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-2.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+  <EM>‘what the eagle sees’</EM> <STRONG><FONT size="2">OR</FONT></STRONG> 
+  <EM>‘the eagle’s seeing something’</EM></P>
+<P align="justify"><BR>
+  The reason why nouns and verbs can function as morphological derivatives of 
+  a single part of speech is because Ithkuil morpho-semantics does not see nouns 
+  and verbs as being cognitively distinct from one another, but rather as complementary 
+  manifestations of an idea existing in a common underlying semantic continuum 
+  whose components are space and time. As in physics, the holistic continuum containing 
+  these two components can be thought of as spacetime. It is in this continuum 
+  of spacetime that Ithkuil instantiates semantic ideas into lexical roots, giving 
+  rise to the part of speech termed the formative. The speaker then chooses to 
+  either <EM>spatially “reify”</EM> this formative into an object 
+  or entity (i.e., a noun) or to<EM> temporally “activize”</EM> it 
+  into an act, event, or state (i.e., a verb). This complementary process can 
+  be diagrammed as follows:</P>
+<BLOCKQUOTE>
+  <P align="justify"> <BR>
+    <IMG src="assets/2-6-1.gif" width="493" height="116"> </P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<H3>2.6.2 Adjuncts <A name="Sec2o6o2"></A></H3>
+<P align="justify">Adjuncts are so named because they operate in conjunction with 
+  adjacent formatives to provide additional grammatical information about the 
+  formative, somewhat like auxiliary verbs in English (e.g., “may, will, 
+  would, do, have”) or like noun determiners (e.g., “the, this, those”). 
+</P>
+<P align="justify">Adjuncts are formed from one or more consonantal and/or vocalic 
+  affixes, combined agglutinatively. There are several different types of adjuncts, 
+  most of which are described in detail in <A href="ithkuil-ch8-adjuncts.html" target="mainFrame">Chapter 
+  8: Adjuncts</A>. These include:</P>
+<UL>
+  <LI>
+    <DIV align="justify"><STRONG>Personal Reference Adjuncts</STRONG>: The nearest 
+      equivalent to Western personal pronouns, identifying in abbreviated form 
+      the participant entities to a verb or the entities associated with a particular 
+      noun in some case relationship. <BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><STRONG>Valence Adjuncts and Conflation Adjuncts</STRONG>: 
+      These are used in conjunction with verbal formatives to provide information 
+      on the morphological categories of Valence, Version, Derivation, Format, 
+      Level, and Modality. Each of these categories is discussed in <A href="ithkuil-ch5a-verbs.html" target="mainFrame">Chapter 
+      5: Verb Morphology</A>.<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><STRONG>Aspectual Adjuncts</STRONG>: These are used in 
+      conjunction with verbal formatives to provide information on the morphological 
+      categories of Aspect, Mood, Validation, Phase, Sanction, and Bias. Each 
+      of these categories is discussed in <A href="ithkuil-ch6-moreverbs.html" target="mainFrame">Chapter 
+      6: Additional Verb Morphology</A>.<BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><STRONG>Affixual Adjuncts</STRONG>: These function as 
+      whole-word substitutes for the consonantal affixes usually added to formatives. 
+      Their use is governed primarily by phonaesthetic principles (see<FONT color="#FF0000"> 
+      </FONT><A href="ithkuil-ch1-phonology.htm#Sec1o4o5">Section 1.4.5</A>). <BR>
+    </DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><STRONG>Combination Adjuncts</STRONG>: A blanket category 
+      covering several types of complex adjuncts which combine several distinct 
+      morphological categories into a single adjunct. Used primarily for euphonic 
+      and phonaesthetic purposes. </DIV>
+  </LI>
+</UL>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+      <P><FONT size="4"><STRONG>2.7 AFFIXES</STRONG></FONT><A name="Sec2o7"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<DIV align="justify"><BR>
+  Ithkuil, like English, employs affixes (including both prefixes, suffixes, and 
+  infixes) in its morphology. The rules governing the formation of these affixes 
+  are rather complex. The fundamentals are discussed below, while the actual affixes 
+  themselves are explored later in <A href="ithkuil-ch7a-affixes.html" target="mainFrame">Chapter 
+  7: Using Affixes</A>. </DIV>
+<H3 align="justify"><BR>
+  2.7.1 Consonant-based Affixes<A name="Sec2o7o1"></A></H3>
+<P align="justify">Ithkuil makes a fundamental distinction between purely vocalic 
+  affixes (i.e., containing no consonants) and affixes which are based on a consonant 
+  (which may or may not contain vowels). In this section we will explore consonant-based 
+  affixes.</P>
+<P align="justify">Every consonant-based affix used with a formative is composed 
+  of an invariable (i.e., non-mutating) consonant, but has a variable vocalic 
+  form associated with it. The suffix form of a consonant-based affix is of the 
+  form <STRONG>V+C</STRONG> (i.e., vowel + consonant), with an optional alternate 
+  form of <STRONG>C+V</STRONG> when in word-final position and in certain other 
+  circumstances. This word-final alternate form is explained in more detail in 
+  <A href="ithkuil-ch7a-affixes.html" target="mainFrame">Chapter 7</A>. As for 
+  the optional prefix form of consonantal affixes, this will also be discussed 
+  in Chapter 7; the discussion below applies only to the suffix form of affixes.</P>
+<P align="justify">While the consonantal portion of the affix is always invariable, 
+  the vocalic portion mutates depending on two morphological factors known as 
+  <STRONG>degree</STRONG> and <STRONG>affix-type</STRONG>. The nine different 
+  degrees will be discussed in detail in the next section below. As for affix-type, 
+  every consonantal-based V+C (or C+V) affix falls into one of three types, which 
+  determine what vowel or vowels will come before (or after) the invariable consonant 
+  C. The three affix-types are labelled <STRONG>V<FONT size="1">1</FONT></STRONG>, 
+  <STRONG>V<FONT size="1">2</FONT></STRONG>, and <STRONG>V<FONT size="1">3</FONT></STRONG>, 
+  in reference to the vowel portion of the affix.</P>
+<H3 align="justify"><BR>
+  2.7.2 Degree And Degree-Shifting<A name="Sec2o7o2"></A></H3>
+<P align="justify">In addition to the three affix-types, the vowel(s) associated 
+  with suffixes are also determined by degree. There are nine degrees, each of 
+  which has three associated vowel infixes corresponding to the three affix-types. 
+  Table 9 below shows the vowel(s) associated with each affix-type. </P>
+<P align="justify">Under certain circumstances where the final stem consonant 
+  and the consonant portion of the consonantal suffix can be conjoined without 
+  causing confusion (i.e., where the conjoined consonants will not be mistaken 
+  for a mutation of the final consonantal radical <STRONG>C<FONT size="1">2</FONT></STRONG>), 
+  Ithkuil permits the option to reverse the order of the vowel and consonant of 
+  the suffix. This alternate form is shown in the second column of the table for 
+  each degree. In this alternate form, the vocalic portion follows, rather than 
+  precedes the consonant portion of the suffix.</P>
+<P align="justify"></P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 9: 
+  Vocalic Infixes for Consonantal Suffixes by Affix Type </FONT></STRONG></P>
+<TABLE width="80%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="12%" rowspan="2">&nbsp;</TD>
+    <TD colspan="2" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 1: -V<FONT size="1">1</FONT>C</FONT></STRONG></DIV></TD>
+    <TD colspan="2" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 2: -V<FONT size="1">2</FONT>C</FONT></STRONG></DIV></TD>
+    <TD colspan="2" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 3: -V<FONT size="1">3</FONT>C</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="18%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">standard 
+        form </FONT></STRONG></DIV></TD>
+    <TD width="12%" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">optional 
+        reversed form</FONT></STRONG></DIV></TD>
+    <TD width="21%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">standard 
+        form </FONT></STRONG></DIV></TD>
+    <TD width="12%" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">optional 
+        reversed form</FONT></STRONG></DIV></TD>
+    <TD width="13%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">standard 
+        form </FONT></STRONG></DIV></TD>
+    <TD width="12%" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">optional 
+        reversed form</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      1</FONT></TD>
+    <TD><DIV align="center"><STRONG>-iC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cai</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-îC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cëi</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ieC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Caï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      2</FONT></TD>
+    <TD><DIV align="center"><STRONG>-eC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cei</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-êC / -eiC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Ceu </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-iëC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Ceï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      3</FONT></TD>
+    <TD><DIV align="center"><STRONG>-äC / -aeC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cia</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-âC /-aiC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Câ</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-iuC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Ciï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      4</FONT></TD>
+    <TD><DIV align="center"><STRONG>-öC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cua</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-øC / -euC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Ciu</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ioC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Coï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      5</FONT></TD>
+    <TD><DIV align="center"><STRONG>-(a)C</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Ca</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-uiC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cui</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-iäC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cuï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      6</FONT></TD>
+    <TD><DIV align="center"><STRONG>-üC / -ëuC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cü</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ÿC / -auC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cau</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-uäC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cäi</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      7</FONT></TD>
+    <TD><DIV align="center"><STRONG>-ïC / -ëiC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cï</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ëC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cëu</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-uoC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cöi</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      8</FONT></TD>
+    <TD><DIV align="center"><STRONG>-oC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Coi</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ôC / -oiC / -ouC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cou</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-uëC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cäu</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      9</FONT></TD>
+    <TD><DIV align="center"><STRONG>-uC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cu</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ûC</STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cû</STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>-ueC </STRONG></DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center"><STRONG>-Cöu</STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Applying the above rules to three example suffixes we can see 
+  in Table 10 below how these suffixes (and their alternate word-final forms) 
+  would actually appear in conjunction with the stem <FONT face="Arial, Helvetica, sans-serif"><STRONG>rit</STRONG></FONT>:</P>
+<P align="justify"><BR>
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>TABLE 10: EXAMPLE OF ALTERNATION 
+  OF VOWEL POSITION IN SUFFIXES</STRONG></FONT></P>
+<TABLE width="80%" border="1" cellpadding="2" cellspacing="3">
+  <TBODY><TR> 
+    <TD width="11%">&nbsp;</TD>
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Suffix: 
+        -V<FONT size="1">1</FONT>k</FONT></STRONG></DIV></TD>
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 2: -V<FONT size="1">2</FONT>k</FONT></STRONG></DIV></TD>
+    <TD bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 3: -V<FONT size="1">3</FONT>k</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      1</FONT></TD>
+    <TD width="27%"><DIV align="left"><STRONG> ritik / ritkai</STRONG></DIV></TD>
+    <TD width="34%"><DIV align="left"><STRONG>ritîk / ritkëi</STRONG></DIV></TD>
+    <TD width="28%"><DIV align="left"><STRONG>ritiek / ritkaï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      2</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritek / ritkei </STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritêk / riteik / ritkeu</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritiëk / ritkeï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      3</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritäk / ritaek / ritkia</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritâk / ritaik / ritkâ</STRONG></DIV></TD>
+    <TD> <DIV align="left"><STRONG>ritiuk /ritkiï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      4</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritök / ritkua</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritøk / riteuk / ritkiu</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritiok / ritkoï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      5</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritk / ritak / ritka</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>rituik / ritkui</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritiäk / ritkuï</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      6</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritük / ritëuk / ritkü</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritÿk / ritauk / ritkau</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>rituäk / ritkäi</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      7</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritïk / ritëik / ritkï </STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritëk / ritkëu</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>rituok / ritköi</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      8</FONT></TD>
+    <TD><DIV align="left"><STRONG>ritok /ritkoi</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritôk / ritoik / ritouk / ritkou</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>rituëk / ritkäu</STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      9</FONT></TD>
+    <TD><DIV align="left"><STRONG>rituk / ritku</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>ritûk / ritkû</STRONG></DIV></TD>
+    <TD><DIV align="left"><STRONG>rituek / ritköu</STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> Because the “reversed” -CV form of the suffix 
+  reinforces a CVC syllabic structure for the stem syllable of the word, such 
+  reversed word-final suffixes are common in Ithkuil (<A href="ithkuil-ch1-phonology.htm#Sec1o4o5">see 
+  Sec. 1.4.5</A>).</P>
+<P align="justify">As for the morpho-syntactic function of Degree, it is used 
+  in Ithkuil to create a gradient system for all consonantal affixes, which generally 
+  indicates the degree to which the semantic concept underlying the particular 
+  affix applies to the particular stem. This gradient usually extends from zero-degree 
+  (i.e., the particular concept or quality is absent or minimal) to a maximal 
+  degree (i.e., the particular concept or quality is present in totality). We 
+  will see in <A href="ithkuil-ch7a-affixes.html" target="mainFrame">Chapter 
+  7: Using Affixes</A> how this gradient system is used systematically in many 
+  dynamic semantic contexts. As a preview we can illustrate the meanings associated 
+  with the nine degrees for the affix -<STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">1</FONT>d</FONT></STRONG>.</P>
+<TABLE width="86%" border="0" cellpadding="0" bgcolor="#FFFFFF">
+  <TBODY><TR> 
+    <TD width="5%">&nbsp;</TD>
+    <TD width="12%"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Degree</FONT></STRONG></DIV></TD>
+    <TD bgcolor="#FFFFFF"> <DIV align="left"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Suffix</FONT></STRONG></DIV></TD>
+    <TD bgcolor="#FFFFFF"> <DIV align="left"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Meaning</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        1</FONT></DIV></TD>
+    <TD width="21%"><STRONG>-id / -dai</STRONG></TD>
+    <TD width="62%">wholly lacking in / a complete absence of / not at all</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">2</FONT></DIV></TD>
+    <TD><STRONG>-ed / -dei</STRONG></TD>
+    <TD>way too little / totally insufficient(ly) / not anywhere enough</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        3</FONT></DIV></TD>
+    <TD><STRONG>-äd / -aed / -dia</STRONG></TD>
+    <TD>not enough / insufficient(ly) / under-[+verb]</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        4</FONT></DIV></TD>
+    <TD><STRONG>-öd / -dua</STRONG></TD>
+    <TD>not quite enough / somewhat insufficient(ly) / slightly under-[+verb]</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        5</FONT></DIV></TD>
+    <TD><STRONG>-d / -ad / -da</STRONG></TD>
+    <TD>enough (of) / sufficient(ly)</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        6</FONT></DIV></TD>
+    <TD><STRONG>-üd / -ëud / -dü</STRONG></TD>
+    <TD>a little too (much) / more than needed / slightly over-[+verb]</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        7</FONT></DIV></TD>
+    <TD><STRONG>-ïd / -ëid / -dï</STRONG></TD>
+    <TD>too / too much / over-[+verb]</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        8</FONT></DIV></TD>
+    <TD><STRONG>-od /-doi</STRONG></TD>
+    <TD>way too much / totally over-[+verb]</TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#FFFFFF">&nbsp;</TD>
+    <TD bgcolor="#FFFFFF"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+        9</FONT></DIV></TD>
+    <TD><STRONG>-ud / -du</STRONG></TD>
+    <TD>nothing but / to the exclusion of all else</TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify"><BR>
+  2.7.3 Vocalic Affixes</H3>
+<P align="justify">Other than the stem-infixes previously discussed in <A href="ithkuil-ch2-morphophonology.htm#Sec2o3">Section 
+  2.3</A> et seq., the use of vocalic affixes (i.e., affixes based on vowels rather 
+  than consonants) in Ithkuil occurs in several contexts — vocalic prefixes 
+  to formatives, vocalic prefixes and suffixes to adjuncts, and the anaptyctic 
+  affixes -<STRONG>ï</STRONG>-, and -<STRONG>a</STRONG>. Each of these contexts 
+  is discussed below:</P>
+<P align="justify"><STRONG>2.7.3.1 Vocalic Prefixes</STRONG>. Vocalic prefixes 
+  are used with both formatives and adjuncts, and consist of either single vowels 
+  or two-vowel conjuncts or diphthongs (e.g., <STRONG>a</STRONG>-, <STRONG>ui</STRONG>-, 
+  <STRONG>ae</STRONG>-, <STRONG>ia</STRONG>-, <STRONG>ö</STRONG>-, <STRONG>eu</STRONG>-, 
+  etc.). Additionally, these prefixes can take an initial <STRONG>w</STRONG>- 
+  or <STRONG>y</STRONG>- increment. While these prefixes are often highly synthetic 
+  morphologically (i.e., a single prefix can carry information for multiple grammatical 
+  categories), they do not mutate. A word can take only one such prefix. The usage 
+  and function of these vocalic prefixes will be discussed as they are encountered 
+  in the chapters on morphology which follow.</P>
+<P align="justify"><STRONG>2.7.3.2 Vocalic Suffixes</STRONG>. Purely vocalic suffixes 
+  (other than the anaptyctic vowels discussed below) occur only in adjuncts, not 
+  formatives. Like vocalic prefixes described immediately above, they can be highly 
+  synthetic morphologically but do not mutate. Unlike vocalic prefixes, there 
+  can be multiple vocalic suffixes on an adjunct, joined agglutinatively (i.e., 
+  added on one after the other) with intervening consonantal affixes.</P>
+<P align="justify"><STRONG><A name="Sec2o7o3o3"></A>2.7.3.3 Anaptyctic Vowels 
+  -ï- and -a</STRONG>. Sometimes the grammatical rules of a language require 
+  a meaningless phonemic increment to be affixed to a word, whether as a prefix, 
+  suffix, or infix. This is known as anaptyxis. As will be discussed in <A href="ithkuil-ch7a-affixes.html" target="mainFrame">Chapter 
+  7: Using Affixes</A>, an anaptyctic infix, -<STRONG>ï</STRONG>-, is used 
+  in Ithkuil to separate consonantal prefixes from the <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  stem consonantal radical wherever necessary for phonotactical euphony or to 
+  prevent confusion in misinterpreting the prefix consonant(s) as part of the 
+  <STRONG>C<FONT size="1">1</FONT></STRONG> radical. For example, while the prefix 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">s</FONT></STRONG>- is phonotactically 
+  permissible before the stem <STRONG><FONT face="Arial, Helvetica, sans-serif">kaf</FONT></STRONG>, 
+  the resulting word must be <FONT face="Arial, Helvetica, sans-serif"><STRONG>sïkaf</STRONG></FONT>, 
+  not <STRONG><FONT face="Arial, Helvetica, sans-serif">skaf</FONT></STRONG>, 
+  as the latter is a completely different stem employing a <STRONG>C<FONT size="1">1</FONT></STRONG> 
+  radical <FONT face="Arial, Helvetica, sans-serif"><STRONG>sk</STRONG></FONT>-.</P>
+<P align="justify">An anaptyctic vowel is also sometimes required in Ithkuil when 
+  grammatical rules call for antepenultimate stress on a word (i.e., the third-from-last 
+  syllable is stressed), but the word in question has only one or two syllables. 
+  In such cases, the number of syllables must be increased to three. Sometimes 
+  this can be done by restructuring any consonantal affixes the word may have, 
+  but more often than not, anaptyctic vowels must be affixed. In this case the 
+  anaptyctic vowel <STRONG>ï</STRONG>- can be prefixed to a word beginning 
+  with a consonant (usually nominal formatives), and/or an anaptyctic vowel -<STRONG>a</STRONG> 
+  can be suffixed to the end of a word, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">kfuil 
+  <IMG src="assets/arrow.gif" width="17" height="9"> ïkfùila</FONT></STRONG>. 
+  This anaptyctic suffix -<STRONG>a</STRONG> is also required for phonotactical 
+  euphony when grammatical rules require the mutation of the second radical <STRONG>C<FONT size="1">2</FONT></STRONG> 
+  to a form which is not permissible in word-final position, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">t 
+  <IMG src="assets/arrow.gif" width="17" height="9"> tt</FONT></STRONG> 
+  as in <FONT face="Arial, Helvetica, sans-serif"><STRONG>reit <FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/arrow.gif" width="17" height="9"></FONT> 
+  reitta</STRONG></FONT>.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>2.8 
+        NOTE ON TERMINOLOGY<A name="Sec2o8"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">While this chapter has mentioned a few specific morphological 
+  categories in passing, beginning with <A href="ithkuil-ch3-morphology.html" target="mainFrame">Chapter 
+  3: Basic Morphology</A>, morphological (i.e., grammatical) categories will be 
+  discussed in detail. It should be noted that, given the extensive array of overt 
+  morphological categories in Ithkuil, the terminology used in naming these categories 
+  is often arbitrary. Where a category functions similarly to a familiar linguistic 
+  category, the name of that category has been appropriated. Elsewhere, linguistic 
+  terminology from Indo-European, Uralic, Amerindian or Ibero-Caucasian grammar 
+  has been appropriated out of convenience, often with only a small similarity 
+  of function. In still other instances, I have contrived my own grammatical nomenclature.</P>
+<P align="right"><STRONG><A href="ithkuil-ch3-morphology.html" onclick="javascript:changenavhome();"><FONT face="Arial, Helvetica, sans-serif">Proceed 
+  to Chapter 3: Basic Morphology &gt;&gt;</FONT></A></STRONG></P>
+<P align="justify">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch2-morpho-phonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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 
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+  <BR>
+  <BR>
+  <BR>
+  <BR>
+</P>
+<P></P>
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+<P>&nbsp;</P>
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+<P>&nbsp; </P>
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+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 3: Basic Morphology</TITLE>
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+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
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+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch3-basic-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 3: Basic Morphology</H2>
+<DIV align="center">
+  <TABLE width="43%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="183"><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o1">3.1 Configuration</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o5">3.5 Focus</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o2">3.2 Affiliation</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o6">3.6 Context</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o3">3.3 Perspective</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o7">3.7 Designation</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o4">3.4 Extension</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch3-morphology.htm#Sec3o8">3.8 Essence</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><BR>
+  As previously discussed in <A href="ithkuil-ch2-morphophonology.htm#Sec2o6o1"> 
+  Section 2.6.1</A>, the distinction between nouns and verbs common to most languages 
+  is rather blurred in Ithkuil. All lexical stems in Ithkuil function equally 
+  as nouns or verbs and share many of the same morpho-semantic features and categories. 
+  This is because Ithkuil morpho-semantics does not see nouns and verbs as being 
+  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 
+  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, 
+  inflect for nine <STRONG>Configurations</STRONG>, four <STRONG>Affiliations</STRONG>, 
+  four <STRONG>Perspectives</STRONG>, six <STRONG>Extensions</STRONG>, two <STRONG>Focus</STRONG> 
+  distinctions, four <STRONG>Contexts</STRONG>, two <STRONG>Designations</STRONG>, 
+  and two <STRONG>Essences</STRONG>, and can take any of more than 1300 optional 
+  affixes. These morphological categories are explained in the sections which 
+  follow. </P>
+<P align="justify">&nbsp; </P>
+
+<DIV align="justify">
+  <TABLE width="95%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+        <P><A name="Sec3o1"></A><STRONG><FONT size="4">3.1 CONFIGURATION</FONT></STRONG></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">To understand the Ithkuil concept of enumeration and quantification 
+  of nouns (i.e., what other languages term singular, plural, etc.) one must analyze 
+  three separate but related grammatical categories termed <STRONG>Configuration</STRONG>, 
+  <STRONG>Affiliation</STRONG>, and <STRONG>Perspective</STRONG>. These concepts 
+  are alien to other languages. While they deal with semantic distinctions which 
+  are quantitative in nature, these distinctions are usually made at the lexical 
+  level (i.e., via word choice) in other languages, not at the morphological as 
+  in Ithkuil. In this section we will deal first with Configuration, followed 
+  by Affiliation in <A href="ithkuil-ch3-morphology.htm#Sec3o2">Section 3.2</A> and Perspective in <A href="ithkuil-ch3-morphology.htm#Sec3o3">Section 
+  3.3</A>.</P>
+<P align="justify">Specifically, Configuration deals with the physical similarity 
+  or relationship between members of a noun referent within groups, collections, 
+  sets, assortments, arrangements, or contextual gestalts, as delineated by internal 
+  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 
+  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 
+  (i.e., people) referred to by words which indicate various groupings such as 
+  ‘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>, 
+  <EM>chess piece</EM> versus <EM>chess set</EM>, <EM>sentry</EM> versus <EM>blockade</EM>, 
+  <EM>piece of paper</EM> versus <EM>sheaf</EM>, <EM>girder</EM> versus <EM>(structural) 
+  framework</EM>, and <EM>coin</EM> versus <EM>roll of coins</EM> all exemplify 
+  these principles.</P>
+<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>, 
+  <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’ 
+  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 
+  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>
+<P align="justify">The nine configurations are the <STRONG><FONT size="2">UNIPLEX</FONT></STRONG>, 
+  <STRONG><FONT size="2">DUPLEX</FONT></STRONG>, <STRONG><FONT size="2">DISCRETE</FONT></STRONG>, 
+  <STRONG><FONT size="2">AGGREGATIVE</FONT></STRONG>, <STRONG><FONT size="2">SEGMENTATIVE</FONT></STRONG>, 
+  <STRONG><FONT size="2">COMPONENTIAL</FONT></STRONG>, <STRONG><FONT size="2">COHERENT, 
+  COMPOSITE</FONT></STRONG>, and <STRONG><FONT size="2">MULTIFORM</FONT></STRONG>. 
+  The function and morphology of these categories are explained below.</P>
+<BR>
+
+
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.1</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>UNI</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Uniplex</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">UNIPLEX</FONT> configuration is marked by 
+  Grade 1 mutation of the C<FONT size="1">1</FONT> radical consonant and indicates 
+  a single, contextual embodiment of the stem concept, i.e., one whole contextual 
+  unit of the basic nominal stem, e.g., <EM>a tree, a person, a screwdriver, a 
+  grape, a hammer blow, a hole</EM>. With verbs the <FONT size="2">UNIPLEX</FONT> 
+  signifies a single, holistic act, state, or event, e.g., <EM>to be a tree, to 
+  become a person, to use a screwdriver, to eat a grape, to strike (once) with 
+  a hammer, to dig a hole</EM>.</P><BR>
+
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.2</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DPX</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Duplex</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</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 
+  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” 
+  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, 
+  in/out, empty/full, or on/off. Use of the <FONT size="2">DUPLEX</FONT> in these 
+  contexts implies a full cycling through the two complementary states involved. 
+  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 
+  being divided by the impact.</P>
+<BR>
+
+
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.3</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DCT</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Discrete </STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DISCRETE</FONT> configuration is marked 
+  by Grade 3 mutation of the C<FONT size="1">1</FONT> radical consonant and indicates 
+  a grouping or set of the basic stem units that are more or less identiform (each 
+  having the same design or physical appearance). This grouping or set-nature 
+  can be either spatial, as in <EM>a flock of gulls</EM> (flying together), or 
+  temporal (i.e., sequentially repetitive or iterative) as in <EM>(a flock of) 
+  gulls flying one after another</EM>. Further examples of English nouns or noun 
+  phrases which would be translated using the <FONT size="2">DISCRETE</FONT> are 
+  <EM>a grove, a set of screwdrivers, a group of soldiers, a pile of leaves, a 
+  bowl of grapes, a series of hammer blows, an area of holes</EM>. Thus, the Ithkuil 
+  word for <EM>(identical) set</EM> would simply be the word for <EM>thing</EM> 
+  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>, 
+  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 
+  set of repetitions, whether spatially or temporally, viewed as a single holistic 
+  event. The individual member components acts, states, or events within this 
+  set can be either <FONT size="2">UNIPLEX</FONT>, e.g., <EM>to take steps, to 
+  flip through pages, to have spots, to dig holes in an area</EM>, or <FONT size="2">DUPLEX</FONT> 
+  in nature, e.g., <EM>to hammer, to spin, to breathe</EM>.</P>
+<P align="justify">It should be noted that the Containment <FONT size="2"><A href="ithkuil-ch7b-affixes-contd.htm#CNMaffix">CNM</A></FONT><A href="Ch-7%20Using%20Affixes%20Contd.html"> 
+  affix</A>, -V<FONT size="1">o</FONT><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">mt</FONT></STRONG>, 
+  can be used with the <FONT size="2">DISCRETE, </FONT> as well as most of the 
+  following configurations, to designate specifically the type of container, holder, 
+  or means of conveyance for a configurative set (e.g., a sack, package, jar, 
+  bottle, pile, load, etc.)<BR>
+</P>
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>3.1.4</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>AGG</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Aggregative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">AGGREGATE</FONT> configuration is marked 
+  by Grade 4 mutation of the C<FONT size="1">1</FONT> radical consonant and functions 
+  like the <FONT size="2">DISCRETE</FONT> above in referring to an associated 
+  group or set of entities, except that the members of the configurational set 
+  are not identical to one another. Examples of English words/entities which would 
+  be translated using the <FONT size="2">AGGREGATIVE</FONT> are <EM>a forest</EM> 
+  (of different kinds of trees), <EM>a toolset, a citizens group, a mixed pile 
+  of leaves, an assortment of animals, an area of different-sized holes, a series 
+  of musical notes</EM>. With verbs, the <FONT size="2">AGGREGATIVE</FONT> implies 
+  a spatially or temporally repeated set of non-identical acts, events, or states 
+  considered as a whole contextual unit. It would be used, for example, in translating 
+  the sentence <EM>This morning I dug holes in my garden</EM> (i.e., of different 
+  sizes).</P><BR>
+
+
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.5</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"><FONT size="4"><STRONG>SEG</STRONG></FONT></TD>
+      <TD width="7%">&nbsp;</TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Segmentative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">SEGMENTATIVE</FONT> configuration is marked 
+  by Grade 5 mutation of the C<FONT size="1">1</FONT> radical consonant and indicates 
+  a grouping or set of the basic stem units, the individual members of which are 
+  physically similar or identical and are either in physical contact with one 
+  another, physically connected via some linking medium, or in sufficiently close 
+  contact with one another so that the group moves or operates together. Examples 
+  would be <EM>a web, a train of flatcars, a convoy of schoolbuses, a string of 
+  pearls, a fall of leaves, a line of dancers, a parade of Barbie dolls</EM> (e.g., 
+  coming off an assembly line). To illustrate the difference between this configuration 
+  and the <FONT size="2">DISCRETE</FONT> above, we saw that the word <EM>grape</EM> 
+  in the <FONT size="2">DISCRETE</FONT> would be translated as <EM>a serving of 
+  grapes</EM>, while in the <FONT size="2">SEGMENTATIVE</FONT> it would mean <EM>a 
+  bunch of grapes</EM> (i.e., still connected to each other on a portion of vine). 
+</P>
+<P align="justify">With verbs, the use of the <FONT size="2">SEGMENTATIVE</FONT> 
+  versus the <FONT size="2">DISCRETE</FONT> implies that the repetitive/iterative 
+  nature of the act, state, or event occurs naturally due to the contextual nature 
+  of the precipitating event or agent. It would thus be used to distinguish the 
+  fuselage of bullets from a machine-gun from the simple hail of bullets from 
+  single-fire weapons. Likewise, it would distinguish <EM>The light is blinking 
+  </EM>from<EM> The light is flashing</EM>, where <EM>blink</EM> implies the way 
+  in which the source naturally emits light, while <EM>flash</EM> implies that 
+  the light is being made to emit repetitive bursts of light.<BR>
+</P>
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.6</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"><FONT size="4"><STRONG>CPN</STRONG></FONT></TD>
+      <TD width="7%">&nbsp;</TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Componential</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMPONENTIAL</FONT> configuration is marked 
+  by Grade 6 mutation of the C<FONT size="1">1</FONT> radical consonant and operates 
+  identically to the <FONT size="2">SEGMENTATIVE</FONT> above, except that the 
+  individual members of the configurational set are not physically similar or 
+  identical to each other. Examples of English words/entities which would be translated 
+  using the <FONT size="2">COMPONENTIAL</FONT> are <EM>a freight train, a cascade 
+  of (mixed) fruit (i.e., a continuous stream of fruit falling), a line of ticketholders, 
+  a parade of floats, a pattern of musical notes</EM>. With verbs, the <FONT size="2">COMPONENTIAL</FONT> 
+  signifies a connected series of repetitions where the individual acts, events, 
+  or states comprising the repetitive set are non-identical. It would distinguish 
+  <EM>The light twinkled </EM>from <EM>The light was blinking</EM>. </P>
+<BR>
+
+
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.7</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"><FONT size="4"><STRONG>COH</STRONG></FONT></TD>
+      <TD width="7%">&nbsp;</TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Coherent</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COHERENT</FONT> configuration is marked 
+  by Grade 7 mutation of the C<FONT size="1">1</FONT> radical consonant and functions 
+  similarly to the <FONT size="2">SEGMENTATIVE</FONT> above, except that the individual 
+  members of the configuration are connected, fused or mixed with one another 
+  to form a coherent emergent entity, i.e., the total configuration of objects 
+  constitutes an entirely new gestalt-like entity. Examples of English words which 
+  would be translated using the <FONT size="2">COHERENT</FONT> are <EM>a bookcase, 
+  a phalanx, a xylophone</EM>. </P>
+<P align="justify">In the realm of verbs, finding English translations illustrating 
+  the <FONT size="2">COHERENT</FONT> is difficult. If one can imagine the verb 
+  <EM>to glow</EM> to mean a series of flashes blurred one into another to create 
+  a continuous emanation, then <EM>glow</EM> versus <EM>flash</EM> might suffice. 
+  Perhaps a better illustration would be the difference between <EM>to buzz</EM> 
+  from <EM>to make a set of repeating noises</EM>.</P>
+<BR>
+
+
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.8</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"><FONT size="4"><STRONG>CST</STRONG></FONT></TD>
+      <TD width="7%">&nbsp;</TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Composite</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"> The <FONT size="2">COMPOSITE</FONT> configuration is marked 
+  by Grade 8 mutation of the C<FONT size="1">1</FONT> radical consonant and operates 
+  the same as the <FONT size="2">COHERENT</FONT> above except that the individual 
+  members of the configurational set are not identical or physically similar to 
+  one another. Examples of words/concepts that would be translated using the <FONT size="2">COMPOSITE</FONT> 
+  are <EM>a building</EM> (= a constructional set of walls, floors, doors, windows, 
+  etc.), <EM>a communications array, a conspiracy, a jungle thicket</EM>. Thus 
+  the Ithkuil words for <EM>recipe, skeleton, </EM>and<EM> melody</EM> would simply 
+  be the words for <EM>ingredient</EM>, <EM>bone</EM>, and <EM>musical note</EM> 
+  inflected for the <FONT size="2">COMPOSITE</FONT> configuration. For verbs, 
+  the <FONT size="2">COMPOSITE</FONT> versus <FONT size="2">COHERENT</FONT> distinction 
+  would distinguish <EM>to rumble</EM> from <EM>to buzz</EM>, or <EM>to glitter</EM> 
+  from <EM>to glow</EM>. </P>
+<BR>
+
+
+<DIV align="justify"> 
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>3.1.9</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"><FONT size="4"><STRONG>MLT</STRONG></FONT></TD>
+      <TD width="7%">&nbsp;</TD>
+      <TD width="67%"><FONT size="4"><STRONG>The Multiform</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">MULTIFORM</FONT> configuration is marked 
+  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 
+  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 
+  attributes of the set exclusively and exactly, other members of the set may 
+  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>
+<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 
+  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 
+  of membership varies by different degrees in comparison to an archetypical member 
+  of the set can be expressed using the <FONT size="2">MULTIFORM</FONT>. For examples, 
+  the Ithkuil word for <EM>library</EM> would simply be a word meaning something 
+  like <EM>work</EM> (i.e. thing authored/composed) inflected for the <FONT size="2">MULTIFORM</FONT>, 
+  signifying a hodge-podge assortment of writings and compositions (e.g., including 
+  books, pamphlets, notebooks, ledgers, formulas, letters, journals, recordings, 
+  magazines, etc.). Other example concepts translatable using the <FONT size="2">MULTIFORM</FONT> 
+  would be <EM>a rag-tag group of people, an incoherent pattern, lives in flux.</EM></P>
+<P align="justify">With verbs, the <FONT size="2">MULTIFORM</FONT> implies that 
+  the individual repetitions comprising an act, state, or event have varying degrees 
+  of spatio-temporal similarity to each other. A few English verbs such as <EM>fluctuate, 
+  sputter </EM>or<EM> flicker</EM> capture this sense. </P>
+<P align="justify">&nbsp; </P>
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+        <P><A name="Sec3o2"></A><FONT size="4"><STRONG>3.2 AFFILIATION</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">While the category of Configuration from the preceding section 
+  distinguishes the relationships between the individual members of a set in terms 
+  of physical characteristics, physical attributes or physical connections, the 
+  category of Affiliation operates similarly to distinguish the member relationships 
+  in terms of subjective purpose, function, or benefit. Affiliation operates synergistically 
+  in conjunction with Configuration to describe the total contextual relationship 
+  between the members of a set. Like Configuration, the meanings of nouns or verbs 
+  in the various affiliations often involve lexical changes when translated into 
+  English.</P>
+<P align="justify">Returning to our earlier example of the word <EM>tree</EM>, 
+  we saw how a group of trees of the same species becomes <EM>a grove</EM> in 
+  the <FONT size="2">DISCRETE</FONT> configuration. The word <EM>grove</EM> implies 
+  that the trees have grown naturally, with no specific purpose or function in 
+  regard to human design or utilization. On the other hand, groves of trees may 
+  be planted by design, in which case they become <EM>an orchard</EM>. We saw 
+  how trees occurring as a natural assortment of different kinds is termed <EM>a 
+  forest</EM>. However, such assortments can become wholly chaotic, displaying 
+  patternless disarray from the standpoint of subjective human design, thus becoming 
+  <EM>a jungle</EM>.</P>
+<P align="justify">As another example, we saw how the word <EM>person</EM> becomes 
+  <EM>group</EM>, or <EM>gathering</EM>, both of which are neutral as to subjective 
+  purpose or function. However, applying a sense of purposeful design generates 
+  words such as <EM>team</EM>, while the absence of purpose results in <EM>crowd</EM>.</P>
+<P align="justify">There are four affiliations: <FONT size="2">CONSOLIDATIVE</FONT>, 
+  <FONT size="2">ASSOCIATIVE</FONT>, <FONT size="2">VARIATIVE</FONT>, and <FONT size="2">COALESCENT</FONT>. 
+  Affiliation is marked by a word-initial vocalic prefix which varies depending 
+  on the extension of the formative, as well as being dependent on the format 
+  for verbs (see Sections 3.4 and 5.3 for an explanation of these respective categories). 
+  For nouns, these prefixes are shown in <A href="ithkuil-ch3-morphology.htm#Sec3o4">Table 11 in Section 
+  3.4</A> on Extension. For verbs, these prefixes are shown in Table 14 in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1" onclick="javascript:changenav5();">Section 
+  5.4.1</A>. The details of each affiliation are explained below.</P>
+<BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR valign="top"> 
+    <TD width="16%" height="20"> <STRONG><FONT size="4">3.2.1 </FONT></STRONG></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <STRONG><FONT size="4">CSL</FONT></STRONG></TD>
+    <TD width="7%">
+    <TD width="67%"> <STRONG><FONT size="4">The Consolidative</FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">CONSOLIDATIVE</FONT> affiliation indicates 
+  that the individual members of a configurational set are a naturally occurring 
+  set where the function, state, purpose or benefit of individual members is inapplicable, 
+  irrelevant, or if applicable, is shared. It differs from the <FONT size="2">ASSOCIATIVE</FONT> 
+  affiliation below in that the role of individual set members is not subjectively 
+  defined by human design. Examples are <EM>tree branches, a grove, a mound of 
+  rocks, some people, the clouds</EM>. </P>
+<P align="justify">The <FONT size="2">CONSOLIDATIVE</FONT> is also the affiliation 
+  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, 
+  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>
+<P align="justify">For the set of prefixes which mark this affiliation, see Table 
+  11 in <A href="ithkuil-ch3-morphology.htm#Sec3o4">Section 3.4</A> below for nouns and Table 14 in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1" onclick="javascript:changenav5();">Section 
+  5.4.1</A> for verbs.</P>
+<BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.2.2</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASO</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Associative</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">ASSOCIATIVE</FONT> affiliation indicates 
+  that the individual members of a configurational set share the same subjective 
+  function, state, purpose or benefit. Its use can be illustrated by taking the 
+  Ithkuil word for soldier in the <FONT size="2">DISCRETE</FONT> configuration 
+  and comparing its English translations when inflected for the <FONT size="2">CONSOLIDATIVE</FONT> 
+  affiliation (= <EM>a group of soldiers</EM>) versus the <FONT size="2">ASSOCIATIVE</FONT> 
+  (= <EM>a troop, a platoon)</EM>. It is this <FONT size="2">CONSOLIDATIVE</FONT> 
+  versus <FONT size="2">ASSOCIATIVE</FONT> distinction, then, that would distinguish 
+  otherwise equivalent <FONT size="2">DISCRETE</FONT> inflections of the Ithkuil 
+  word for tree by translating them respectively as <EM>a grove</EM> versus <EM>an 
+  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. 
+  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>
+<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, 
+  with the verb <EM>turn</EM> in <EM>I turned toward the window</EM> to indicate 
+  whether it was for no particular reason or due to a desire to look outside.</P>
+<P align="justify">For the set of prefixes which mark this affiliation, see <A href="ithkuil-ch3-morphology.htm#Sec3o4">Table 
+  11 in Section 3.4</A> below for nouns and Table 14 in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1">Section 
+  5.4.1</A> for verbs.</P>
+<BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.2.3</STRONG></FONT></TD>
+    <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>VAR</STRONG></FONT></DIV></TD>
+    <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="66%"><FONT size="4"><STRONG>The Variative</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">VARIATIVE</FONT> affiliation indicates that 
+  the individual members of a configurational set differ as to subjective function, 
+  state, purpose or benefit. The differences among members can be to varying degrees 
+  (i.e., constituting a fuzzy set in regard to function, purpose, etc.) or at 
+  complete odds with one another, although it should be noted that the <FONT size="2">VARIATIVE</FONT> 
+  would not be used to signify opposed but complementary differences among set 
+  members (see the <FONT size="2">COALESCENT</FONT> affiliation below). It would 
+  thus be used to signify <EM>a jumble of tools, odds-and-ends, a random gathering, 
+  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>
+<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 
+  be captured in English only through paraphrase, as in <EM>She bought the house 
+  for various reasons </EM>or<EM> My being at the party served several purposes</EM>. 
+  With non-<FONT size="2">UNIPLEX</FONT> configurations, the use of the <FONT size="2">VARIATIVE</FONT> 
+  affiliation can describe rather complex phenomena; for example, a sentence using 
+  the <FONT size="2">SEGMENTATIVE</FONT> configuration such as <EM>The light is 
+  blinking</EM> in conjunction with the <FONT size="2">VARIATIVE</FONT> would 
+  mean that each blink of the light signals something different than the preceding 
+  or following blinks.</P>
+<P align="justify">For the set of prefixes which mark this affiliation, see <A href="ithkuil-ch3-morphology.htm#Sec3o4">Table 
+  11 in Section 3.4</A> below for nouns and Table 14 in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1">Section 
+  5.4.1</A><FONT color="#FF0000"> </FONT>for verbs.</P>
+<BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.2.4</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>COA</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Coalescent</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<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 
+  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> 
+  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> 
+  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>
+<P align="justify">The <FONT size="2">COALESCENT</FONT> naturally appears most 
+  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>. 
+  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 
+  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 
+  make up a greater holistic act, state, or event. It imposes a situational structure 
+  onto an act, state, or event, where individual circumstances work together in 
+  complementary fashion to comprise the total situation. It would be used, for 
+  example, to distinguish the sentences <EM>He traveled in the Yukon</EM> from 
+  <EM>He ventured in the Yukon</EM>, or <EM>I came up with a plan</EM> versus 
+  <EM>I fashioned a plan</EM>.</P>
+<P align="justify">For the set of prefixes which mark this affiliation, see <A href="ithkuil-ch3-morphology.htm#Sec3o4">Table 
+  11 in Section 3.4</A> below for nouns and Table 14 in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1">Section 
+  5.4.1</A> for verbs.</P>
+<P align="justify">&nbsp; </P>
+<TABLE width="95%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD height="20" valign="top"> 
+      <P><A name="Sec3o3"></A><FONT size="4"><STRONG>3.3. PERSPECTIVE</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<DIV align="justify"><BR>
+  Perspective is the closest Ithkuil morphological category to the Number and 
+  Tense categories of other languages (e.g., singular/plural and past/present/future). 
+  However, the correspondence is only approximate because Perspective does not 
+  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” 
+  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 
+  a spatio-temporally neutral abstraction. How this works requires separate explanations 
+  for nouns and verbs. </DIV>
+<P align="justify"><STRONG>Perspective with Nouns</STRONG>. What Perspective means 
+  for nouns is that, in addition to merely indicating whether a given spatial 
+  context contains one or more than one, it also specifies single versus multiple 
+  manifestations in time, as well as along an axis of concreteness versus abstraction. 
+  Complicating the picture is the fact that the categories of Configuration and 
+  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>
+<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,” 
+  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” 
+  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 
+  below.</P><BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.3.1</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>M</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Monadic</STRONG></FONT></TD>
+  </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 
+  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 
+  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 
+  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 
+  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> 
+  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> 
+  implies they form only one embodiment of whatever particular Configuration category 
+  is manifested. Using the <FONT size="2">AGGREGATIVE</FONT> configuration as 
+  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 
+  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 
+  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>
+<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 
+  by the <FONT size="2">MONADIC</FONT> means that the act, state, or event is 
+  temporally contiguous and accessible from the point of view of the present context. 
+  It would be used to describes an act, state, or event which:</P>
+<UL>
+  <LI> 
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">takes 
+      place entirely in the present context</FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">started 
+      in the accessible past and has continued on into the present context</FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">starts 
+      within the present context and continues on into an accessible future </FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">started 
+      in an inaccessible past, but only the portion taking place in the present 
+      context is being addressed or is under consideration or relevant within 
+      the context of the utterance</FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">starts 
+      within the present context and may continue into an inaccessible future, 
+      but only the portion taking place in the present context is being addressed 
+      or is under consideration or relevant within the context of the utterance</FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">started 
+      in an inaccessible past and will continue into an inaccessible future, but 
+      only the portion taking place in the present context is being addressed 
+      or is under consideration or relevant within the context of the utterance 
+      </FONT> </DIV>
+  </LI>
+</UL>
+<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 
+  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 
+  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 
+  stress on the noun or verb (i.e. stress on the second-to-last syllable).</P><BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.3.2</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>U</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <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 
+  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 
+  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….’ 
+</P>
+<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>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif"> occurs 
+      entirely in the inaccessible past </FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">will 
+      occur entirely in the inaccessible future </FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">may 
+      be occurring in the present context but started in an inaccessible past, 
+      and the portion occurring in the present context cannot be understood without 
+      taking into account that past portion </FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">may 
+      be occurring in the present context but will continue into an inaccessible 
+      future, and the portion occurring in the present context cannot be understood 
+      without taking into account the future portion</FONT></DIV>
+  </LI>
+  <LI>
+    <DIV align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">started 
+      in an inaccessible past and will continue into an inaccessible future, and 
+      the portion occurring in the present context cannot be understood without 
+      taking into account these inaccessible portions</FONT></DIV>
+  </LI>
+</UL>
+<P align="justify">If necessary to specify whether the <FONT size="2">UNBOUNDED</FONT> 
+  is referencing the past versus the future, additional aspectual markers can 
+  be employed (see <A href="ithkuil-ch6-moreverbs.htm#Sec6o4">Sec. 6.4</A> 
+  on Aspect). Note that, even more so than with the <FONT size="2">MONADIC</FONT>, 
+  translation of the <FONT size="2">UNBOUNDED</FONT> into Western languages is 
+  subjective, as the translation must necessarily convey linear tense information 
+  which is not conveyed by the Ithkuil original.</P>
+<P align="justify">The <FONT size="2">UNBOUNDED</FONT> is shown by ultimate syllabic 
+  stress (i.e., on the final syllable).</P><BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.3.3</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>N</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Nomic<A name="Sec3o3o3"></A></STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">NOMIC</FONT> refers to a generic collective 
+  entity or archetype, containing all members or instantiations of a configurative 
+  set throughout space and time (or within a specified spatio-temporal context). 
+  Since it is all members being spoken of, and no individual members in particular, 
+  this category is mutually exclusive from the <FONT size="2">MONADIC</FONT> or 
+  <FONT size="2">UNBOUNDED</FONT>. For nouns, the <FONT size="2">NOMIC</FONT> 
+  corresponds approximately to the several constructions used for referring to 
+  collective nouns in English, as seen in the sentences <EM><STRONG>The dog</STRONG> 
+  is a noble beast, <STRONG>Clowns</STRONG> are what children love most, There 
+  is nothing like <STRONG>a tree</STRONG></EM>. </P>
+<P align="justify">With verbs, the <FONT size="2">NOMIC</FONT> designates an action, 
+  event, or situation which describes a general law of nature or a persistently 
+  true condition or situation spoken of in general, without reference to a specific 
+  instance or occurrence of the activity (it is, in fact, all possible instances 
+  or occurrences that are being referred to). English has no specialized way of 
+  expressing such generic statements, generally using the simple present tense. 
+  Examples of usage would be <EM>The sun doesn't set on our planet, Mr. Okotele 
+  is sickly, In winter it snows a lot, That girl sings well</EM>.</P>
+<P align="justify">The <FONT size="2">NOMIC</FONT> is shown by antepenultimate 
+  stress (i.e., on the third-from-last syllable).</P>
+<P align="justify"></P><BR>
+
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.3.4</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>A</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Abstract<A name="Sec3o3o4"></A></STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Similar to the formation of English abstract nouns using suffixes 
+  such as -hood or -ness, the <FONT size="2">ABSTRACT</FONT> transforms a configurative 
+  category into an abstract concept considered in a non-spatial, timeless, numberless 
+  context. While only certain nouns in English can be made into abstracts via 
+  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><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 
+  constructions to create a temporal abstraction, where the temporal relationship 
+  of the action, event, or state to the present is irrelevant or inapplicable, 
+  similar to the way in which the English infinitive or gerund form (used as substitutes 
+  for a verb phrase) do not convey a specific tense in the following sentences: 
+  <EM><STRONG>Singing</STRONG> is not his strong suit; It makes no sense <STRONG>to 
+  worry</STRONG> about it; I can't stand her <STRONG>pouting</STRONG></EM>. As 
+  a result, the <FONT size="2">ABSTRACT</FONT> acts as a "timeless" 
+  verb form which, much like these English infinitives and gerunds, operates in 
+  conjunction with a separate main verb in one of the other three perspectives. 
+  The <FONT size="2">ABSTRACT</FONT> is often used in conjunction with certain 
+  modalities and moods of the verb (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 
+  5.5 on Modality</A> and <A href="ithkuil-ch6-moreverbs.htm#Sec6o5">Sec. 
+  6.5 on Mood</A>) which convey hypothetical or unrealized situations, in which 
+  the temporal relationship to the present is arbitrary, inapplicable, or unknowable.</P>
+<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 
+  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>, 
+  is permitted.)</P>
+<P align="justify">&nbsp;</P>
+
+<TABLE width="98%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR> 
+    <TD height="20" valign="top"> 
+      <P><A name="Sec3o4"></A><FONT size="4"><STRONG>3.4 EXTENSION</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Extension is another Ithkuil morphological category for which 
+  there is no exact equivalent in other languages. It applies to all formatives 
+  and indicates the manner in which the noun or verb is being considered in terms 
+  of spatial or temporal extent or boundaries. There are six extensions: <FONT size="2">DELIMITIVE</FONT>, 
+  <FONT size="2">PROXIMAL</FONT>, <FONT size="2">INCEPTIVE</FONT>, <FONT size="2">TERMINATIVE</FONT>, 
+  <FONT size="2">DEPLETIVE</FONT>, and <FONT size="2">GRADUATIVE</FONT>, shown 
+  by a vocalic prefix to the formative in conjunction with Affiliation for nouns 
+  (see <A href="ithkuil-ch3-morphology.htm#Sec3o2">Sec. 3.2</A> above) and Affiliation plus Format for verbs 
+  (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Section 5.4</A> on Format). 
+  The table below shows these prefixes for nouns. The prefixes for verbs are shown 
+  in Table 14 in <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Section 5.4</A>. 
+  How Extension operates is explained in detail following the table.</P>
+<P align="justify"><BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 11: Word-Initial Affiliation/Extension 
+  Prefixes for Nominal Formatives</STRONG></FONT></P>
+<TABLE width="77%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD colspan="2" rowspan="3"><DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">AFFILIATION</FONT></DIV>
+      <DIV align="center"></DIV></TD>
+    <TD colspan="6"><DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"></DIV>
+      <DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">EXTENSION</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="12%"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">DEL</FONT></DIV></TD>
+    <TD width="10%"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">PRX</FONT></DIV></TD>
+    <TD width="11%"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">ICP</FONT></DIV></TD>
+    <TD width="12%"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">TRM</FONT></DIV></TD>
+    <TD width="12%"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">DPL</FONT></DIV></TD>
+    <TD width="13%"><DIV align="center"><FONT size="2" face="Arial, Helvetica, sans-serif">GRD</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">DELIMITIVE</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">PROXIMAL</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">INCEPTIVE</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"><FONT size="1">TERMINATIVE</FONT></FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"><FONT size="1">DEPLETIVE</FONT></FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif"><FONT size="1">GRADUATIVE</FONT></FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <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>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>
+  </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>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>
+  </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>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>
+  </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>o- </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ô- </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ae- </STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG>ea-</STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+
+<STRONG>*</STRONG> <FONT size="2">This <STRONG>a-</STRONG> prefix is optional 
+if the nominal versus verbal status of the formative can be determined from other 
+morphological elements or if the meaning of the phrase or sentence is clear regardless 
+of knowing the formative's nominal or verbal status.</FONT><BR>
+<P>
+</P>
+<BR>
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.4.1</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DEL</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Delimitive</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">DELIMITIVE</FONT> extension indicates that 
+  a noun is being spoken of in its contextual entirety as a discrete entity with 
+  clear spatio-temporal boundaries, with no emphasis on any particular portion, 
+  edge, boundary, limit, or manifestation beyond the context at hand. It can be 
+  considered the neutral or default view, e.g., <EM>a tree, a grove, a set of 
+  books, an army</EM>. To illustrate a contextual example, the English sentence 
+  <EM>He climbed the ladder</EM> would be translated with the word <EM>ladder</EM> 
+  in the <FONT size="2">DELIMITIVE</FONT> to show it is being considered as a 
+  whole. With verbs, this extension indicates that the act, state, or event is 
+  being considered in its entirety, from beginning to end, e.g., <EM>She diets 
+  every winter</EM> (i.e., she starts and finishes each diet).</P>
+<TABLE width="87%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD><DIV align="justify">The <FONT size="2">DELIMITIVE</FONT> can be thought 
+        of as an expanse of spacetime that has definite beginning and ending points, 
+        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>
+    <TD><IMG src="assets/3-4-1.gif" width="344" height="203"></TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify">&nbsp;</H3>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.4.2</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRX</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Proximal</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">PROXIMAL</FONT> extension indicates that 
+  a noun is being spoken of not in its entirety, but rather only in terms of the 
+  portion, duration, subset, or aspect which is relevant to the context at hand. 
+  It would be used to translate the words <EM>tree</EM>, <EM>journey</EM>, and 
+  <EM>ladder</EM> in the sentences <EM>That tree is hard there</EM> (e.g., in 
+  the spot where I hit against it), <EM>She lost weight during her journey</EM>, 
+  or <EM>He climbed on the ladder</EM> (i.e., it is not relevant to the context 
+  to know if he made it all the way to the top). Note that in these sentences, 
+  the <FONT size="2">PROXIMAL</FONT> does not refer to a specific or delineated 
+  piece, part, or component of the tree or ladder, but rather to the fact that 
+  delineated boundaries such as the ends of the ladder or the entirety of the 
+  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 
+  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>
+    <TD width="45%"><IMG src="assets/3-4-2.gif" width="356" height="251"></TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify">&nbsp;</H3>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.4.3</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ICP</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Inceptive</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">INCEPTIVE</FONT> extension focuses on the 
+  closest boundary, the beginning, initiation, or the immediately accessible portion 
+  of a noun or verb, without focusing on the boundaries of the remainder. It would 
+  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 
+  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>
+    <TD><IMG src="assets/3-4-3.gif" width="361" height="227"></TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify">&nbsp;</H3>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.4.4</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>TRM</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Terminative</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">TERMINATIVE</FONT> extension focuses on 
+  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 
+  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 
+  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>
+    <TD><IMG src="assets/3-4-4.gif" width="378" height="246"></TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify">&nbsp;</H3>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.4.5</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DPL</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Depletive</STRONG></FONT></TD>
+  </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). 
+  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 
+  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>
+    <TD width="62%"><IMG src="assets/3-4-5.gif" width="373" height="237"></TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify">&nbsp;</H3>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>3.4.6</STRONG></FONT></TD>
+    <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>GRD</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="67%"><FONT size="4"><STRONG>The Graduative</STRONG></FONT></TD>
+  </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” 
+  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 
+  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>
+    <TD width="50%"><IMG src="assets/3-4-6.gif" width="371" height="215"></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"></P>
+<P align="justify"></P>
+<H3 align="justify">3.4.7 Examples of Configuration, Affiliation, and Extension</H3>
+<TABLE width="88%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="26%"><IMG src="assets/3-4-7a.gif" width="73" height="69"></TD>
+    <TD width="23%"><IMG src="assets/3-4-7b.gif" width="78" height="66"></TD>
+    <TD width="9%">&nbsp;</TD>
+    <TD width="15%"><IMG src="assets/3-4-7c.gif" width="73" height="65"></TD>
+    <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>&nbsp;</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>
+<BR>
+</EM> 
+<TABLE width="88%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%" height="79"><IMG src="assets/3-4-7e.gif" width="70" height="70"></TD>
+    <TD width="34%"><IMG src="assets/3-4-7f.gif" width="79" height="75"></TD>
+    <TD width="7%">&nbsp;</TD>
+    <TD width="15%"><IMG src="assets/3-4-7g.gif" width="71" height="72"></TD>
+    <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>&nbsp;</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>
+<BR>
+</EM> 
+<TABLE width="88%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="28%"><IMG src="assets/3-4-7i.gif" width="73" height="68"></TD>
+    <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>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<BR>
+<TABLE width="92%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%" height="73"><IMG src="assets/3-4-7k.gif" width="71" height="73"></TD>
+    <TD width="17%"><IMG src="assets/3-4-7l.gif" width="72" height="70"></TD>
+    <TD width="66%"><IMG src="assets/3-4-7m.gif" width="315" height="69"> 
+      <A href="Sound_Files/Ch-3-1.mp3"><IMG src="assets/Clown4.GIF" width="89" height="67" border="0"></A> 
+    </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’ 
+      </EM><STRONG>or</STRONG><EM><BR>
+      ‘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> 
+<A href="Sound_Files/Ch-3-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+<BR>
+<EM></EM><BR>
+<BR>
+
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD height="20" valign="top" bgcolor="#CCCCCC"> 
+      <P><A name="Sec3o5"></A><FONT size="4"><STRONG>3.5 FOCUS</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Focus, is a two-way, positive versus negative distinction labeled 
+  <STRONG>+FC</STRONG> <FONT size="2">FOCUSED</FONT> and <STRONG>-FC</STRONG> 
+  <FONT size="2">UNFOCUSED</FONT> which is applicable to all formatives, whether 
+  functioning as nouns or verbs. The concept of semantic focus refers to what 
+  information in an utterance is to be considered new information as opposed to 
+  background context. The specifics are explained below and are best understood 
+  through various English illustrations.</P>
+<P align="justify">In any given discourse (i.e., a contextual series of utterances 
+  such as a conversation, a story, an account of an event, etc.), any single sentence 
+  of that discourse will likely make reference to previously mentioned material 
+  as background, as well as present new material to further the purpose of the 
+  discourse. Semantic focus refers to those elements of a sentence which constitute 
+  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’ 
+  would have semantic focus while the dog is background material. In answering 
+  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 
+  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. 
+  In general, English conveys focus by a shift in vocal inflection (tone and pitch 
+  contours) to provide emphasis.</P>
+<P align="justify">Focus does not necessarily require a full discourse to have 
+  semantic relevance; it can occur within a single autonomous sentence, in which 
+  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.” 
+  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 
+  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>
+<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 
+  convey semantic focus. The <FONT size="2">UNFOCUSED</FONT> option operates as 
+  the opposing neutral default condition. Focus can be used to subtly distinguish 
+  what in Ithkuil would otherwise be identical sentence. For example, compare 
+  the following two English sentences:</P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>After I shopped, I went home. <BR>
+    I shopped before I went home</EM>.</P>
+</BLOCKQUOTE>
+<P align="justify">Both sentences indicate two sequential events: shopping, then 
+  going home. The difference between them is one of focus. In the first sentence, 
+  <EM>I went home</EM> has semantic focus, as that is the new information being 
+  conveyed, while in the second sentence it is <EM>I shopped</EM> that has focus. 
+  In Ithkuil, both sentences would be translated as <EM>(First) I shopped then 
+  went home</EM>, the only distinction being the <STRONG>+FC</STRONG> <FONT size="2">FOCUSED</FONT> 
+  distinction applied to the verb phrase <EM>went home</EM> in the first sentence, 
+  and to the verb <EM>shopped</EM> in the second sentence.</P>
+<P align="justify">As a further examination of Focus, compare these two very similar 
+  English sentences:</P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>Mother entered the room and turned on the lights.<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 
+  is to considered as one reported event with no particular element having the 
+  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 
+  equivalents to these sentences would contain no such pronoun distinction. Instead, 
+  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 
+  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 
+  unmarked in Ithkuil, i.e., it is indicated by the absence of any overt change 
+  in the phonological structure of a formative, or by any affix or adjunct. The 
+  <FONT size="2">FOCUSED</FONT> attribute is shown in one of three ways for formatives:</P>
+<UL>
+  <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> 
+    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. 
+    6.4.5</A> will show additional ways to manifest positive focus within certain 
+    types of adjuncts.<BR>
+  </LI>
+</UL>
+<P align="justify">&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD height="20" valign="top"> 
+      <P><A name="Sec3o6"></A><FONT size="4"><STRONG>3.6 CONTEXT</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Context is yet another morphological category with no equivalent 
+  in other languages. It indicates what tangible or intangible features or aspects 
+  of a formative are being psychologically implied in any given utterance. There 
+  is no way to show this in translation other than by paraphrase. There are four 
+  contexts: the <FONT size="2">EXISTENTIAL</FONT>, the <FONT size="2">FUNCTIONAL</FONT>, 
+  the <FONT size="2">REPRESENTATIONAL</FONT>, and the <FONT size="2">AMALGAMATE</FONT>, 
+  marked by each of the four tones on the formative. They are explained and illustrated 
+  below.</P>
+<BR>
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><STRONG><FONT size="4">3.6.1 </FONT></STRONG></TD>
+    <TD width="10%" valign="top" bgcolor="#CCCCCC"><STRONG><FONT size="4">EXS</FONT></STRONG></TD>
+    <TD width="7%"><FONT size="4">&nbsp;</FONT></TD>
+    <TD width="67%"> <STRONG><FONT size="4">The Existential</FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<DIV align="justify"><BR>
+  The <FONT size="2">EXISTENTIAL</FONT> context is marked by falling tone on the 
+  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> 
+  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>
+<P align="justify">For example, consider the sentence <EM>A cat ran past the doorway</EM>. 
+  If the Ithkuil words corresponding to <EM>cat</EM>, <EM>run</EM>, and <EM>doorway</EM> 
+  are in the <FONT size="2">EXISTENTIAL</FONT>, then the sentence merely describes 
+  an objective scene. No implication is intended concerning the subjective nature 
+  of the two entities or the action involved. The sentence is merely stating that 
+  two entities currently have a certain dynamic spatial relationship to each other; 
+  those two entities happen to be a cat and a doorway, and the running merely 
+  conveys the nature of the spatial relationship. </P>
+<BR>
+
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><STRONG><FONT size="4">3.6.2</FONT></STRONG></TD>
+    <TD width="10%" valign="top" bgcolor="#CCCCCC"><STRONG><FONT size="4">FNC</FONT></STRONG></TD>
+    <TD width="7%">&nbsp;</TD>
+    <TD width="67%"> <STRONG><FONT size="4">The Functional</FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<DIV align="justify"><BR>
+  The <FONT size="2">FUNCTIONAL</FONT> context is marked by high tone on the formative. 
+  It focuses on those features of a formative that are defined socially by ideas, 
+  attitudes, beliefs, opinions, convention, cultural status, use, function, benefit, 
+  etc. It serves to identify not what a noun existentially is, but to show that 
+  the noun has specific (and subjective) contextual meaning, relevance or purpose. 
+</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 
+  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’ 
+  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> 
+  now implies the furtive nature of the cat.</P>
+<P align="justify">&nbsp; </P>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><STRONG><FONT size="4">3.6.3</FONT></STRONG></TD>
+    <TD width="10%" bgcolor="#CCCCCC"><STRONG><FONT size="4">RPS</FONT></STRONG></TD>
+    <TD width="7%">&nbsp;</TD>
+    <TD width="67%"> <STRONG><FONT size="4">The Representational<A name="Sec3o6o3"></A></FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<DIV align="justify"><BR>
+  The <FONT size="2">REPRESENTATIONAL</FONT> context is marked by rising tone. 
+  It focuses on a formative as a symbol, metaphor, or metonym*, in that it indicates 
+  that the formative is serving as a representation or substitute for some other 
+  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> 
+  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>
+  </FONT><BR>
+</P>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><STRONG><FONT size="4">3.6.4</FONT></STRONG></TD>
+    <TD width="10%" bgcolor="#CCCCCC"><STRONG><FONT size="4">AMG</FONT></STRONG></TD>
+    <TD width="7%">&nbsp;</TD>
+    <TD width="67%"> <STRONG><FONT size="4">The Amalgamate<A name="Sec3o6o4"></A></FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> The <FONT size="2">AMALGAMATE</FONT> context is marked by 
+  broken tone. It is the most abstract and difficult to understand from a Western 
+  linguistic perspective. It focuses on the systemic, holistic, gestalt-like, 
+  componential nature of a formative, implying that its objective and subjective 
+  totality is derived synergistically from (or as an emergent property of) the 
+  interrelationships between all of its parts, not just in terms of a static momentary 
+  appraisal, but in consideration of the entire developmental history of the noun 
+  and any interactions and relationships it has (whether past, present or potential) 
+  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, 
+  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 
+  the cat being representative of everything about cats and all they stand for, 
+  the doorway as being representative of the nature of doorways as portals of 
+  change, thresholds of departure, and the juncture of past and the future, while 
+  the act of running becomes representative of flight from enemies, rapidity of 
+  movement, the body at maximum energy expenditure, etc.</P>
+<P align="justify">&nbsp; </P>
+<BR>
+
+<TABLE width="97%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD height="20" valign="top"> 
+      <P><A name="Sec3o7"></A><FONT size="4"><STRONG>3.7 DESIGNATION</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><STRONG>Designation</STRONG> is a somewhat subjective category, 
+  with no equivalent in Western languages. Previously mentioned briefly in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Sec. 
+  2.3</A>, it refers to a two-fold distinction in a formative regarding its contextual 
+  status, authority, permanence, or extra-contextual relevance. The two designations 
+  are the <FONT size="2">INFORMAL</FONT> and the <FONT size="2">FORMAL</FONT>, 
+  explained below.<BR>
+</P>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><STRONG><FONT size="4">3.7.1 </FONT></STRONG></TD>
+    <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="4">-FR</FONT></STRONG></DIV></TD>
+    <TD width="5%">&nbsp;</TD>
+    <TD width="67%"> <STRONG><FONT size="4">The Informal</FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">INFORMAL</FONT> designation is marked by 
+  Form I of vocalic mutation (see <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Section 
+  2.2.3</A>). It indicates that the noun or verb in question does not exist in 
+  a necessarily permanent state, or is to be considered only for the duration 
+  of the context in which it is spoken, with any lasting effect, influence or 
+  permanency beyond the context being either absent, unknown or irrelevant.<BR>
+</P>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><STRONG><FONT size="4">3.7.2</FONT></STRONG></TD>
+    <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="4">+FR</FONT></STRONG></DIV></TD>
+    <TD width="3%">&nbsp;</TD>
+    <TD width="68%"> <STRONG><FONT size="4">The Formal</FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">FORMAL</FONT> designation is marked by Form 
+  II of vocalic mutation (see<FONT color="#FF0000"> <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Section 
+  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>
+<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, 
+  breath, to fall, shade, sleep, cough</EM>), many stems would have different 
+  translations in English depending on their designation. For example, the stem 
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>qum</STRONG></FONT> with the 
+  affiliated meanings <EM>person <IMG src="assets/arrow.gif" width="17" height="9"> 
+  group <IMG src="assets/arrow.gif" width="17" height="9"> gathering 
+  <IMG src="assets/arrow.gif" width="17" height="9"> 
+  throng</EM>, etc. in the <FONT size="2">INFORMAL</FONT> designation would change 
+  to the following series of approximate translations when placed in the <FONT size="2">FORMAL</FONT> 
+  designation: <EM>official <IMG src="assets/arrow.gif" width="17" height="9"> 
+  team <IMG src="assets/arrow.gif" width="17" height="9"> association/congregation 
+  <IMG src="assets/arrow.gif" width="17" height="9"> 
+  masses</EM>, etc.</P>
+<P align="justify">Further examples of lexical shifts in translation due to <FONT size="2">INFORMAL</FONT><EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+  <FONT size="2">FORMAL</FONT> designation are listed below:</P>
+<TABLE width="80%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="6%">&nbsp;</TD>
+    <TD width="58%">to grow something <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      to cultivate</TD>
+    <TD width="36%">wander <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      travel</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>obtain/get <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      procure/requisition</TD>
+    <TD>lake <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      reservoir</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>(natural) holder <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      container</TD>
+    <TD>see <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      observe</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>to create <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      construct/build</TD>
+    <TD>heap <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      pile</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>animal <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      domesticated animal</TD>
+    <TD>a thought <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      an idea</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <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>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>[natural] exchange <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      trade/commerce</TD>
+    <TD>house <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      home</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>assortment of animals <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      zoo collection </TD>
+    <TD>grouping <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      set</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>to group/gather <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      collect</TD>
+    <TD>wall <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      barrier</TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD>get some exercise <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      to work out</TD>
+    <TD>placidity <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      peace</TD>
+  </TR>
+  <TR>
+    <TD>&nbsp;</TD>
+    <TD>problem situation <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      crisis</TD>
+    <TD>to populate <EM><IMG src="assets/arrow.gif" width="17" height="9"></EM> 
+      to settle</TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> As can be seen from the above list, the exact interpretation 
+  of Designation for each word-root is specific to each word-root, depending on 
+  its associated semantic context.</P>
+<P align="justify">&nbsp;</P><BR>
+
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD valign="top" bgcolor="#CCCCCC">
+<P><A name="Sec3o8"></A><FONT size="4"><STRONG>3.8 ESSENCE</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Essence refers to a two-fold morphological distinction which 
+  has no counterpart in Western languages. It is best explained by reference to 
+  various English language illustrations. Compare the following pairs of English 
+  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>
+  <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>
+</BLOCKQUOTE>
+<P align="justify">Sentences (1a) and (2a) appear to be straightforward sentences 
+  in terms of meaning and interpretation. However, at first blush, sentences 
+  (1b) and (2b) appear nonsensical, and it is not until we consider specialized 
+  contexts for these sentences that they make any sense. For example, (1b) would 
+  make sense if being spoken by an author reporting a change of mind about the 
+  plot for a story, while (2b) makes sense when spoken by a puzzled pet store 
+  owner in whose window you earlier saw a dog that is now no longer there.</P>
+<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 
+  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. 
+  as seen in the following:</P>
+<BLOCKQUOTE>
+  <P align="justify">3) <EM>You must come home at once.</EM><BR>
+    4) <EM>That girl can sing better than anybody.</EM><BR>
+    5) <EM>We should attack at dawn.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Each of the above three sentences describe potential events, 
+  not actual real-world happenings that are occurring or have occurred. For example, 
+  in Sentence (3) no one has yet come home nor do we know whether coming home 
+  is even possible, in Sentence (4) the girl may never sing a single note ever 
+  again for all we know, and Sentence (5) gives us no information as to whether 
+  any attack will actually occur.<BR>
+</P>
+<BR>
+<TABLE width="51%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="14%"><STRONG><FONT size="4">3.8.1</FONT></STRONG></TD>
+    <TD width="13%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="4">NRM</FONT></STRONG></DIV></TD>
+    <TD width="3%">&nbsp;</TD>
+    <TD width="70%"> <STRONG><FONT size="4">The Normal<A name="Sec3o8o1"></A></FONT></STRONG></TD>
+  </TR>
+  <TR> 
+    <TD>&nbsp;</TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><FONT size="4"><STRONG>RPV</STRONG></FONT></DIV></TD>
+    <TD>&nbsp;</TD>
+    <TD><STRONG><FONT size="4">The Representative</FONT></STRONG></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The Ithkuil category of Essence explicitly distinguishes real-world 
+  actualities from their alternative, imagined or potential counterparts. The 
+  two essences are termed <FONT size="2">NORMAL</FONT> and <FONT size="2">REPRESENTATIVE</FONT>, 
+  the former being the default essence denoting real-world nouns and verbs, the 
+  latter denoting alternative counterparts. By marking such counterparts explicitly, 
+  Ithkuil allows a speaker to express any noun or verb as referring to a real-world 
+  versus alternative manifestation, without having the listener infer such from 
+  an explanatory context.</P>
+<P align="justify">Essence is morpho-phonologically marked by primary versus secondary 
+  mode of vocalic mutation, as previously described in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o3">Sec. 
+  2.2.3</A> and fully illustrated in <A href="ithkuil-ch2-morphophonology.htm#Sec2o2o5">Sec. 
+  2.5</A>. The <FONT size="2">NORMAL</FONT> is marked by the primary mode while 
+  the <FONT size="2">REPRESENTATIVE</FONT> is marked by secondary mode. </P>
+<H3 align="justify"><BR>
+  3.8.2 Examples of Essence in Use</H3>
+<P align="justify"><IMG src="assets/3-8-2a.gif" width="450" height="119"><FONT color="#FFFFFF">_</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-3-2.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-3-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+<P align="justify"><BR>
+  <IMG src="assets/3-8-2b.gif" width="609" height="210"></P>
+<P align="justify">&nbsp;</P>
+<P align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG><A href="ithkuil-ch4-case.html" onclick="javascript:changenav4();">Proceed 
+  to Chapter 4: Case Morphology &gt;&gt;</A></STRONG></FONT></P>
+<P align="justify"></P>
+<P align="justify"></P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch3-basic-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
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+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch4-case-morphology.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 4: Case Morphology</H2>
+<DIV align="center">
+  <TABLE width="56%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR valign="top"> 
+      <TD width="252"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o1">4.1 Semantic Role Vs. Positional 
+        Slot </A></FONT></TD>
+      <TD width="172"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o6">4.6 The Adverbial Cases</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o2">4.2 Morpho-Phonological Markers for 
+        Case </A></FONT></TD>
+      <TD width="172"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o7">4.7 The Sub-Relative Cases</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o3">4.3 The Transrelative Cases</A></FONT></TD>
+      <TD width="172"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o8">4.8 The Spatial Cases</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4">4.4 The Associative Cases</A></FONT></TD>
+      <TD width="172"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o9">4.9 The Temporal Cases</A></FONT></TD>
+    </TR>
+    <TR valign="top"> 
+      <TD height="21"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o5">4.5 The Appositive Cases</A></FONT></TD>
+      <TD>&nbsp;</TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">In this chapter, we analyze one additional morphological category: 
+  Case. Like the eight categories analyzed in the previous chapter, and unlike 
+  other languages, the category of Case applies to all formatives in Ithkuil, 
+  i.e., to both nouns and verbs alike. However, the syntactical context in which 
+  Case operates is sufficiently dissimilar for nouns and verbs to warrant separate 
+  analysis. In this chapter, we will analyze the case morphology of nouns alone. 
+  The use of Case with verbs will be analyzed in <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7">Section 
+  5.7</A>.</P>
+<P align="justify">Anyone who has studied German, Latin, Russian, Classical Greek 
+  or Sanskrit, is familiar with the concept of Case. Case generally refers to 
+  a morphological scheme in which a noun, whether via internal mutation of its 
+  phonemes or via affixes, shows what grammatical “role” it plays 
+  in the phrase or sentence in which it appears. For example, in the English sentence 
+  <EM>It was me she saw</EM>, the use of the word ‘she’ as opposed 
+  to ‘her’ and the use of ‘me’ as opposed to ‘I’ 
+  distinguishes the subject of the sentence (the person seeing) from the object 
+  of the verb (the one being seen). Similarly, in the German sentence <EM>Der 
+  Bruder des Knaben sah den Mann</EM> (= ‘The boy’s brother saw the 
+  man’), the words ‘der’, ‘des’ and ‘den’ 
+  distinguish the subject of the sentence ‘brother’ (nominative case) 
+  from the possessor ‘boy’ (genitive case) from the object ‘man’ 
+  (accusative case).</P>
+<P align="justify">The concept of “case” can extend far beyond the 
+  notions of subject, object and possessor. Depending on the particular language, 
+  there may be noun cases which specify the location or position of a noun, whether 
+  a noun accompanies another or derives from another or is the recipient of another. 
+  In general, noun cases in those languages which rely upon them often substitute 
+  for what in English is accomplished using prepositions or prepositional phrases. 
+  The process of adding affixes or changing the phonetic structure of a word in 
+  order to show a noun in a particular case is known as declining a noun, and 
+  the various permutations of a noun into its cases are known as its declensions. 
+</P>
+<P align="justify">There are 81 cases in Ithkuil, falling into seven categories: 
+  Transrelative, Associative, Appositive, Adverbial, Subrelative, Spatial, and 
+  Temporal. Case operates differently in Ithkuil than in most human languages, 
+  being based in lexico-semantics as opposed to morpho-syntax. This is explained 
+  below in Section 4.1.</P>
+<P align="justify">Note that in regard to gender categories from other languages, 
+  Ithkuil has no distinctions of gender (e.g., masculine, feminine, neuter, etc.), 
+  although word-roots do fall into one of 17 morpho-semantic classes (see <A href="ithkuil-ch10-lexicosemantics.htm#Sec10o2">Sec. 
+  10.2</A>). However, there is no “agreement” or morpho-phonological 
+  concord of any kind between a noun and other words or morphological elements 
+  in a sentence, i.e., there is none of the required matching of masculine or 
+  feminine or singular/plural agreement between nouns, articles, and adjectives 
+  as seen in most Western languages.</P>
+<P align="justify">
+</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="98%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD bgcolor="#CCCCCC"> <P><A name="Sec4o1"></A><FONT size="4"><STRONG>4.1 
+          SEMANTIC ROLE VERSUS POSITIONAL SLOT</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">In most languages, case operates at the surface structure level 
+  of language to signify arbitrary grammatical relations such as subject, direct 
+  object, indirect object. The deeper level of “semantic role” is 
+  ignored in terms of morphological designations. The notion of semantic role 
+  can be illustrated by the following set of sentences:</P>
+<BLOCKQUOTE>
+  <P align="justify">(1a) <EM>John opened the door with the key.</EM><BR>
+    (1b) <EM>The key opened the door.</EM><BR>
+    (1c) <EM>The wind opened the door.</EM><BR>
+    (1d) <EM>The door opened.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">In each of these sentences case is assigned based on “slot”, 
+  i.e., the position of the nouns relative to the verb, irrespective of their 
+  semantic roles. Thus the “subjects” of the sentences are, respectively, 
+  <EM>John</EM>, <EM>the key</EM>, <EM>the wind</EM>, and <EM>the door</EM>. Yet 
+  it can be seen that, semantically speaking, these four sentences are interrelated 
+  in a causal way. Specifically, Sentence (1b) results directly from sentence 
+  (1a), and sentence (1d) results directly from either (1b) or (1c). We see that 
+  the case of the noun ‘key’ in sentence (1a) is prepositional, while 
+  in sentence (1b) it is the subject. Yet, the key plays the same semantic role 
+  in both sentences: the physical instrument by which the act of opening is accomplished. 
+  As for the noun ‘door,’ it is marked as a direct object in the first 
+  three sentences and as a subject in the fourth, even though its semantic role 
+  in all four sentences never changes, i.e., it is the noun which undergoes a 
+  change in its state as a result of the act of opening. The noun ‘John’ 
+  in sentence (1a) is marked as a subject, the same case as ‘key’ 
+  in (1b), the ‘wind’ in (1c) and the ‘door’ in (1d), 
+  yet the semantic role of ‘John’ is entirely different than the role 
+  of ‘key’ in (1b) and different again from ‘door’ in 
+  (1c), i.e., John is acting as the conscious, deliberate initiator of the act 
+  of opening. Finally, the noun ‘wind’ in (1c), while marked as a 
+  subject, operates in yet another semantic role distinct from the subjects of 
+  the other sentences, i.e., an inanimate, blind force of nature which, while 
+  being the underlying cause of the act of opening, can make no conscious or willed 
+  choice to initiate such action.</P>
+<H3 align="justify"><BR>
+  <A name="Sec4o1o1"></A>4.1.1 Case as Indicator of Semantic Role</H3>
+<P align="justify">The case structures of Western languages mark positional slot 
+  (i.e., grammatical relations) only, and have no overt way to indicate semantic 
+  role, thus providing no way of showing the intuitive causal relationship between 
+  sets of sentences like those above. In Ithkuil, however, the case of a noun 
+  is based on its underlying semantic role, not its syntactic position in the 
+  sentence relative to the verb. These semantic roles reflect a more fundamental 
+  or primary level of language irrespective of the surface case marking of nouns 
+  in other languages. Thus Ithkuil noun declension more accurately reflects the 
+  underlying semantic function of nouns in sentences. Consequently, the Western 
+  grammatical notions of “subject” and “object” have little 
+  meaning or applicability in Ithkuil grammar.</P>
+<P align="justify">The following semantic roles are marked by noun cases in Ithkuil. 
+  They correspond roughly to the “subjects” and “objects” 
+  of Western languages:</P>
+<P align="justify"><STRONG>AGENT</STRONG>: The animate, (and usually conscious 
+  and deliberate) initiator of an act which results in another noun undergoing 
+  a consequent change in state or behavior, e.g., ‘John’ in Sentence 
+  (1a) above.</P>
+<P align="justify"><STRONG>FORCE</STRONG>: An inanimate, unwilled cause of an 
+  act such as a force of nature like ‘wind’ in Sentence (1c) above.</P>
+<P align="justify"><STRONG>INSTRUMENT</STRONG>: The noun which functions as the 
+  physical means or tool by which an act is initiated or performed, e.g., ‘key’ 
+  in Sentences (1a) and (1b) above.</P>
+<P align="justify"><STRONG>PATIENT</STRONG>: The noun which undergoes a change 
+  in state or behavior as a result of an act initiated or caused by itself or 
+  by another noun, e.g., ‘door’ in all four sentences above.</P>
+<H3 align="justify"><BR>
+  <A name="Sec4o1o2"></A> 4.1.2 Additional Semantic Roles</H3>
+<P align="justify">Additional semantic roles corresponding to subjects and objects 
+  in Western languages exist in Ithkuil as overt noun cases. These include the 
+  roles of ENABLER, EXPERIENCER, STIMULUS, RECIPIENT, and CONTENT, and are explained 
+  below using the following set of sentences as illustrations.</P>
+<BLOCKQUOTE>
+  <P align="justify">(2a) <EM>Mary hits the children.</EM><BR>
+    (2b) <EM>Mary entertains the children.</EM><BR>
+    (2c) <EM>Mary sees the children.</EM><BR>
+    (2d) <EM>Mary tells the children a story.</EM><BR>
+    (2e) <EM>Mary wants children.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Examining these five sentences, we notice that the noun Mary 
+  is in the subject slot in all of them and the children is the direct object 
+  (except in the fourth sentence), even though the semantic roles of both nouns 
+  are entirely different in each of these five sentences. Beginning with Sentence 
+  (2a) we see that Mary is an AGENT which tangibly causes injury or pain to the 
+  children who obviously function in the role of PATIENT. Thus (2a) is identical 
+  to sentence (1a) in terms of the roles portrayed by the subject and direct object. 
+</P>
+<P align="justify">In Sentence (2b)<EM> </EM>however, <EM>Mary entertains the 
+  children</EM>, there is a subtle distinction. At first we might consider Mary 
+  an agent who initiates a change in the children (i.e., the fact that they become 
+  entertained). But, in fact, the act of entertainment is not one whose result 
+  (enjoyment by the audience) can be guaranteed by the party doing the entertaining. 
+  In fact, the result of the act of entertainment is not Mary’s to determine, 
+  but rather the children’s, based on whether they “feel” a 
+  sense of enjoyment at experiencing Mary’s act. And so, Mary is more like 
+  a patient here, not an agent, as she is undergoing a change in her state or 
+  behavior (she is performing an attempt to entertain) which she herself has chosen 
+  to initiate and undergo, yet the act has the potential to cause a resulting 
+  change in the children, the success of this motivation to be determined by the 
+  children, however, not Mary. Such a semantic role as Mary here is termed an 
+  ENABLER. And how do the children make the decision as to whether they are entertained 
+  or not (i.e., what is their semantic role?). Can the children deliberately or 
+  consciously choose to feel a sense of enjoyment, or are they not themselves 
+  unwilling “patients” to their own emotional reactions? In case grammar, 
+  a party such as the children who undergo an unwilled experience are termed EXPERIENCERS. 
+  Besides emotional reactions, such unwilled experiences include autonomic sensory 
+  perceptions (e.g., parties that see or hear because their eyes were open and 
+  pointed in a particular direction or who were within earshot of a sound), and 
+  autonomic bodily reactions or responses as well as proprioceptive sensations 
+  (e.g., coughing, sneezing, perspiring, feeling hot or cold, feeling pain, etc.).</P>
+<P align="justify">This notion of EXPERIENCER is likewise illustrated by Sentence 
+  (2c) <EM>Mary sees the children</EM>, in which the verb ‘see’ denotes 
+  an automatic sensory experience, not a deliberately initiated action. In other 
+  words, it is the nature of the sense of sight to function automatically whenever 
+  a person is conscious and his/her eyes are open. The verb ‘see’ 
+  does not necessarily imply a conscious or deliberately willed action of “seeing” 
+  (as would be implied by the verb ‘to look [at]’). Therefore, the 
+  “action” is automatic and uninitiated; it is, in fact, not an action 
+  at all, but rather an experiential state which the person doing the seeing undergoes. 
+  In other words, the person seeing is actually a kind of “patient,” 
+  as it is he/she who undergoes the experience of (and physical or emotional reaction 
+  to) the particular sight. Such undergoers of sensory verbs and other unwilled 
+  states (e.g., emotional states or reactions, autonomic bodily reactions such 
+  as sneezing, physical states of sensation such as being hot or cold, etc.) are 
+  categorized in the role of EXPERIENCERS. And what of the children’s role 
+  in sentence (2c)? Unlike the first three sentences, the children do not undergo 
+  any action. Certainly the process of “being seen” by Mary does not 
+  in itself cause a physical change or reaction of any kind in the entity being 
+  seen. Nor can the children be analyzed as “initiating” the act of 
+  sight, as they may be completely unaware that Mary is seeing them. As a result, 
+  the children’s semantic role is merely that of STIMULUS, a neutral, unwitting 
+  originating reason for the experiential state being undergone by the other noun 
+  participant.</P>
+<P align="justify">In Sentence (2d) <EM>Mary tells the children a story</EM>, 
+  Mary is a patient who initiates the action which she herself undergoes, the 
+  telling of a story. The children do not undergo an unwilled emotional, sensory, 
+  or bodily reaction here, but rather are the passive and more or less willing 
+  RECIPIENT of information, the role of an “indirect object” in Western 
+  languages. The story, on the other hand, is merely a non-participatory abstract 
+  referent, whose role is termed CONTENT.</P>
+<P align="justify">The role of CONTENT also applies to the children in Sentence 
+  (2e) <EM>Mary wants children</EM>, where they function as the “object” 
+  of Mary’s desire. Since no tangible action is occurring, nor are the children 
+  undergoing any result of change of state, nor need they be even aware of Mary’s 
+  desire, they are, like the story in sentence (2d), merely non-participatory 
+  referents. As for Mary’s role in (2e), the emotional state of desire, 
+  being unwilled, self-activating, and subjectively internal, creates a situation 
+  similar to an automatic sensory perception or autonomic body response; thus, 
+  Mary’s role is again that of EXPERIENCER.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD bgcolor="#CCCCCC"><P><FONT size="4"><STRONG>4.2 MORPHO-PHONOLOGICAL 
+          MARKERS FOR CASE<A name="Sec4o2"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Case is shown in many different ways in Ithkuil depending on 
+  whether the case is being shown in conjunction with a formative or a personal 
+  reference adjunct (explained in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1">Sec. 
+  8.1</A>). For nouns, case is shown via a combination of vocalic mutation of 
+  the stem-vowel and mutation of the second consonantal radical, C<FONT size="1">2</FONT>. 
+  The permutations of the nine series of vocalic mutation, along with the nine 
+  grades of C<FONT size="2">2</FONT> consonantal mutation, combine to correspond 
+  to the 81 cases. The particular mutational patterns are given in the sections 
+  below as each case is described. Case markers for personal reference adjuncts 
+  will be shown later in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1">Section 
+  8.1</A>.</P>
+<P align="justify">We are now in a position to examine the different noun cases 
+  in detail. We will start with the group of cases which correspond to “subjects” 
+  and “objects” in Western languages.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="97%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>4.3 THE TRANSRELATIVE CASES<A name="Sec4o3"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The Transrelative cases refer to eleven cases used to identify 
+  nouns functioning as participants to a verb, what in Western grammatical terms 
+  would be referred to as “subjects” and “objects” and 
+  most likely marked as either nominative, accusative, or dative. It is these 
+  cases which more or less correspond to the semantic roles identified in <A href="ithkuil-ch4-case.htm#Sec4o1">Sec. 
+  4.1</A> above. The eleven transrelative cases are the <FONT size="2">OBLIQUE, 
+  ABSOLUTIVE, DATIVE, ERGATIVE, EFFECTUATIVE, INDUCIVE, AFFECTIVE, INSTRUMENTAL, 
+  ACTIVATIVE, DERIVATIVE, </FONT>and<FONT size="2"> SITUATIVE</FONT>. Following 
+  are explanations of the function and usage of each case. Actual Ithkuil examples 
+  of these cases in use are provided in <A href="ithkuil-ch4-case.htm#Sec4o3o12">Section 4.3.12</A>.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="53%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.1</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>OBL</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Oblique Case<A name="Sec4o3o1"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">OBLIQUE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. As described above in Section 4.1.2, the <FONT size="2">OBLIQUE</FONT> 
+  identifies the semantic role of CONTENT, whether it is something given to a 
+  RECIPIENT, or the non-causal abstract content of an experiential state, e.g., 
+  a memory recalled, something desired, something feared. It would thus be used 
+  in translating sentences such as <EM>Sam gave me <STRONG>a book</STRONG>, The 
+  child likes <STRONG>cereal</STRONG></EM>. It is also the case associated with 
+  existential identification, what in English would be the subject of the verb 
+  ‘to be’ when referring to the intrinsic identity or static description 
+  of a noun as in the English sentences <EM><STRONG>That boy</STRONG> is blind</EM> 
+  or <EM><STRONG>The house</STRONG> was built of wood</EM>. The <FONT size="2">OBLIQUE</FONT>, 
+  being the semantically most neutral case, is also the citation form of a noun 
+  (i.e., the form in which the noun would be listed in a dictionary). </P>
+<P align="justify"></P>
+<DIV align="justify">
+  <TABLE width="52%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.2</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ABS</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Absolutive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ABSOLUTIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. As described in Section 4.1.1 above, the <FONT size="2">ABSOLUTIVE</FONT> 
+  identifies the semantic role of PATIENT of an agential action, where the agent-initiator 
+  is a different party than the patient who undergoes the resulting action. Note 
+  that in sentences with patient subjects, the agent or instrument of agency need 
+  not be overtly expressed. Examples of English sentences translatable using the 
+  <FONT size="2">ABSOLUTIVE</FONT> would be <EM>The boy hit <STRONG>the girl</STRONG>, 
+  She forced <STRONG>him</STRONG> to do it, <STRONG>The bird</STRONG> fell from 
+  the sky, <STRONG>The prisoner</STRONG> died during the gun battle</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="53%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.3</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DAT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Dative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DATIVE</FONT> case is marked by Series C 
+  vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">DATIVE</FONT> has two functions in Ithkuil. 
+  Similarly to Western languages, it marks indirect objects of verbs of giving 
+  and telling, i.e., the semantic role of RECIPIENT of a noun transferred via 
+  an act of giving, donation, lending, or other transference of possession, or 
+  the hearer to who something is said, told, recounted, etc, as described in <A href="ithkuil-ch4-case.htm#Sec4o1o2">Section 
+  4.1.2</A> above. Secondly, like some Western languages (e.g., Russian), Ithkuil 
+  uses a dative construction in lieu of any verb ‘to have’ in reference 
+  to possession or attribution. It would therefore be used in translating sentences 
+  such as <EM>We're giving <STRONG>you</STRONG> a present, Jason lent a dollar 
+  <STRONG>to his sister</STRONG>, Please grant <STRONG>me</STRONG> a wish, <STRONG>The 
+  student</STRONG> has three books, <STRONG>Those mountains</STRONG> have a mysterious 
+  quality</EM>. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="53%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.4</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ERG</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Ergative Case<A name="Sec4o3o4"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ERGATIVE</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ERGATIVE</FONT> identifies the semantic 
+  role of AGENT, i.e., a noun which initiates a tangible action undergone by another 
+  party (the PATIENT), as described in <A href="ithkuil-ch4-case.htm#Sec4o1o1">Section 4.1.1</A>. 
+  Note that sentences involving an <FONT size="2">ERGATIVE</FONT> agent need not 
+  overtly express the patient noun. Examples of English sentences translatable 
+  using the <FONT size="2">ERGATIVE</FONT> would be <EM><STRONG>The bo</STRONG>y 
+  hit the girl, <STRONG>She</STRONG> forced him to do it, <STRONG>That murderer</STRONG> 
+  kills for fun</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.5</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EFF</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Effectuative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EFFECTUATIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">EFFECTUATIVE</FONT> identifies the noun 
+  acting in the semantic role of ENABLER, as described in <A href="ithkuil-ch4-case.htm#Sec4o1o2">Section 
+  4.1.2</A> above. This is the noun which initiates a causal chain of events, 
+  ultimately resulting in a final event. An example would be pulling out the plug 
+  of a filled bathtub thereby causing it to empty. This case should therefore 
+  be carefully distinguished from the <FONT size="2">ERGATIVE</FONT> case. Ergatively 
+  marked nouns imply that the action undergone by the patient is the same action 
+  directly initiated by the agent, whereas <FONT size="2">EFFECTUATIVE</FONT> 
+  nouns imply a chain or series of cause-and-effect actions. For example, in the 
+  Ithkuil translation of the sentence <EM>The clown emptied the blood from the 
+  tub</EM>, the clown could be marked either as an AGENT by means of the <FONT size="2">ERGATIVE</FONT> 
+  case, or as an ENABLER using the <FONT size="2">EFFECTUATIVE</FONT> case. The 
+  former would mean the clown poured out the blood himself, while the latter would 
+  mean he let it drain (i.e., by pulling the plug). Such case distinctions eliminate 
+  the need for Ithkuil to have separate verbs for ‘to drain,’ ‘to 
+  pour’ or ‘to empty.’ The Ithkuil verb used in translating 
+  the sentence would simply mean ‘to remove.’</P>
+<P align="justify">Note that the EFFECTUATIVE case is commonly used with the affix 
+  -<STRONG>V<FONT size="1">1</FONT><FONT color="#FFFFFF" size="1" face="Arial, Helvetica, sans-serif">.</FONT><FONT face="Arial, Helvetica, sans-serif">k<IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></FONT></STRONG> 
+  to show the degree or nature of the enabling cause. With this affix, sentences 
+  can be produced which specify whether the enablement is via giving of consent 
+  or permission, by persuasion, by subtle indirect influence, by removal of a 
+  hindrance, or even by inaction. This affix is explored fully in <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o12">Sec. 
+  7.7.12</A>. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.6</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IND</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Inducive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INDUCIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">INDUCIVE</FONT> identifies a noun which 
+  undergoes a self-initiated action, i.e., the noun is a PATIENT of an agential 
+  action in which the AGENT and the PATIENT are the same. Note that this does 
+  not necessarily imply reflexive action (i.e., doing something to oneself). It 
+  would be used in sentences such as <EM><STRONG>The boy</STRONG> jumped, <STRONG>He</STRONG> 
+  sang, <STRONG>The dog</STRONG> barked all night, </EM>or<EM> <STRONG>She</STRONG> 
+  danced to the music</EM>, in which the party initiating and performing the action 
+  are one and the same. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.7</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>AFF</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Affective Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">AFFECTIVE</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">AFFECTIVE</FONT> denotes a noun whose 
+  semantic role is that of EXPERIENCER, as described previously in <A href="ithkuil-ch4-case.htm#Sec4o1o2">Section 
+  4.1.2</A>, the noun which undergoes a non-causal, non-initiated (and unwilled) 
+  experiential state, whether internally autonomic in nature or as the result 
+  of an external stimulus. Examples of such states would be automatic sensory 
+  experience; autonomic bodily reactions such as yawning, sneezing, coughing, 
+  blinking, itching, feeling sleepy, pain, feeling ill, feeling cold or warm; 
+  automatic reactions to external stimuli such as shock, flinching, ducking, raising 
+  one’s arms to avoid sudden danger; as well as any unwilled emotional state 
+  such as love, hate, fear, anger, surprise, joy, wistfulness, shyness, regret, 
+  anxiety, etc. </P>
+<P align="justify">Example sentences requiring the use of the <FONT size="2">AFFECTIVE</FONT> 
+  case would be <EM><STRONG>The baby</STRONG> is coughing, The lightning startled 
+  <STRONG>her</STRONG>, <STRONG>Mortimer</STRONG> loves his vittles, <STRONG>Uncle 
+  Davey</STRONG> slept till noon, My back itches <STRONG>me</STRONG></EM>.</P>
+<P align="justify">Note that if the experiential state is willfully brought about 
+  by the noun undergoing it, the <FONT size="2">INDUCIVE</FONT> case would be 
+  used, since the noun is deliberately initiating an action in order to induce 
+  the experiential state. For example, compare the sentence <EM><STRONG>The children 
+  </STRONG>smiled with glee</EM> (marked using the <FONT size="2">AFFECTIVE</FONT>) 
+  with <EM><STRONG>The children</STRONG> smiled on cue</EM> (marked using the 
+  <FONT size="2">INDUCIVE</FONT>).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.8</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INS</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Instrumental Case<A name="Sec4o3o8"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"> The <FONT size="2">INSTRUMENTAL</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. As described previously in <A href="ithkuil-ch4-case.htm#Sec4o1o1">Section 4.1.1</A>, 
+  the <FONT size="2">INSTRUMENTAL</FONT> denotes a noun which functions as the 
+  INSTRUMENT or means utilized by an AGENT in accomplishing an action or bringing 
+  about a state. It is usually translated by English ‘with.’ Examples 
+  of usage would be <EM>She killed him <STRONG>with a knife</STRONG>, The man 
+  tripped over <STRONG>my foot</STRONG>, <STRONG>The password</STRONG> got him 
+  inside</EM>. The <FONT size="2">INSTRUMENTAL</FONT> is also used to mark translations 
+  of an inanimate “subject” noun when its logical function is as the 
+  instrument of an unstated agent, e.g., compare <EM>I pressed the button <STRONG>with 
+  my finger</STRONG></EM> with <EM><STRONG>My finger</STRONG> pressed the button</EM>, 
+  both of which would be identical in Ithkuil except for the latter sentence’s 
+  missing agent, <EM>I</EM>.</P>
+<P align="justify">Note that the <FONT size="2">INSTRUMENTAL</FONT> does not translate 
+  ‘with’ in its meaning of ‘along with’ or ‘accompanied 
+  by’ (see the <FONT size="2">COMITATIVE</FONT> case below in <A href="ithkuil-ch4-case.htm#Sec4o6o9">Sec. 
+  4.6.9</A>) as in <EM>She arrived with her father</EM>. Nor is it used to show 
+  the resources or materials consumed in performing an act. For example, in the 
+  sentence <EM>He cooks with tomatoes</EM> (see the <FONT size="2">COMPOSITIVE</FONT> 
+  case in <A href="ithkuil-ch4-case.htm#Sec4o5o8">Sec. 4.5.8</A>), it is not the tomatoes that cook 
+  the food, therefore the <FONT size="2">INSTRUMENTAL</FONT> would not be used, 
+  whereas in <EM>He fueled the fire with wood</EM> it is the wood that fuels the 
+  fire, thus requiring the <FONT size="2">INSTRUMENTAL</FONT> case.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="61%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.3.9</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ACT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Activative Case<A name="Sec4o3o9"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ACTIVATIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 1 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ACTIVATIVE</FONT> identifies a noun engaged 
+  in or subject to a mental or metaphysical state which, as a concurrent result, 
+  creates a hypothetical, “unrealized” situation which can potentially 
+  be made real by further action. Such unrealized situations can be illustrated 
+  by the sentence <EM>Frank must go to Chicago</EM>, in which no actual travel 
+  to Chicago has occurred and, in fact, may not occur. Similarly, in the sentence 
+  <EM>Mother needs to rest</EM>, no resting has yet occurred and may not. In both 
+  sentences, the event which would “fulfill” the state described remains 
+  an unrealized hypothetical, at least from the perspective of the speaker. Similar 
+  hypothetical events or states are found in the sentences <EM>The students want 
+  you to sing, Everyone expected you to laugh, or Joe will demand that I stay</EM>. 
+  Note that many of these constructions in English involve the use of “modal” 
+  verbs such as <EM>want, need, can, must</EM>, etc. </P>
+<P align="justify">Notice that the subject of these English sentences (<EM>Frank, 
+  Mother, the students, everyone, Joe</EM>) are functioning neither as AGENTS 
+  nor PATIENTS, since the modal verbs of which they are the subject do not identify 
+  as-yet actualized events, only states of unrealized potential. These subjects 
+  are essentially EXPERIENCERS undergoing a mental or metaphysical state of wanting, 
+  needing, obligation, expectation, hoping, wishing, being able to, etc. However, 
+  such experiencers must be differentiated from would-be experiencers “within” 
+  the hypothetical situation. For example, in the sentence <EM>Sam wants Shirley 
+  to love him</EM>, it could become ambiguous if Sam and Shirley are both marked 
+  as EXPERIENCERS using the <FONT size="2">AFFECTIVE</FONT> case. Consequently, 
+  Ithkuil uses the <FONT size="2">ACTIVATIVE</FONT> case to mark the subject whose 
+  mental or metaphysical state creates a concurrent hypothetical, as-yet unrealized 
+  situation. All of the subjects in the example sentences from the previous paragraph 
+  (i.e., F<EM>rank, Mother, the students, everyone, Joe</EM>) would be so marked. 
+  In <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A> we will see how the 
+  <FONT size="2">ACTIVATIVE</FONT> is used in conjunction with a morphological 
+  category for verbs termed Modality to create such hypothetical states and situations.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.3.10</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DER</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Derivative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DERIVATIVE</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">DERIVATIVE</FONT> serves two functions 
+  in Ithkuil. Firstly, it identifies an inanimate FORCE of nature (as described 
+  in <A href="ithkuil-ch4-case.htm#Sec4o1o1">Sec. 4.1.1</A>) or abstract causative situation which 
+  causes a PATIENT noun to undergo an action, as in <EM><STRONG>The wind</STRONG> 
+  blew down the door, </EM>or<EM> <STRONG>Fame</STRONG> threatened his freedom</EM>. 
+  The use of the <FONT size="2">DERIVATIVE</FONT> instead of the <FONT size="2">ERGATIVE</FONT> 
+  or the <FONT size="2">EFFECTUATIVE</FONT> denotes that such inanimate agential 
+  forces or abstract enabling situations cannot consciously or willingly initiate 
+  actions, but rather are merely circumstantial initiating causes. Therefore the 
+  resulting act, event, or state is seen more as having derived from this force 
+  or situation, as opposed to being willfully or consciously caused. In this function, 
+  a noun in the <FONT size="2">DERIVATIVE</FONT> can often be translated using 
+  phrases such as ‘due to, owing to, on account of, because of, as a result 
+  of.’ Nouns in the <FONT size="2">DERIVATIVE</FONT> can also appear in 
+  appositive constructions (i.e., in a noun-to-noun conjunction) where the noun 
+  in the <FONT size="2">DERIVATIVE</FONT> denotes the abstract cause or reason 
+  for the other noun, e.g., <EM>the danger <STRONG>of fame</STRONG>, <STRONG>love’s</STRONG> 
+  heartache, <STRONG>wind</STRONG> song</EM>.</P>
+<P align="justify">The second function of the <FONT size="2">DERIVATIVE</FONT> 
+  case is to identify the non-agential, unconscious or non-deliberate STIMULUS 
+  of an affective mental state, emotion, or autonomic sensory experience, as in 
+  <EM>T<STRONG>he coffee</STRONG> smells good, I saw <STRONG>her</STRONG> today, 
+  She hates <STRONG>that boy</STRONG>, Victor coughed <STRONG>from the gas</STRONG>, 
+  We laughed at <STRONG>his jokes</STRONG>, <STRONG>That song </STRONG>makes me 
+  cry</EM>. Ithkuil grammar views the stimulus of an experiential state as having 
+  a similar role to that of an abstract circumstantial or situational cause (as 
+  in the above examples); this explains why the <FONT size="2">DERIVATIVE</FONT> 
+  case serves to indicate both functions. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="58%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.3.11</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>SIT</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Situative Case<A name="Sec4o3o11"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">SITUATIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">SITUATIVE</FONT> identifies a noun as 
+  the background context for a clause. It is similar to the <FONT size="2">DERIVATIVE</FONT> 
+  case immediately above, except it does not imply a direct causative relationship 
+  between the background context and the act, condition, or event which occurs. 
+  It is translatable into English by various circumlocutions, as shown in the 
+  following examples:</P>
+<BLOCKQUOTE>
+<P align="justify"><EM><STRONG>Because of war</STRONG>, our planet will never 
+    be able to join the Federation.<BR>
+    <STRONG>Given the presence of clowns</STRONG>, we must accept the corruption 
+    of our children.<BR>
+    <STRONG>Using my plan</STRONG>, we will defeat the enemy.</EM></P>
+</BLOCKQUOTE>
+<H3 align="justify"><BR>
+  4.3.12 Examples of Transrelative Cases in Use<A name="Sec4o3o12"></A></H3>
+<P><IMG src="assets/Clown8.GIF" width="80" height="91" border="0" align="top"></A><FONT color="#FFFFFF">_</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-1.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+<P><IMG src="assets/4-3-12b.gif" width="463" height="87"></P>
+<P><IMG src="assets/4-3-12c.gif" width="516" height="85"></P>
+<P><IMG src="assets/4-3-12d.gif" width="489" height="87"><BR>
+  <BR>
+  <IMG src="assets/4-3-12e.gif" width="540" height="84"></P>
+<P><BR>
+</P>
+<H3> 4.3.13 Specialized Affixes Used to Expand the Functionality of the Transrelative 
+  Cases</H3>
+<P>It should be noted that Ithkuil provides an array of affixes specifically designed 
+  to work in conjunction with nouns inflected into one of the Transrelative cases 
+  to significantly expand their ability to specify the exact nature of the causal 
+  relationships between participants to a verb in an Ithkuil sentence. These affixes 
+  include the Consent <IMG src="assets/10-1-2b.gif" width="33" height="24" align="absmiddle"> 
+  affix, the Reason <IMG src="assets/10-1-2c.gif" width="32" height="24" align="absmiddle"> 
+  affix, the Expectation <IMG src="assets/10-1-2d.gif" width="32" height="24" align="absmiddle"> 
+  affix, the Deliberateness <IMG src="assets/10-1-2e.gif" width="33" height="24" align="absmiddle"> 
+  affix, the Enablement <IMG src="assets/10-1-2f.gif" width="34" height="24" align="absmiddle"> 
+  affix, the Agency/Intent <IMG src="assets/10-1-2g.gif" width="36" height="24" align="absmiddle"> 
+  affix, and the Impact <IMG src="assets/10-1-2h.gif" width="31" height="24" align="absmiddle"> 
+  affix. These affixes are detailed in <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o12">Section 
+  7.7.12</A> and discussed further in <A href="ithkuil-ch10-lexicosemantics.htm#Sec10o1o2">Section 
+  10.1.2</A>.</P>
+<P>&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>4.4 THE ASSOCIATIVE CASES<A name="Sec4o4"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Those Western languages which have possessive cases usually 
+  have only one such case, often functioning in a vague and ambiguous way to show 
+  varying types of relationships between two nouns. For example, notice the differing 
+  relationships expressed by the possessive in the following English sentences: 
+</P>
+<BLOCKQUOTE> 
+  <P> <EM>the man’s hat</EM> = the hat belonging to him [alienable possession]<BR>
+    <EM>the man’s house</EM> = the house he legally owns [proprietary responsibility]<BR>
+    <EM>the man’s arm</EM> = part of his body [inalienable component]<BR>
+    <EM>the man’s brother</EM> = the brother related to him [genetic relationship]<BR>
+    <EM>the man’s happiness</EM> = he feels happy [affective experience]<BR>
+    <EM>the man’s rescue</EM> = he was or will be rescued [target of others’ 
+    purpose]<BR>
+    <EM>the man’s gift</EM> = the gift is for him [benefaction]<BR>
+    <EM>the man’s gift</EM> = the gift is from him [source]<BR>
+    <EM>the man’s world</EM> = the world in which he lives [inherent subjective 
+    association]<BR>
+    <EM>the man’s team</EM> = the team he is associated with [interactive 
+    mutual association]<BR>
+    <EM>the man’s story</EM> = the story about him [topical reference]<BR>
+    <EM>the man’s painting</EM> = the picture he painted [creation/authorship]<BR>
+    <EM>the man’s command</EM> = his being a commander [role or function]</P>
+</BLOCKQUOTE>
+<P align="justify">In many instances, the English possessive is totally ambiguous, 
+  e.g., does ‘the man’s story’ mean the one he wrote or the 
+  one about him? Regarding ‘the man’s rescue,’ did the man do 
+  the rescuing or is he the one being rescued? Is ‘the man’s gift’ 
+  one he is giving or receiving? Ithkuil is more exact in specifying the nature 
+  of these relationships via case. Many of the above relationships are addressed 
+  by the seven Associative cases. The other sorts of relationships shown above 
+  are handled by other types of cases (see <A href="ithkuil-ch4-case.htm#Sec4o5">Sections 4.5</A> 
+  and <A href="ithkuil-ch4-case.htm#Sec4o6">4.6</A> below).</P>
+<P align="justify">The Associative cases make a distinction between alienable 
+  versus inalienable possession or attribution, as well as distinguishing whether 
+  the possession is inherent to the possessor or imposed or caused from without. 
+  These distinctions are explained below. Like Western languages (and unlike many 
+  American Indian and North Caucasian languages), the case marking is on the possessor 
+  noun, not the possessed. The seven Associative cases are the <FONT size="2">POSSESSIVE, 
+  PROPRIETIVE, GENITIVE, ATTRIBUTIVE, ORIGINATIVE, PRODUCTIVE</FONT>, and <FONT size="2">INTERPRETATIVE</FONT>. 
+  Following are explanations of the function and usage of each case. Actual Ithkuil 
+  examples of the cases in use are given in <A href="ithkuil-ch4-case.htm#Sec4o4o8">Sec. 4.4.8</A>.</P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.4.1</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>POS</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Possessive Case<A name="Sec4o4o1"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">POSSESSIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">POSSESSIVE</FONT> is used to refer to 
+  a noun which has alienable (i.e., removable or severable) possession of another 
+  noun in the sense of having physical control or oversight of that noun, whether 
+  by chance circumstance or deliberate manipulation. The two nouns are not in 
+  any sense inherent parts of one another and the relationship between the two 
+  can be theoretically or actually terminated by an outside force or influence, 
+  or by decision of the possessor, usually by means of mere physical permanent 
+  separation of the possessor and possessed nouns. The possessive would be used 
+  to translate English phrases such as <EM><STRONG>his</STRONG> coat</EM> (e.g., 
+  the one he is wearing, regardless of whether he owns it or not), <EM><STRONG>the 
+  boy’s</STRONG> book</EM> (e.g., the one in his hand), <EM><STRONG>Father’s</STRONG> 
+  chair</EM> (e.g., the one he happens to be sitting in, as in a restaurant). 
+</P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.4.2</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRP</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Proprietive Case<A name="Sec4o4o2"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROPRIETIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PROPRIETIVE</FONT> identifies a noun having 
+  alienable possession of another noun in the sense of quasi-permanent contextual 
+  control, ownership or oversight, whether by societal recognition, social convention, 
+  law, purchase or decree, which mere physical separation does not sever. The 
+  two nouns are not in any sense inherent parts of one another, however the relationship 
+  cannot be terminated except via an equally or more binding act, declaration, 
+  convention, law, process, etc. Using the same English examples used with the 
+  <FONT size="2">POSSESSIVE</FONT> above, we can analyze the connotative difference: 
+  <EM><STRONG>his</STRONG> coat</EM> (i.e., the one he owns, regardless of whether 
+  he is wearing it or not), <EM><STRONG>the boy’s</STRONG> book</EM> (e.g., 
+  the one he bought), <EM><STRONG>Father’s</STRONG> chair</EM> (e.g., the 
+  one assigned to him). </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.4.3</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>GEN</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Genitive Case<A name="Sec4o4o3"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">GENITIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">GENITIVE</FONT> is used to refer to a 
+  noun which has inalienable (i.e., unremovable, unseverable) possession of or 
+  association with another noun in the sense of having that noun as an inherent 
+  or intrinsic attribute, characteristic, physical part, or genetic (i.e., familial) 
+  bond, e.g., <EM><STRONG>my</STRONG> hand, <STRONG>the building’s</STRONG> 
+  doors, <STRONG>the child’s</STRONG> father, the essence <STRONG>of that 
+  woman</STRONG></EM>. </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.4.4</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ATT</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Attributive Case<A name="Sec4o4o4"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ATTRIBUTIVE</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ATTRIBUTIVE</FONT> is used to refer to 
+  a noun which inalienably experiences the effects of, or otherwise has an affective 
+  (see the <FONT size="2">AFFECTIVE</FONT> case above) relationship with another 
+  noun, either as a temporary or permanent attribute, characteristic, or experience, 
+  whether physical or psychological, objective or subjective in nature. Examples: 
+  <EM><STRONG>his</STRONG> pain, <STRONG>Mother’s</STRONG> guilt, <STRONG>the 
+  child’s</STRONG> cough, <STRONG>Dorothy’s</STRONG> mood, <STRONG>Davey’s</STRONG> 
+  happiness, <STRONG>the teacher’s</STRONG> stubbornness, <STRONG>my</STRONG> 
+  needs</EM>. </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="58%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.4.5</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>OGN</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Originative Case<A name="Sec4o4o5"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ORIGINATIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ORIGINATIVE</FONT> identifies a noun as 
+  being the literal or figurative source of another, e.g., <EM><STRONG>the man’s</STRONG> 
+  story</EM> (i.e., the one he told), <EM><STRONG>our</STRONG> gift</EM> (i.e., 
+  the one we are giving), <EM>water <STRONG>from the river</STRONG>, the fruit 
+  <STRONG>of the tree</STRONG></EM>. </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><FONT size="4"><STRONG>4.4.6</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PDC</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Productive Case<A name="Sec4o4o6"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PRODUCTIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PRODUCTIVE</FONT> identifies the creator, 
+  author or originator of another noun, e.g.,<EM> <STRONG>the girl’s</STRONG> 
+  poem, <STRONG>the clowns’ </STRONG>plan, <STRONG>my</STRONG> statue</EM> 
+  (i.e., the one I sculpted). </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>4.4.7</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ITP</STRONG></FONT></DIV></TD>
+      <TD width="5%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="66%"><FONT size="4"><STRONG>The Interpretative Case<A name="Sec4o4o7"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTERPRETATIVE</FONT> case is marked by 
+  Series G vocalic mutation of the stem along with Grade 2 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">INTERPRETATIVE</FONT> identifies a noun 
+  acting as the subjective interpretational context of another noun, that is the 
+  noun by or through which another noun is subjectively interpreted or described, 
+  as exemplified by the phrases <EM><STRONG>Monet’s</STRONG> Paris</EM>, 
+  <EM><STRONG>our</STRONG> world, life <STRONG>as seen by children</STRONG></EM>. 
+</P>
+<H3 align="justify"><BR>
+  4.4.8 Examples of Associative Cases in Use<A name="Sec4o4o8"></A><BR>
+  <BR>
+  <IMG src="assets/4-4-8a.gif" width="343" height="79"></H3>
+<P><IMG src="assets/4-4-8b.gif" width="294" height="74"> <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-2.mp3">Listen! 
+  </A><A href="Sound_Files/Ch-4-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+<P><IMG src="assets/4-4-8c.gif" width="291" height="76"></P>
+<P><IMG src="assets/4-4-8d.gif" width="361" height="79"></P>
+<P><IMG src="assets/Clown6.GIF" width="81" height="93" border="0" align="bottom"></A><FONT color="#FFFFFF">_</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-3.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-3.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+<P align="justify">&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>4.5 THE APPOSITIVE CASES</STRONG></FONT><A name="Sec4o5"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The Appositive cases refer to a group of eleven cases which 
+  modify a noun to show that it has some relationship to another, usually adjacent 
+  noun. Most of these cases correspond to relationships in which, in English translation, 
+  we find two nouns together in apposition or as a compound noun, as in <EM>cat 
+  box, schoolbook, peace march, mountain man,</EM> etc., or joined by the word 
+  ‘of’ in a non-possessive relationship, e.g., <EM>box of coins, dreams 
+  of youth, sounds of laughter</EM>. The eleven Appositive cases are the <FONT size="2">APPLICATIVE, 
+  PURPOSIVE, INHERENT, CONDUCTIVE, MEDIATIVE, CONTRASTIVE, PARTITIVE, COMPOSITIVE, 
+  CORRELATIVE, INTERDEPENDENT,</FONT> and <FONT size="2">PREDICATIVE</FONT>. Following 
+  are explanations of the function and usage of each case. Actual Ithkuil examples 
+  of the cases in use are given in <A href="ithkuil-ch4-case.htm#Sec4o5o12">Sec. 4.5.12</A>.</P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="60%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.1</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>APL</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Applicative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">APPLICATIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">APPLICATIVE</FONT> identifies a noun which 
+  represents the purpose for which another noun is to be utilized in a given instance. 
+  As such, it usually translates English ‘for’ when meaning ‘for 
+  the temporary or incidental use/purpose of.’ Examples of usage would be 
+  <EM>a cup for coffee</EM> (i.e., a cup being used incidentally to hold coffee), 
+  <EM>a box for tools</EM> (i.e., the box is only temporarily being used to hold 
+  tools), <EM>a room for changing.</EM> Note that the use of the <FONT size="2">APPLICATIVE</FONT> 
+  can extend to usages beyond English ‘for,’ as in <EM>a “weapon” 
+  cat</EM> = ‘a cat used as a weapon,’ or <EM>a “projectile” 
+  book</EM> = ‘a book used as a projectile.’ </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.2</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PUR</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Purposive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PURPOSIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PURPOSIVE</FONT> identifies a noun which 
+  characterizes or defines the purpose of, or reason for, another noun. The <FONT size="2">PURPOSIVE</FONT> 
+  is subtly distinct from the <FONT size="2">APPLICATIVE</FONT> above, in that 
+  the latter names the actual use to which a noun is put on a given occasion or 
+  in given context, whereas the <FONT size="2">PURPOSIVE</FONT> defines another 
+  noun’s general function or primary reason for being, outside of any contextual 
+  instance, i.e., what the noun is used for all the time (or at least its intended 
+  use). It generally translates English ‘as,’ ‘of’ or 
+  ‘for’ when meaning ‘for the purpose of’ or alternately 
+  an English noun-noun expression or a compound noun. Examples of usage would 
+  be <EM>a <STRONG>coffee</STRONG> cup, a <STRONG>tool</STRONG>box, a <STRONG>litter</STRONG> 
+  box, a <STRONG>trash</STRONG>can. </EM></P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.3</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INH</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Inherent Case<A name="Sec4o5o3"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INHERENT</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">INHERENT</FONT> case identifies a noun 
+  being used to characterize or define the identity or intrinsic nature of another 
+  in a subjective, contextual, metaphorical, or symbolic manner. English phrases 
+  which would be translated using this case are <EM>years <STRONG>of wonder</STRONG>, 
+  the <STRONG>Clown</STRONG> Planet, <STRONG>life</STRONG> blood, city <STRONG>of 
+  evil</STRONG>, a <STRONG>dangerous</STRONG> situation</EM> (i.e., a situation 
+  characterized by danger). </P>
+<P align="justify">Note that in the above examples, the noun in the <FONT size="2">INHERENT</FONT> 
+  would be inflected either for the <FONT size="2">NOMIC</FONT> or the <FONT size="2">ABSTRACT</FONT> 
+  perspective (see <A href="ithkuil-ch3-morphology.htm#Sec3o3o3">Sections 
+  3.3.3</A> and <A href="ithkuil-ch3-morphology.htm#Sec3o3o4">3.3.4</A>) 
+  to show that the relationship involves a collective entity (e.g., <EM>Clown 
+  Planet</EM> = planet of all clowns) or that the relationship is abstract, subjective 
+  or symbolic (<EM>years of wonder</EM> = years that make one feel a sense of 
+  wonder). However, when a noun in the <FONT size="2">INHERENT</FONT> case is 
+  inflected for a concrete perspective, i.e., either the <FONT size="2">MONADIC</FONT> 
+  or the <FONT size="2">UNBOUNDED</FONT>, then it takes on the rather different 
+  function of stating the actual existential identity (literally or figuratively) 
+  of the other noun and would be equivalent to the English construction ‘that/which/who 
+  is (a/the)…’ as in <EM>the man who is president, the woman who is 
+  my wife, the house that is a model, a machine that is a vehicle, the teacher 
+  who is her father, those trees that are larches</EM>. Through use of the <FONT size="2">INHERENT</FONT> 
+  case and the <FONT size="2">MONADIC</FONT>/<FONT size="2">UNBOUNDED</FONT> perspectives, 
+  these phrases would be rendered into Ithkuil phrases that would correspond literally 
+  to the sometimes awkward, even semantically anomalous English phrases <EM>‘the 
+  president man,’ ‘the my-wife woman,’ ‘the model house,’ 
+  ‘the vehicle machine,’ ‘the her-father teacher,’ ‘the 
+  larch trees.’</EM></P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.4</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CNV</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Conductive Case<A name="Sec4o5o4"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONDUCTIVE</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONDUCTIVE</FONT> identifies the meaningful 
+  or relevant context of another. It can be thought of as conveying the relationship 
+  signified by the expressions ‘having to do with,’ ‘as it pertains 
+  to,’ or ‘considered within the context of.’ Examples of English 
+  phrases translatable using this case are <EM>a <STRONG>circus</STRONG> clown, 
+  a <STRONG>mountain</STRONG> man, a feeling <STRONG>of loneliness</STRONG>, the 
+  <STRONG>Mafia’s</STRONG> world, a realm <STRONG>of fear</STRONG>, my<STRONG> 
+  life</STRONG> achievement, <STRONG>childhood</STRONG> memories, Let’s 
+  discuss the morality<STRONG> of war</STRONG></EM>. </P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.5</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>MED</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Mediative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">MEDIATIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">MEDIATIVE</FONT> indicates the physical, 
+  psychological, or figurative medium through which another noun or event takes 
+  place. It would be used in translating phrases or sentences such as <EM>a <STRONG>radio</STRONG> 
+  announcement, arrival <STRONG>by water</STRONG>, a <STRONG>letter</STRONG> bomb, 
+  <STRONG>air</STRONG> mail, achieving ecstasy <STRONG>through sex</STRONG>, I 
+  showed her my love <STRONG>with chocolate</STRONG></EM>. It should be distinguished 
+  from the <FONT size="2">INSTRUMENTAL</FONT> case (see Section 4.3.8 above), 
+  which signifies the actual instrument or physical means used to accomplish a 
+  causative action. For example, in the sentence <EM>Call him on the phone!</EM>, 
+  translating the phrase <EM>on the phone</EM> into the <FONT size="2">INSTRUMENTAL</FONT> 
+  case would signify ‘Use the phone (i.e., the one in the room) to call 
+  him,’ whereas inflection into the <FONT size="2">MEDIATIVE</FONT> case 
+  would mean ‘Call him via the medium of telephony.’ </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.6</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CRS</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Contrastive Case<A name="Sec4o5o6"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONTRASTIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONTRASTIVE</FONT> identifies a distinguishing 
+  characteristic of another noun, i.e., that feature which distinguishes it from 
+  other possible candidates within the given context. It would be used in translating 
+  phrases such as <EM>the <STRONG>green</STRONG> bottle</EM> (e.g., as opposed 
+  to the blue one); <EM>the <STRONG>science</STRONG> text</EM> (e.g., versus the 
+  religious text); <EM><STRONG>my</STRONG> statue</EM> (i.e., a statue of me); 
+  <EM>I want your recipe <STRONG>for stew</STRONG>, not <STRONG>soup</STRONG>; 
+  Don’t worry, it’s a <STRONG>pet</STRONG> snake</EM>.</P>
+<H3 align="justify">&nbsp;</H3>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.7</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PAR</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Partitive Case<A name="Sec4o5o7"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PARTITIVE</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. When used in conjunction with another noun, the <FONT size="2">PARTITIVE</FONT> 
+  indicates a quantitative or content-to-container relationship between the two 
+  nouns, e.g., <EM>a cup <STRONG>of coffee</STRONG>, a box(ful) <STRONG>of books</STRONG>, 
+  a train(load) <STRONG>of refugees</STRONG></EM>. When used alone, it signifies 
+  that the context of the phrase or sentence involves only a portion of the noun, 
+  rather than the whole noun, e.g., <EM>I ate <STRONG>some bread</STRONG>, Pour 
+  <STRONG>(some) water</STRONG> down my back</EM>. </P>
+<P align="justify">The <FONT size="2">PARTITIVE</FONT> is also used to mark a 
+  noun qualified by a specific number, e.g., <EM>three <STRONG>boxes</STRONG>, 
+  two <STRONG>clowns</STRONG>, twenty <STRONG>words</STRONG></EM>. This usage 
+  is analyzed in detail in <FONT color="#FF0000"><A href="ithkuil-ch12-numbers.html">Chapter 
+  12</A></FONT>, where we will see that, in Ithkuil, numbers are formatives (i.e., 
+  full nouns and verbs), not adjectives as in Western languages. Additionally, 
+  a noun qualified by a number is not pluralized. In other words, one does not 
+  say ‘three boxes,’ but rather “a trio of a box” or perhaps 
+  more eloquently, “a box trio.” </P>
+<P align="justify">The <FONT size="2">PARTITIVE</FONT> case is also used in constructing 
+  words for Ithkuil numbers beginning with two hundred. This is also detailed 
+  in <FONT color="#FF0000"><A href="ithkuil-ch12-numbers.html">Chapter 
+  12</A> </FONT>on enumeration.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.5.8</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CPS</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Compositive Case<A name="Sec4o5o8"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMPOSITIVE</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">COMPOSITIVE</FONT> identifies a noun as 
+  being the literal or figurative substance or component(s) of which another is 
+  made, composed, formed, built or comprised. Example of usage would be <EM>That 
+  statue was carved <STRONG>out of marble</STRONG>, She owns three <STRONG>gold(en) 
+  </STRONG>coins, We were caught in a web <STRONG>of lies</STRONG>, I use a <STRONG>wooden</STRONG> 
+  ladder, It was a house <STRONG>of cards</STRONG>, <STRONG>Three suits</STRONG> 
+  comprise his wardrobe, Joe detests <STRONG>styrofoam</STRONG> cups</EM>.</P>
+<P align="justify">The <FONT size="2">COMPOSITIVE</FONT> is also used in conjunction 
+  with verbs to identify the material(s) or resources used up or consumed in performing 
+  or undertaking an activity. Examples of this usage would be <EM>She likes to 
+  cook <STRONG>with tomatoes</STRONG>, He reads b<STRONG>y candle(light)</STRONG>, 
+  That child goes through <STRONG>four sets of clothes</STRONG> a day, My uncle 
+  satisfied his sweet tooth <STRONG>with three chocolate bars</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.9</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>COR</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Correlative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CORRELATIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 3 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CORRELATIVE</FONT> is used to indicate 
+  an abstract relationship, association, or conjunction between a noun and another 
+  noun or verb. It translates general phrases such as ‘relative to,’ 
+  ‘in relation to,’ ‘in correlation with,’ ‘in association 
+  with,’ etc. It would be used in translating phrases such as <EM><STRONG>career</STRONG> 
+  goals, the soup o<STRONG>f the day</STRONG>, the direction o<STRONG>f that road</STRONG>, 
+  The elapsed time <STRONG>relative to the distance </STRONG>determines the winner, 
+  Our next topic is sex <STRONG>and (</STRONG></EM>or<EM><STRONG> in) art</STRONG></EM> 
+  (i.e., the relationship between art and sex). Note that the <FONT size="2">CORRELATIVE</FONT> 
+  case would often be used to translate constructions for which English often 
+  uses an adjective, e.g., <EM><STRONG>spatial</STRONG> coordinates, the <STRONG>political</STRONG> 
+  economy</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.10</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IDP</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="66%"><FONT size="4"><STRONG>The Interdependent Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTERDEPENDENT</FONT> case is marked by 
+  Series J vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">INTERDEPENDENT</FONT> identifies a noun 
+  which has a coordinated, tandem, complementary or mutually dependent relationship 
+  with another. The relationship between the two nouns can be thought of as reciprocal 
+  in nature, i.e., each noun implies the other or needs the other to exist within 
+  it’s natural context, e.g., <EM>the<STRONG> students</STRONG>’ teacher, 
+  an <STRONG>army</STRONG> general, the blood <STRONG>in my veins</STRONG>, the 
+  driver <STRONG>of the truck</STRONG>, the nation’s leader, <STRONG>his</STRONG> 
+  team</EM> (i.e., the one on which he’s a member). Note that this case 
+  does not imply a part-whole dependency as with the <FONT size="2">GENITIVE</FONT> 
+  case above, e.g., it would not be used to translate <EM>the book’s pages</EM>, 
+  or <EM>the leaves of a tree</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.5.11</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRD</STRONG></FONT></DIV></TD>
+      <TD width="8%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Predicative Case<A name="Sec4o5o11"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PREDICATIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PREDICATIVE</FONT> identifies a noun which 
+  constitutes the non-causal basis, foundation, sustenance (literally or figuratively), 
+  or required existential condition for another noun or clause, translatable by 
+  the phrases ‘based (up)on,’ ‘dependent (up)on’ or ‘relying 
+  on.’ Examples of use are <EM>a book <STRONG>dependent on a publisher</STRONG>, 
+  a man <STRONG>relying on charity</STRONG>, laws <STRONG>based in reason</STRONG>, 
+  Can success <STRONG>supported by murder</STRONG> be sustained?</EM></P>
+<P align="justify">The <FONT size="2">PREDICATIVE</FONT> should be distinguished 
+  from Transrelative cases such as the <FONT size="2">DERIVATIVE</FONT> or <FONT size="2">INSTRUMENTAL</FONT>, 
+  in that the <FONT size="2">PREDICATIVE</FONT> does not denote a cause, merely 
+  the sustaining entity on which another depends, e.g., it would not be used to 
+  translate <EM>anxiety based on terror</EM>, as the anxiety does not ‘rely’ 
+  or ‘depend’ on terror, but rather is caused by it. Similarly, in 
+  the phrase <EM>an attitude fueled by greed</EM>, the attitude derives from or 
+  results from greed, but is not relying on it.</P>
+<H3 align="justify"><BR>
+  4.5.12 Examples of Appositive Cases in Use<A name="Sec4o5o12"></A></H3>
+<P> <IMG src="assets/Clown3.GIF" width="78" height="91" border="0"></A><BR>
+  <FONT color="#FFFFFF">____________________________________________________</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-4.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-4.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+<P><BR>
+</P>
+<TABLE width="99%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD bgcolor="#CCCCCC"><P><FONT size="4"><STRONG>4.6 THE ADVERBIAL CASES</STRONG></FONT><A name="Sec4o6"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The Adverbial cases function similarly to adverbial phrases 
+  in Western languages (usually beginning with an adverbial conjunction), to provide 
+  additional contextual information to a verb. The fourteen Adverbial cases are 
+  the <FONT size="2">ESSIVE, ASSIMILATIVE, FUNCTIVE, TRANSFORMATIVE, REFERENTIAL, 
+  CONSIDERATIVE, CLASSIFICATIVE, DEFERENTIAL, COMITATIVE, CONJUNCTIVE, UTILITATIVE, 
+  BENEFACTIVE, TRANSPOSITIVE,</FONT> and <FONT size="2">COMMUTATIVE</FONT>. Following 
+  are explanations of the function and usage of each case. Actual Ithkuil examples 
+  of the cases in use are given in <A href="ithkuil-ch4-case.htm#Sec4o6o15">Sec. 4.6.15</A>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>4.6.1</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ESS</STRONG></FONT></DIV></TD>
+      <TD width="5%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="71%"><FONT size="4"><STRONG>The Essive Case<A name="Sec4o6o1"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ESSIVE</FONT> case is marked by Series A 
+  vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ESSIVE</FONT> identifies the role or name 
+  by which a noun is known or contextually identified. It translates English ‘as’ 
+  in the sense of naming or reference to the a nouns functional identity. It would 
+  be used in translating the English sentences <EM>They called him <STRONG>a clown</STRONG>, 
+  The woman entered the club <STRONG>as an equal</STRONG> of any man, We consider 
+  you our <STRONG>only hope</STRONG></EM>. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="14%"><FONT size="4"><STRONG>4.6.2</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASI</STRONG></FONT></DIV></TD>
+      <TD width="5%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="70%"><FONT size="4"><STRONG>The Assimilative Case<A name="Sec4o6o2"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ASSIMILATIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 4 mutation of the C2 radical 
+  consonant. The <FONT size="2">ASSIMILATIVE</FONT> identifies a noun used as 
+  a context for analogy or metaphorical comparison to either another noun or a 
+  verb. Thus, it translates English ‘like’ or ‘as’ in 
+  the sense of comparison or analogy between one thing and another. Examples of 
+  usage are <EM>She sings <STRONG>like a bird</STRONG>, <STRONG>As children </STRONG>they 
+  seemed to me</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="61%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="13%"><FONT size="4"><STRONG>4.6.3</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>FUN</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="71%"><FONT size="4"><STRONG>The Functive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">FUNCTIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. It functions similarly to English adverbs ending in <EM>-ly</EM> 
+  or the adverbial use of <EM>with</EM>, identifying the manner in which an action, 
+  event, or state occurs or exists. More exactly, it identifies a noun used to 
+  characterize the manner of the act, state, or event, translatable most accurately 
+  by the phrase ‘in a manner characterized by….’ Examples would 
+  be: <EM>She dances <STRONG>gracefully</STRONG> </EM>(i.e., in a manner characterized 
+  by grace),<EM> The boys ate <STRONG>with gusto</STRONG>, That clown is speaking 
+  <STRONG>nonsense</STRONG>, Father speaks <STRONG>with such fortitude</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="61%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="13%"><FONT size="4"><STRONG>4.6.4</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>TFM</STRONG></FONT></DIV></TD>
+      <TD width="4%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="72%"><FONT size="4"><STRONG>The Transformative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">TRANSFORMATIVE</FONT> case is marked by 
+  Series D vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">TRANSFORMATIVE</FONT> identifies the outcome 
+  or final state of a process, often translatable by ‘to,’ ‘until,’ 
+  or ‘into’ in the sense of reaching a final state after having undergone 
+  some transformation. Example usages would be <EM>The house burned <STRONG>to 
+  ashes</STRONG>, The clown reached a state <STRONG>of tranquility</STRONG>, The 
+  clowns will turn our children <STRONG>into slaves</STRONG>, Her father drank 
+  himself <STRONG>to death</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="57%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="14%"><FONT size="4"><STRONG>4.6.5</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>REF</STRONG></FONT></DIV></TD>
+      <TD width="4%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="73%"><FONT size="4"><STRONG>The Referential Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">REFERENTIAL</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">REFERENTIAL</FONT> identifies a noun functioning 
+  as the general referent of the verb, translating such English terms as ‘about,’ 
+  ‘regarding,’ ‘concerning,’ ‘in regard to,’ 
+  ‘in reference to,’ ‘pertaining to,’ or ‘as for.’ 
+  Examples of use would be <EM>a song <STRONG>of love</STRONG>; <STRONG>As for 
+  those books</STRONG>, burn them!; Let’s talk <STRONG>about clowns</STRONG>; 
+  His attitude <STRONG>toward women</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="14%"><FONT size="4"><STRONG>4.6.6</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CSD</STRONG></FONT></DIV></TD>
+      <TD width="5%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="72%"><FONT size="4"><STRONG>The Considerative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONSIDERATIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONSIDERATIVE</FONT> identifies a noun 
+  as the delimiting or defining context in which an act, state or event occurs 
+  or is considered. Thus, it translates English terms such as ‘according 
+  to,’ ‘pursuant to,’ ‘as per,’ ‘in the opinion 
+  of.’ Examples of usage would be <EM><STRONG>In my opinion</STRONG> he’s 
+  a coward; He’s leaving town <STRONG>as per orders</STRONG> from the court; 
+  You were arrested <STRONG>pursuant to law</STRONG>; <STRONG>According to our 
+  teacher</STRONG>, humans are descended from apes</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="58%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="14%"><FONT size="4"><STRONG>4.6.7</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CLA</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="74%"><FONT size="4"><STRONG>The Classificative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CLASSIFICATIVE</FONT> case is marked by 
+  Series G vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CLASSIFICATIVE</FONT> identifies a noun 
+  as a basis for arranging, sorting, classifying, or counting, translating various 
+  English prepositions and phrases used for this purpose. Example of usage are 
+  <EM>Place them <STRONG>in groups of three</STRONG>, The workers arranged the 
+  tables <STRONG>in rows</STRONG>, He lay down <STRONG>lengthwise</STRONG>, Can 
+  you count <STRONG>by fives</STRONG>?, I will sort them <STRONG>by color</STRONG></EM>.</P>
+<P align="justify">The <FONT size="2">CLASSIFICATIVE</FONT> is also used to identify 
+  a noun considered in consecutively recurring increments as a means of describing 
+  the manner of an event. This is usually in conjunction with nouns denoting time 
+  periods, but can be used with any concrete noun to describe the repetitive nature 
+  of an event. Examples would be <EM><STRONG>Month by month</STRONG>, their departure 
+  crept closer; <STRONG>Year after year</STRONG>, I see more and more clowns; 
+  <STRONG>Day in</STRONG>,<STRONG> day out</STRONG>, he’s always working; 
+  The fertilizer factory keeps rolling them out, <STRONG>bag upon bag</STRONG>; 
+  <STRONG>Patient by patient</STRONG>, the nurse administered injections</EM>.</P>
+<P align="justify">Note that the <FONT size="2">CLASSIFICATIVE</FONT> would not 
+  be used to describe a noun other than adverbially, e.g., it would not be used 
+  to translate the sentence <EM>One bomb after another fell on the city</EM>. 
+  Such a construction would utilize a suffix indicating sequential instantiations 
+  of the noun (see <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o4">Sec. 
+  7.7.4</A>).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="58%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="12%"><FONT size="4"><STRONG>4.6.8</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DFR</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="76%"><FONT size="4"><STRONG>The Deferential Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DEFERENTIAL</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 4 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">DEFERENTIAL</FONT> translates the English 
+  phrases ‘out of respect for,’ ‘for the sake of,’ or 
+  ‘in deference toward,’ identifying the noun to which deference is 
+  paid within the context for an act, condition, or event. Examples of usage would 
+  be <EM>He remained silent <STRONG>for her sake</STRONG>, They went on with the 
+  ceremony <STRONG>out of respect for the families</STRONG>, They dressed in robes 
+  <STRONG>because of tradition</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="59%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="12%"><FONT size="4"><STRONG>4.6.9</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>COM</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="76%"><FONT size="4"><STRONG>The Comitative Case<A name="Sec4o6o9"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMITATIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. Similar to its counterpart in Uralic languages such as Finnish 
+  or Estonian, the <FONT size="2">COMITATIVE</FONT> translates the English ‘with’ 
+  in its meaning of accompaniment (i.e., ‘along with’) as in <EM>The 
+  child went <STRONG>with the clown </STRONG>to the party</EM>. Like English ‘with,’ 
+  the <FONT size="2">COMITATIVE</FONT> does not imply that the conjoined noun 
+  is necessarily engaged in the same activity or associated with the same verb 
+  as the head noun. For example, in the sentence <EM>My father was walking with 
+  a loaf of bread</EM>, the loaf of bread is not considered to be itself walking. 
+</P>
+<P align="justify">It should be noted, however, that the <FONT size="2">COMITATIVE</FONT> 
+  is not used to imply mutually interactive or reciprocal activity between two 
+  nouns. Thus it would not be used in translating the sentences <EM>They danced 
+  with each other</EM> or <EM>Mother wants to talk with you</EM>. These would 
+  be translated using the <FONT size="2">RECIPROCAL</FONT> valence of the verb, 
+  explained in <A href="ithkuil-ch5a-verbs.htm#Sec5o2o4">Section 5.2.4</A>. 
+  This distinction is illustrated even more clearly by comparing the following 
+  two sentences; the first would be translated using the <FONT size="2">COMITATIVE</FONT>, 
+  the second would not: <EM>This man fought with my father</EM> (e.g., alongside 
+  him during the war) versus <EM>This man fought with my father</EM> (e.g., they 
+  had a fight with each other).</P>
+<P align="justify">Note also that the <FONT size="2">COMITATIVE</FONT> is not 
+  used to indicate instrumentality (English ‘with’ meaning ‘by 
+  means of’). Thus, it is not used to translate sentences such as <EM>I 
+  cut the meat with a knife</EM>. As previously discussed in <A href="ithkuil-ch4-case.htm#Sec4o3o8">Section 
+  4.3.8</A>, instrumentality is indicated by use of the <FONT size="2">INSTRUMENTAL</FONT> 
+  case. Likewise, it is not used to identify the resources or material(s) consumed 
+  in undertaking an act, as in He catches his fish with worms for which the <FONT size="2">COMPOSITIVE</FONT> 
+  case is used. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="61%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="14%"><FONT size="4"><STRONG>4.6.10</STRONG></FONT></TD>
+      <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CNJ</STRONG></FONT></DIV></TD>
+      <TD width="4%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="74%"><FONT size="4"><STRONG>The Conjunctive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONJUNCTIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONJUNCTIVE</FONT> translates English 
+  ‘with’ in its meaning of ‘in conjunction with,’ i.e., 
+  to indicate that the noun is engaged in the same activity or a complementary 
+  activity as the conjoined noun. It should be distinguished from the <FONT size="2">COMITATIVE</FONT> 
+  above, which indicates mere accompaniment. For example, in the <EM>walking with 
+  a loaf of bread</EM> example from above, it would be incorrect to use the <FONT size="2">CONJUNCTIVE</FONT> 
+  case because that would signify the bread was walking, too. To further illustrate 
+  the usage, consider the sentence <EM>I’m with the brigade</EM>. Translating 
+  ‘brigade’ using the <FONT size="2">COMITATIVE</FONT> would mean 
+  that ‘I’ve come along (e.g., drove) with the brigade to the scene,’ 
+  while using the <FONT size="2">CONJUNCTIVE</FONT> would mean ‘I’m 
+  a member of the brigade.’ Additional examples where the <FONT size="2">CONJUNCTIVE</FONT> 
+  would be used are <EM>They skate with the best team, That teacher works well 
+  with children</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>4.6.11</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>UTL</STRONG></FONT></DIV></TD>
+      <TD width="4%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="72%"><FONT size="4"><STRONG>The Utilitative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">UTILITATIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">UTILITATIVE</FONT> identifies a noun in 
+  the process of being utilized. This corresponds to the use of English ‘with’ 
+  where it refers to actual use in progress as in <EM>A man <STRONG>with a gun</STRONG> 
+  ran into the room</EM>. It should be distinguished from the <FONT size="2">INSTRUMENTAL</FONT> 
+  (see <A href="ithkuil-ch4-case.htm#Sec4o3o8">Sec. 4.3.8</A>) in that the latter indicates the implement 
+  used to accomplish an action, while the <FONT size="2">UTILITATIVE</FONT> identifies 
+  a noun in use, but does not imply that the noun was the implement used to accomplish 
+  a stated action. For example, compare the sentence <EM>The man <STRONG>with 
+  an umbrella</STRONG> was pushing a stroller in the rain</EM> (<FONT size="2">UTILITATIVE</FONT>) 
+  with <EM>The man pushed a stroller in the rain <STRONG>with an umbrella</STRONG></EM> 
+  (<FONT size="2">INSTRUMENTAL</FONT>). The first sentence implies the man was 
+  pushing a stroller with one hand while holding an open umbrella against the 
+  rain, whereas the second sentence has him using the umbrella to push the stroller. 
+  Another way to translate the <FONT size="2">UTILITATIVE</FONT> would be to use 
+  an English gerundial construction as in <EM>A <STRONG>gun-wielding</STRONG> 
+  man ran into the room</EM> or <EM>An <STRONG>umbrella-toting</STRONG> man pushed 
+  a stroller in the rain</EM>.</P>
+<P align="justify">Besides the <FONT size="2">INSTRUMENTAL</FONT>, the <FONT size="2">UTILITATIVE</FONT> 
+  should likewise be distinguished from the <FONT size="2">COMITATIVE</FONT> case 
+  above, in that the <FONT size="2">COMITATIVE</FONT> merely indicates accompaniment, 
+  while the <FONT size="2">UTILITATIVE</FONT> indicates use in progress. For example, 
+  the sentence <EM>Go sit next to the girl <STRONG>with the book</STRONG></EM>, 
+  if translated using the <FONT size="2">COMITATIVE</FONT> would merely identify 
+  a girl who has a book in her visible possession, while with the <FONT size="2">UTILITATIVE</FONT> 
+  it would mean the girl is actually engaged in reading the book.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="62%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.6.12</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>BEN</STRONG></FONT></DIV></TD>
+      <TD width="2%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="72%"><FONT size="4"><STRONG>The Benefactive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">BENEFACTIVE</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">BENEFACTIVE</FONT> identifies a noun for 
+  whose sake or benefit an action or event occurs or is done. As such, the <FONT size="2">BENEFACTIVE</FONT> 
+  is similar to the <FONT size="2">DATIVE</FONT>, except that the <FONT size="2">BENEFACTIVE</FONT> 
+  implies a strong emphasis on the fact that the noun is more than simply the 
+  recipient or target of a dative action, but rather benefits in a tangible or 
+  consequential way from the action or event. It is usually translated by English 
+  ‘for’ in the sense of ‘for the sake (i.e., benefit) of.’ 
+  Examples of usage are <EM>a toy <STRONG>for the children</STRONG>, We threw 
+  <STRONG>him</STRONG> a party, Go to</EM> <EM>the <STRONG>teachers</STRONG>’ 
+  lounge</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="61%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>4.6.13</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>TSP</STRONG></FONT></DIV></TD>
+      <TD width="2%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="74%"><FONT size="4"><STRONG>The Transpositive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">TRANSPOSITIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">TRANSPOSITIVE</FONT> implies substitution 
+  of one noun for another. It translates English ‘for’ in the sense 
+  of ‘on behalf of,’ ‘in place of,’ or ‘instead 
+  of’ (i.e., ‘as a substitution for’). Examples of usage are 
+  <EM>The boss made the speech <STRONG>for me</STRONG>, She went up into the attic 
+  <STRONG>for her brother</STRONG></EM> (i.e., so he wouldn’t have to).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="60%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>4.6.14</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CMM</STRONG></FONT></DIV></TD>
+      <TD width="2%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="70%"><FONT size="4"><STRONG>The Commutative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMMUTATIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">COMMUTATIVE</FONT> translates English 
+  ‘for’ in the sense of ‘in exchange for’ as in <EM>You 
+  paid too much money <STRONG>for that dress</STRONG>, She kills <STRONG>for thrills</STRONG></EM>.</P>
+<H3 align="justify"><BR>
+  4.6.15 Examples of Adverbial Cases in Use<A name="Sec4o6o15"></A><BR>
+  <BR>
+  <IMG src="assets/4-6-15.gif" width="628" height="414"> <BR>
+  <FONT color="#FFFFFF">___________________________</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-5.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-5.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></H3>
+<P><BR>
+</P>
+<TABLE width="99%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>4.7 THE SUBRELATIVE CASES</STRONG></FONT><A name="Sec4o7"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The Subrelative cases comprise eleven cases which place a noun 
+  in a subordinate context to the main sentence, much like subordinate conjunctions 
+  in Western languages. In fact, these cases are used far more frequently with 
+  verbal clauses than with nouns, creating what are known as “case-frames” 
+  (to be discussed in <A href="Ch-5%20Verbs%20Contd.htm#Sec5o7">Sec. 5.7</A>), 
+  the Ithkuil functional equivalent to Western subordinate clauses. The eleven 
+  Subrelative cases are the <FONT size="2">ABESSIVE, CONVERSIVE, CONCESSIVE, EXCEPTIVE, 
+  ADVERSATIVE, PROVISIONAL, POSTULATIVE, SUPPOSITIVE, DEPENDENT, COMPARATIVE</FONT>, 
+  and <FONT size="2">AVERSIVE</FONT>. Following are explanations of the function 
+  and usage of each case. Actual Ithkuil examples of the cases in use are given 
+  in <A href="ithkuil-ch4-case.htm#Sec4o7o12">Sec. 4.7.12</A>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.1</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ABE</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Abessive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ABESSIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ABESSIVE</FONT> is essentially the opposite 
+  of the <FONT size="2">COMITATIVE</FONT>, translating the English ‘without’ 
+  or ‘-less’ in the sense of ‘unaccompanied by’ or ‘not 
+  having’ as in <EM>a day <STRONG>without rain</STRONG></EM> or <EM>a <STRONG>treeless</STRONG> 
+  plain</EM>. As noted in the next section below on the <FONT size="2">CONVERSIVE</FONT> 
+  case, it is <STRONG>not</STRONG> used to translate ‘without’ when 
+  it means ‘unless one has,’ referring to a hypothetical exception 
+  to a potential outcome as in <EM>I can’t go on without love</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="53%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.2</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CVS</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Conversive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONVERSIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONVERSIVE</FONT> is used in conjunction 
+  with hypothetical or potential contexts to identify a hypothetical exception 
+  to a potential outcome or an actual circumstance which alters or has altered 
+  a potential outcome. This translates two different ways into English. Where 
+  it indicates an exception to a hypothetical situation, it is translated by the 
+  conjunction ‘unless’ in verbal contexts, and by the preposition 
+  ‘without’ for nouns (note that ‘without’ in this sense 
+  does not correspond to its usual <FONT size="2">ABESSIVE</FONT> usage in Sec. 
+  4.7.1 above). If applied to a real or actual situation, it is translatable by 
+  such expressions as ‘but for,’ ‘if not for,’ ‘if 
+  it wasn’t for,’ or ‘if it wasn’t on account of.’ 
+  Example of usage: <EM><STRONG>Without peace</STRONG>, this society is doomed; 
+  <STRONG>If not for the rain</STRONG>, we would have had a good time</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>4.7.3</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CON</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="68%"><FONT size="4"><STRONG>The Concessive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONCESSIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONCESSIVE</FONT> case identifies a noun, 
+  situation, or circumstance which gives rise to an expectation of a certain result 
+  which, in fact, does not occur. This can be translated by various English prepositions, 
+  conjunctions, or phrases such as ‘despite,’ ‘in spite of,’ 
+  ‘notwithstanding,’ ‘although,’ ‘regardless of,’ 
+  ‘no matter what,’ etc. Examples of usage: <EM><STRONG>In spite of 
+  his stupidity</STRONG>, he passed the test; <STRONG>The law notwithstanding</STRONG>, 
+  I will stand my ground; <STRONG>No matter how ignorant</STRONG> (they may be), 
+  they are welcome, <STRONG>Although foreigners</STRONG>, we will let them attend 
+  the meeting.</EM></P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.4</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EXC</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Exceptive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EXCEPTIVE</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">EXCEPTIVE</FONT> indicates a noun, situation, 
+  or circumstance which is an exception, or is exempted or excluded from the main 
+  clause, translatable by English ‘except (for),’ ‘but (not),’ 
+  or ‘excluding.’ Examples of usage: <EM>She loves everybody <STRONG>except 
+  clowns</STRONG>; I like all animals, <STRONG>excluding dogs</STRONG>; He eats 
+  almost anything <STRONG>but (not) spinach</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.5</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>AVS</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Adversative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ADVERSATIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ADVERSATIVE</FONT> indicates a noun which 
+  has been replaced by another or for which another noun has been substituted. 
+  In verbal frame adjuncts it identifies the situation which had been expected 
+  in contrast to what actually takes place. This is translatable by the English 
+  phrases ‘instead of’ or ‘as opposed to,’ e.g.,<EM> <STRONG>Instead 
+  of rain</STRONG>, it snowed; They hired her as a cook, <STRONG>as opposed to 
+  a maid</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.6</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PVS</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Provisional Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROVISIONAL</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The identifies the noun, situation, or circumstance on which 
+  the factuality of the main clause of the sentence depends, i.e., the required 
+  condition(s) which must come into existence for the situation described in the 
+  main clause to occur. This is translatable by such English phrases as ‘provided 
+  (that),’ ‘on condition of,’ ‘only in case of,’ 
+  or ‘but only if,’ e.g., <EM><STRONG>Provided [there’s] food</STRONG>, 
+  I will attend the meeting; We will fight <STRONG>only in case of war</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.7</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PTL</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Postulative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">POSTULATIVE</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The operates somewhat similarly to the <FONT size="2">PROVISIONAL</FONT> 
+  above, except that the <FONT size="2">POSTULATIVE</FONT> implies a causal or 
+  consequential relationship (not merely a circumstantial one) between the pre-condition(s) 
+  and the circumstances of the main clause. Specifically, it identifies the noun, 
+  situation, or circumstance whose factuality has not yet come into existence, 
+  but, should it come into existence, will result in the consequence indicated 
+  by the main clause. This is translatable by English ‘if,’ or ‘in 
+  case of.’ Note that it does not translate English ‘if’ where 
+  it means ‘whether’ as in <EM>I don’t know if it’s warm 
+  enough</EM>, i.e., where the clause is meant only to convey uncertainty or optionality 
+  (but not a causal relationship between a potential condition and its consequences). 
+  Examples of usage: <EM><STRONG>If [there’s] snow</STRONG>, I’m not 
+  going out; <STRONG>In case of fire</STRONG>, flee; <STRONG>If friend</STRONG>, 
+  welcome them, if foe, kill ’em</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="53%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.8</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>SUP</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Suppositive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">SUPPOSITIVE</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 5 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">SUPPOSITIVE</FONT> identifies a noun as 
+  a hypothetical supposition being offered for comment. It is somewhat similar 
+  to the <FONT size="2">SITUATIVE</FONT> case (see <A href="ithkuil-ch4-case.htm#Sec4o3o11">Section 
+  4.3.11</A> above), except that the noun is functioning purely as a supposition, 
+  not as an actual context. The <FONT size="2">SUPPOSITIVE</FONT> can be distinguished 
+  from the <FONT size="2">PROVISIONAL</FONT> and the <FONT size="2">POSTULATIVE</FONT> 
+  cases above, in that the latter two cases describe pre-conditions for a following 
+  clause where the pre-condition is either preclusive or a known possibility. 
+  The <FONT size="2">SUPPOSITIVE</FONT> presents only a hypothetical possibility 
+  whose likelihood of becoming or describing reality is either unknown or unknowable. 
+  There is no equivalent English construction which expresses this distinction. 
+  The following sentences represent approximate English translations of what would 
+  be identical Ithkuil sentences except for the three different case declensions 
+  of the word for ‘weather’:</P>
+<P align="justify"><FONT size="2">PROVISIONAL</FONT>: <EM>We’re packing 
+  umbrellas, <STRONG>but only in case of bad weather</STRONG></EM> (i.e., umbrellas 
+  will not be packed unless the weather is actually bad).<BR>
+  <FONT size="2">POSTULATIVE</FONT>: <EM>We’re packing umbrellas <STRONG>in 
+  case of bad weather</STRONG></EM> (i.e., the umbrellas are being packed in preparation 
+  for the possibility of bad weather).<BR>
+  <FONT size="2">SUPPOSITIVE</FONT>: <EM>We’re packing umbrellas <STRONG>supposing 
+  [there’s] bad weather</STRONG></EM> (i.e., the umbrellas are being packed 
+  even though we don’t know how the weather will be).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.9</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DEP</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Dependent Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DEPENDENT</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">DEPENDENT</FONT> translates the English 
+  phrase ‘depending on’ signifying a noun as the contingency on which 
+  the reality of a main clause depends. Examples of usage would be <EM><STRONG>Depending 
+  on the rain</STRONG>, we’ll go for a picnic; She may show up, <STRONG>depending 
+  on her attitude</STRONG></EM>.</P>
+<P align="justify">The <FONT size="2">DEPENDENT</FONT> should be distinguished 
+  from the <FONT size="2">PREDICATIVE</FONT> case in <A href="ithkuil-ch4-case.htm#Sec4o5o11">Sec. 
+  4.5.11</A>, in that the former denotes contingency, while the <FONT size="2">PREDICATIVE</FONT> 
+  denotes reliance. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="53%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.10</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CMP</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Comparative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMPARATIVE</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">COMPARATIVE</FONT> identifies a noun being 
+  compared and contrasted to another. It translates such expressions as ‘as 
+  compared to,’ ‘as opposed to.’ With verbal case-frames (see 
+  <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7">Sec. 5.7</A>) it would translate as 
+  ‘whereas’ or ‘while’ (in its synonymous usage to ‘whereas’). 
+  Examples are <EM>She chose the red one <STRONG>as opposed to the blue one</STRONG>, 
+  Sam drives a van <STRONG>as compared to Joe</STRONG>, who prefers a truck</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="52%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.7.11</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>AVR</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Aversive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">AVERSIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 6 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">AVERSIVE</FONT> identifies a noun as a 
+  source or object of fear and/or avoidance. With nouns, it translates expressions 
+  such as ‘for fear of,’ ‘in order to avoid,’ or ‘in 
+  avoidance of.’ With verb phrases (i.e., case-frames; see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7">Sec. 
+  5.7</A>) , it would translate English ‘lest.’ Examples of usage 
+  are <EM>She finished her plate <STRONG>for fear of my wrath</STRONG>, I traveled 
+  by night <STRONG>to avoid the sun</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">4.7.12 Examples of Subrelative Cases in Use<A name="Sec4o7o12"></A></H3>
+<P><IMG src="assets/4-7-12a.gif" width="688" height="111"> <BR>
+  <FONT color="#FFFFFF">____________________________</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-6.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-6.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+  <BR>
+  <BR>
+  <IMG src="assets/4-7-12b.gif" width="622" height="678"></P>
+<P><BR>
+</P>
+<TABLE width="99%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>4.8 THE SPATIAL CASES</STRONG></FONT> 
+        <A name="Sec4o8"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">As noted previously, prepositions do not exist in Ithkuil. 
+  While various non-Indo-European languages such as Finnish, Hungarian, Basque 
+  and the North Caucasian languages accomplish the equivalent of prepositional 
+  relationships using noun cases, such relationships are usually accomplished 
+  in Ithkuil via verbal formatives (e.g., a verb translatable as ‘to be 
+  inside of’ instead of a preposition ‘inside of’). Nevertheless, 
+  there are twelve cases corresponding to certain types of common spatial relationships. 
+  These are the <FONT size="2">LOCATIVE, ORIENTATIVE, PROCURSIVE, ALLATIVE, ABLATIVE, 
+  PROLATIVE, PERLATIVE, PERVASIVE , PERIPHERAL, INTEGRAL, POSITIONAL</FONT>, and 
+  <FONT size="2">NAVIGATIVE</FONT>. Following are explanations of the function 
+  and usage of each case. Actual Ithkuil examples of these cases in use are provided 
+  in <A href="ithkuil-ch4-case.htm#Sec4o8o13">Sec. 4.8.13</A>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.1</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>LOC</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Locative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">LOCATIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">LOCATIVE</FONT> signifies general static 
+  position in the same contextual place as the specified location, translatable 
+  by many English prepositions such as ‘at,’ ‘in,’ ‘on,’ 
+  or ‘by,’ depending on the context, e.g., <EM>in that building, by 
+  the wall, on the street, at my house</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.2</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ORI</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Orientative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ORIENTATIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ORIENTATIVE</FONT> identifies the noun 
+  (usually a subcomponent or body part) which serves as the forward “end” 
+  of a spatially orientated axis aligned to a vector of motion. This is translatable 
+  into English using elements such as ‘-ward(s)’ or ‘-first’ 
+  in conjunction with portions of objects in a spatio-orientational context, e.g., 
+  <EM>He jumped in <STRONG>feet-first</STRONG>, The car rolled <STRONG>backward</STRONG></EM>. 
+  The <FONT size="2">ORIENTATIVE</FONT> allows for the extension of this concept 
+  to contexts which seem awkward in English translation, e.g., <EM>He walked “butt-ward” 
+  down the street</EM> (i.e., backward with his butt protruding frontwards, leading 
+  the way).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.3</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PSV</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Procursive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROCURSIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PROCURSIVE</FONT> identifies a noun (often 
+  a subcomponent or body part) which serves as the orientational reference point, 
+  interactional surface or interface relative to the direction of interaction 
+  with, or position in space of, a second noun. This second noun usually appears 
+  in either the <FONT size="2">ALLATIVE</FONT> or <FONT size="2">POSITIONAL</FONT> 
+  case (see Sections 4.8.4 and 4.8.11 below). Examples of use would be <EM>They 
+  collided <STRONG>sideways</STRONG>, She turned <STRONG>her back</STRONG> on 
+  him, The chair “<STRONG>faced</STRONG>” the doorway</EM> (i.e., 
+  The chair stood with it’s seat and back aligned toward the doorway).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.4</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ALL</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Allative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ALLATIVE</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. When used in the context of explicit or implied directional 
+  motion, the <FONT size="2">ALLATIVE</FONT> signifies the direction of motion, 
+  translatable by ‘to’ or ‘toward(s)’ or the suffix ‘-ward(s)’ 
+  in English. Note that the <FONT size="2">ALLATIVE</FONT> in no way implies that 
+  the object is intended as the final or intended destination or goal of the motion 
+  or movement, only the direction of the movement. Examples would be <EM>I wandered 
+  <STRONG>eastward</STRONG>, The little girl ran <STRONG>toward me</STRONG>, Throw 
+  the rock <STRONG>at that clown</STRONG>!, We headed <STRONG>for home</STRONG></EM>.</P>
+<P align="justify">When used in contexts where directional motion is not implied, 
+  the <FONT size="2">ALLATIVE</FONT> signifies a directional orientation of a 
+  noun relative to another, e.g., <EM>He turned his back <STRONG>on me</STRONG>, 
+  The upstairs bedroom faces <STRONG>the yard</STRONG>, It’s alongside <STRONG>the 
+  desk</STRONG></EM> (i.e., its lateral surface is oriented toward the desk)</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.5</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ABL</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Ablative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ABLATIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. When used in context of explicit or implied directional motion, 
+  the <FONT size="2">ABLATIVE</FONT> signifies the general directional origin 
+  of movement away from or out of. It does not specify the actual point of origin 
+  or departure. Examples would be <EM>He came <STRONG>out of the east</STRONG>, 
+  She walked here <STRONG>from (the direction of) the river</STRONG></EM>.</P>
+<P align="justify">When used in contexts where directional motion is not implied, 
+  the <FONT size="2">ABLATIVE</FONT> signifies a reverse directional orientation 
+  of one noun relative to another, e.g., <EM>He faced <STRONG>away from me</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.6</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PLT</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Prolative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROLATIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PROLATIVE</FONT> indicates either a position 
+  or a path of linear movement along, across, or through a one-dimensional linear 
+  medium or a two-dimensional quasi-planar surface, the position or movement being 
+  between one point and another, without implying origination at one point or 
+  destination at another, e.g., <EM>He passed <STRONG>through a tunnel</STRONG>, 
+  She’s standing <STRONG>along the highway</STRONG>, I’ll walk <STRONG>across 
+  the patio</STRONG>, He pushed his way <STRONG>through the crowd</STRONG>, The 
+  vessel traversed <STRONG>the (surface of the) ocean</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.7</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PEL</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Perlative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PERLATIVE</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PERLATIVE</FONT> is identical to the <FONT size="2">PROLATIVE</FONT> 
+  above, except that the implied position or path of movement between implied 
+  points is through or within a three-dimensional volume or medium, e.g., <EM>Baboons 
+  chase each other <STRONG>through the trees</STRONG>, We escaped <STRONG>under 
+  the ocean</STRONG>, The probe explored <STRONG>the nebula</STRONG> </EM>(i.e., 
+  while passing through it)<EM>, The vessel traversed <STRONG>the (depths of the) 
+  ocean</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.8</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRV</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Pervasive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PERVASIVE</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PERVASIVE</FONT> signifies position or 
+  path of movement among, within, or throughout the contextual medium, e.g., <EM>among 
+  the grounds, throughout the stadium, within the crowd</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.9</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRH</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Peripheral Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PERIPHERAL</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 7 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PERIPHERAL</FONT> signifies position or 
+  path of movement in a area surrounding, around, or along the periphery of a 
+  noun, e.g., <EM>around her head, on all sides of it, surrounding the yard</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.10</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INT</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Integral Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTEGRAL</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">INTEGRAL</FONT> identifies the noun which 
+  is the native location, origin, or usual locational context for another. It 
+  should be distinguished from the <FONT size="2">ABLATIVE</FONT> above, in that 
+  the <FONT size="2">ABLATIVE</FONT> implies position or path of motion away from, 
+  whereas the <FONT size="2">INTEGRAL</FONT> merely presents a locational context 
+  as a means of description or to distinguish the noun from an otherwise similar 
+  noun. Examples of usage would be <EM>Fix the <STRONG>kitchen</STRONG> sink!</EM> 
+  (i.e. the one found in the kitchen), <EM><STRONG>Desert</STRONG> rocks are so 
+  beautiful</EM> (i.e., whether being spoken about rocks taken from the desert 
+  or rocks still present in the desert), <EM><STRONG>Northern</STRONG> women are 
+  easy-going</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.11</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PSN</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Positional Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">POSITIONAL</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">POSITIONAL</FONT> identifies a noun relative 
+  to whose position in space another noun is being described for purposes of spatial 
+  orientation. To an English-speaker, the function of this case makes greater 
+  sense once one realizes that, in Ithkuil, most one-to-one spatial relationships 
+  are described by verbs, not prepositions, e.g., ‘to be situated on the 
+  right,’ ‘to move beneath,’ etc. Consequently, the <FONT size="2">POSITIONAL</FONT> 
+  case can be thought of as expressing the phrase ‘relative to.’ Examples 
+  of how it would be used are <EM>I’m standing four feet north <STRONG>of 
+  the desk</STRONG>, The one hanging above <STRONG>the boxes</STRONG> looks fresh, 
+  It lies at a 30° angle <STRONG>relative to the tree</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.8.12</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>NAV</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Navigative Case<A name="Sec4o8o12"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">NAVIGATIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">NAVIGATIVE</FONT> identifies the noun 
+  relative to whose vector, arc, or trajectory of motion an act, state, or event 
+  takes place. This is particularly important, as we will see in <A href="ithkuil-ch10-lexicosemantics.htm#Sec10o4o3">Section 
+  10.4.3 </A> that Ithkuil modes of positional reference are tied into the vectors 
+  of movement or the configurational axes of objects in the environment such as 
+  the sun or the length of a room. Example uses would be<EM> I looked <STRONG>down 
+  the street</STRONG>, We aligned it perpendicular <STRONG>to the path of the 
+  sun</STRONG>, He crossed the room <STRONG>diagonally</STRONG></EM> (i.e., walked 
+  diagonally relative to the long axis of the room.)</P>
+<H3 align="justify"><BR>
+  4.8.13 Examples of Spatial Cases in Use<A name="Sec4o8o13"></A><BR>
+  <BR>
+  <IMG src="assets/4-8-13.gif" width="640" height="639"> <BR>
+  <FONT color="#FFFFFF">_________________________</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-7.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-7.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+</H3>
+<P align="justify"><BR>
+</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>4.9 THE TEMPORAL CASES</STRONG></FONT><A name="Sec4o9"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The temporal cases deal with contexts relating to time. In 
+  many respects, Ithkuil analyzes time similarly to Western languages, particularly 
+  in the ability to spatially compartmentalize time as seen in such English phrases 
+  as ‘in 3 hours,’ ‘for 5 years,’ ‘day by day,’ 
+  and ‘per month,’ as well as in analyzing time as progressively linear 
+  using concepts such as ‘before,’ ‘after,’ ‘during,’ 
+  ‘until,’ and ‘ago.’ The fifteen temporal cases are the 
+  <FONT size="2">CONCURSIVE, ACCESSIVE, DIFFUSIVE, PERIODIC, PROLAPSIVE, PRECURSIVE, 
+  POSTCURSIVE, ELAPSIVE, ALLAPSIVE, INTERPOLATIVE, EPISODIC, PROLIMITIVE, SIMULTANEITIVE, 
+  ASSESSIVE</FONT>, and <FONT size="2">LIMITATIVE</FONT>. Following are explanations 
+  of the function and usage of each case. Actual Ithkuil examples of these cases 
+  in use are provided in <A href="ithkuil-ch4-case.htm#Sec4o9o16">Sec. 4.9.16</A>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="54%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.9.1</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CNR</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Concursive Case<A name="Sec4o9o1"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONCURSIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">CONCURSIVE</FONT> serves as a “temporal 
+  locative” signifying the beginning and ending boundaries of time during 
+  or at which an act, state, or event occurs, the whole of which being considered 
+  a single contextual situation. Examples of usage would be <EM>He prays <STRONG>during 
+  lunch</STRONG>, She studied hard <STRONG>last night</STRONG>, I won’t 
+  visit until <STRONG>then</STRONG></EM> (i.e., during that period in time). </P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/4-9-1.gif" width="257" height="53"></P>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<TABLE width="55%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.2</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ACS</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Accessive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">ACCESSIVE</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The is similar to the <FONT size="2">CONCURSIVE</FONT>, except 
+  that the time identified is specific to a single moment or a brief, highly delimited 
+  period seen in context as one moment, i.e., the point in time at which something 
+  occurs. Examples of usage would be <EM>Dinner will be served <STRONG>at sunset</STRONG>; 
+  <STRONG>When</STRONG> </EM>(i.e., at the moment that)<EM> you hear his voice, 
+  call in the clowns; <STRONG>Upon impact</STRONG>, both cars were accelerating</EM>.</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/4-9-2.gif" width="257" height="60"></P>
+</BLOCKQUOTE>
+<P></P>
+<TABLE width="55%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.3</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DFF</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Diffusive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">DIFFUSIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">DIFFUSIVE</FONT> is yet another temporal 
+  locative similar to the <FONT size="2">CONCURSIVE</FONT>, except that the time 
+  period identified does not have explicit boundaries, only being centered on 
+  the period identified by the noun. It is best expressed by the English phrase 
+  ‘during the time surrounding….’ Examples of usage would be 
+  <EM>Most cars had tail fins <STRONG>in those days</STRONG>; I was abroad <STRONG>during 
+  that era</STRONG>; <STRONG>At the time of his death</STRONG>, the number of 
+  clowns was increasing; <STRONG>Over the past several seasons</STRONG>, your 
+  talent has matured</EM>.</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/4-9-3.gif" width="257" height="53"></P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<TABLE width="57%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.4</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PER</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Periodic Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">PERIODIC</FONT> case is marked by Series 
+  D vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PERIODIC</FONT> identifies the span of 
+  time at some point(s) during which, an act, condition, or event occurs. This 
+  case should be distinguished from the <FONT size="2">CONCURSIVE</FONT> above, 
+  in that the periodic specifies a time frame in which separate events, repetitions, 
+  or durationally extended acts or states take place, whereas the concursive signifies 
+  a contextually single holistic event. Examples would be <EM>He wrote the novel 
+  <STRONG>in six months</STRONG>, These clowns can corrupt your child <STRONG>within 
+  a few days</STRONG>, The woman has been ill a lot <STRONG>this year</STRONG>, 
+  <STRONG>For the last several concerts</STRONG>, my voice has been deteriorating</EM>.</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/4-9-4.gif" width="257" height="59"></P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<TABLE width="57%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.5</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRO</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Prolapsive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">PROLAPSIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PROLAPSIVE</FONT> signifies the duration 
+  of an act, condition, or event, i.e., how long it takes or lasts. This case 
+  should be distinguished from the <FONT size="2">PERIODIC</FONT> above, in that 
+  the <FONT size="2">PROLAPSIVE</FONT> specifies the actual duration of the act, 
+  condition, or event, whereas the <FONT size="2">PERIODIC</FONT> merely specifies 
+  a contextual span of time at some point(s) during which, an act, condition, 
+  or event occurs. Examples would be <EM>He prayed <STRONG>through lunch</STRONG>, 
+  <STRONG>While he was dying</STRONG>, the number of clowns increased, It rained 
+  <STRONG>all night</STRONG>, It took <STRONG>three days</STRONG> for the fever 
+  to break, She sang <STRONG>for an hour</STRONG></EM>.</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/4-9-5.gif" width="257" height="54"></P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<TABLE width="55%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.6</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PCV</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Precursive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">PRECURSIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PRECURSIVE</FONT> identifies a point in 
+  time prior to which an act, condition, or event occurs. Examples would be <EM>This 
+  situation occurred <STRONG>before the war</STRONG>, It rained <STRONG>prior 
+  to his appearance</STRONG>, There will be a presentation <STRONG>preceding the 
+  banquet</STRONG></EM>.</P>
+<P>&nbsp;</P>
+<TABLE width="55%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.7</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PCR</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Postcursive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">POSTCURSIVE</FONT> case is marked by Series 
+  G vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">POSTCURSIVE</FONT> identifies a point 
+  in time after which an act, condition, or event occurs. Examples would be <EM>This 
+  situation occurred <STRONG>after the war</STRONG>, It rained <STRONG>subsequent 
+  to his appearance</STRONG>, There will be a presentation <STRONG>following the 
+  banquet</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="54%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.8</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ELP</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Elapsive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">ELAPSIVE</FONT> case is marked by Series 
+  H vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ELAPSIVE</FONT> identifies the amount 
+  of time that has passed between the contextual present and the time of the act, 
+  condition, or event being spoken of. It corresponds to English ‘…ago.’ 
+  Examples would be <EM><STRONG>Four years ago</STRONG> I was a student; <STRONG>Going 
+  back three generations</STRONG>, women could not even vote</EM>.</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="55%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.9</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ALP</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Allapsive Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">ALLAPSIVE</FONT> case is marked by Series 
+  J vocalic mutation of the stem along with Grade 8 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ALLAPSIVE</FONT> identifies the amount 
+  of time that expected to pass between the contextual present and the time of 
+  a future act, condition, or event. Examples would be <EM><STRONG>Four years 
+  from now</STRONG>, I will be a student; <STRONG>Looking ahead three generations</STRONG>, 
+  clowns will rule the world; I will be home <STRONG>in three days</STRONG>; Little 
+  did he know that <STRONG>two months later</STRONG> he’d be a rich man</EM>.</P>
+<P>&nbsp;</P>
+<TABLE width="55%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="17%"><FONT size="4"><STRONG>4.9.10</STRONG></FONT></TD>
+    <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INP</STRONG></FONT></DIV></TD>
+    <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="69%"><FONT size="4"><STRONG>The Interpolative Case</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">INTERPOLATIVE</FONT> case is marked by Series 
+  A vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">INTERPOLATIVE</FONT> is used within the 
+  context of repetitive or iterative acts, states, and events and signifies the 
+  duration of each repetition. Examples of usage are <EM>We heard several <STRONG>five-second</STRONG> 
+  snippets of music; Between lightning bursts were intervals <STRONG>of several 
+  seconds</STRONG>; She gets recurring migraines, <STRONG>each lasting hours</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="55%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.9.11</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EPS</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Episodic Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EPISODIC</FONT> case is marked by Series 
+  B vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">EPISODIC</FONT> identifies a contextually 
+  recurring time-period. Examples of usage are <EM>The man talks with his mother 
+  <STRONG>every three days</STRONG>; <STRONG>Each year</STRONG>, I travel to the 
+  Clown Planet; He works <STRONG>nights</STRONG>; <STRONG>By day</STRONG>, she 
+  is an artisan; The clowns visit us <STRONG>on Sundays</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.9.12</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRL</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Prolimitive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROLIMITIVE</FONT> case is marked by Series 
+  C vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">PROLIMITIVE</FONT> defines a point in 
+  time which signifies a temporal limit to further contextual activity, i.e., 
+  the time by which some act, state, or event occurs. Examples of usage would 
+  be <EM><STRONG>By the time of your graduation</STRONG>, I want you out of the 
+  house; Please be on board <STRONG>by midnight</STRONG>; <STRONG>By the time 
+  of the raid</STRONG>, there was nothing left to steal</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.9.13</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>SML</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Simultaneitive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">SIMULTANEITIVE</FONT> case is marked by 
+  Series D vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">SIMULTANEITIVE</FONT> identifies a noun 
+  signifying a time period simultaneous to the act, state, or event under discussion. 
+  Examples would be <EM>I was in class <STRONG>at the same time as his accident</STRONG>, 
+  I worked a side-job <STRONG>concurrent to the strike</STRONG>, She laughed <STRONG>simultaneously 
+  with my coughing fit</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.9.14</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASS</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Assessive Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ASSESSIVE</FONT> case is marked by Series 
+  E vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">ASSESSIVE</FONT> specifies the unit of 
+  time by which a contextual ratio of measurement is created, corresponding to 
+  English ‘by’ or ‘per.’ Examples would be <EM>My lawyer 
+  charges <STRONG>by the minute</STRONG>, He publishes several books <STRONG>each 
+  year</STRONG>, The clown drove the fun-mobile at 90 miles <STRONG>per hour</STRONG></EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="56%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="17%"><FONT size="4"><STRONG>4.9.15</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>LIM</STRONG></FONT></DIV></TD>
+      <TD width="3%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Limitative Case</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">LIMITATIVE</FONT> case is marked by Series 
+  F vocalic mutation of the stem along with Grade 9 mutation of the C<FONT size="1">2</FONT> 
+  radical consonant. The <FONT size="2">LIMITATIVE</FONT> signifies a event culminating 
+  an anticipatory context. It translates the English expression ‘in time 
+  for.’ Examples of usage are <EM>He arrived <STRONG>in time for dinner</STRONG>, 
+  Be inside the Big Tent <STRONG>in time for the clowns</STRONG></EM>.</P>
+<H3 align="justify"><BR>
+  4.9.16 Examples of Temporal Cases in Use<A name="Sec4o9o16"></A></H3>
+<P><IMG src="assets/Clown5.GIF" width="71" height="87" border="0" align="top"></A><BR>
+  <FONT color="#FFFFFF">___________________________</FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-8.mp3">Listen!</A> 
+  <A href="Sound_Files/Ch-4-8.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT><BR>
+</P>
+<P><IMG src="assets/4-9-16b.gif" width="686" height="508"></P>
+<P></P>
+<P></P>
+<P align="right"><STRONG><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">Proceed 
+  to Chapter 5: Verb Morphology &gt;&gt;</A></FONT></STRONG></P>
+<P></P>
+<P></P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch4-case-morphology.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<BR>
+<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>&nbsp;</P>
+<P><BR>
+</P>
+<P>&nbsp; </P>
+
+
+</BODY></HTML>
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+<!-- saved from url=(0041)ithkuil-ch5a-verbs.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 5: Verb Morphology</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
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+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch5a-verb-morphology1.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <!-- <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 5: Verb Morphology</H2>
+<DIV align="center">
+  <TABLE width="39%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="296"><FONT size="2"><A href="ithkuil-ch5a-verbs.htm#Sec5o1">5.1 Illocution</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch5a-verbs.htm#Sec5o2">5.2 Valence</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch5a-verbs.htm#Sec5o3">5.3 Version</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch5a-verbs.htm#Sec5o4">5.4 Conflation, Derivation and Format</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD height="17"><FONT size="2"><A href="ithkuil-ch5b-verbs-contd.html">Chapter 
+        5 Continued: Sections 5.5 through 5.7</A></FONT></TD>
+    </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, 
+  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, 
+  Context, </STRONG>and<STRONG> Designation</STRONG>. Additionally the following 
+  fourteen categories apply solely to verbs: <STRONG>Illocution, Valence, Version, 
+  Conflation/Derivation, Format, Modality, Level, Case-Frame, Validation, Phase, 
+  Sanction, Aspect, Mood, </STRONG>and<STRONG> Bias</STRONG>. The verb can also 
+  theoretically take any number of the over 1300 affixes available to formatives. 
+  Such affixes are analyzed in <A href="ithkuil-ch7a-affixes.html" target="mainFrame">Chapter 
+  7</A>. </P>
+<P align="justify">The full structure of a Ithkuil verbal formative is tripartite, 
+  i.e., having three distinct words, these being an<STRONG> aspectual adjunct</STRONG>, 
+  a <STRONG>conflation </STRONG>(or<STRONG> valence</STRONG>)<STRONG> adjunct</STRONG>, 
+  and the <STRONG>verb</STRONG> itself. In simple sentences, either or both of 
+  the two adjuncts may be missing. The following extreme example of a fully inflected 
+  Ithkuil verb illustrates all 22 morphological components of the tripartite structure:</P>
+<TABLE width="93%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="2%" height="43">&nbsp;</TD>
+    <TD width="37%"><IMG src="assets/5-0e.gif" width="214" height="31"></TD>
+    <TD width="44%"><DIV align="center"><FONT color="#FFFFFF">____</FONT><IMG src="assets/5-0a.gif" width="262" height="22"></DIV></TD>
+    <TD width="17%"><DIV align="center"><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-1.mp3"><FONT color="#FFFFFF">______</FONT>Listen!</A> 
+        <A href="Sound_Files/Ch-5-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+      </DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<TABLE width="75%" border="1" cellpadding="5">
+  <TBODY><TR valign="top"> 
+    <TD width="47%"><IMG src="assets/5-0b.gif" width="144" height="174" align="top"></TD>
+    <TD width="32%"><IMG src="assets/5-0c.gif" width="159" height="174"></TD>
+    <TD width="21%"><IMG src="assets/5-0d.gif" width="252" height="258"></TD>
+  </TR>
+</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 
+  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>
+<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 
+  6</A>.</P>
+<P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD bgcolor="#CCCCCC"> <P><A name="Sec5o1"></A><STRONG><FONT size="4">5.1 
+        ILLOCUTION</FONT></STRONG></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Illocution refers to what in linguistics is usually termed 
+  types of speech acts, i.e., the general purpose of a statement such as whether 
+  it is an assertion, a command, a declaratory pronouncement, a question, a warning, 
+  etc. This is a category which is not generally marked within Western languages 
+  in any consistent grammatical sense, the nearest equivalent grammatical category 
+  usually being Mood. In Ithkuil, Mood (which will be discussed in <A href="ithkuil-ch6-moreverbs.html">Chapter 
+  6</A>) functions in a much narrower grammatical range than in Western languages. 
+  When the moods of Western language actually relate to types of speech acts, 
+  the equivalent function in Ithkuil is shown by the category of Illocution.</P>
+<P align="justify">There are seven illocutions in Ithkuil: <FONT size="2">ASSERTIVE</FONT>, 
+  <FONT size="2">DIRECTIVE</FONT>, <FONT size="2">COMMISSIVE</FONT>, <FONT size="2">EXPRESSIVE</FONT>, 
+  <FONT size="2">DECLARATIVE</FONT>, <FONT size="2">INTERROGATIVE</FONT> and <FONT size="2">ADMONITIVE</FONT>. 
+  They distinguish the type of speech act being performed by the speaker, with 
+  a specific focus on the type of commitment being made on the part of either 
+  the speaker or the hearer to the truth or purpose of the utterance. They are 
+  marked by a consonantal affix to the verb which immediately follows the Affiliation/Extension/Conflation 
+  prefix (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1">Section 5.4.1</A>) and precedes the C<FONT size="1">1</FONT> 
+  radical consonant. The illocutions and their prefixes are described below.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.1.1</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASR</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Assertive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ASSERTIVE</FONT> illocution is unmarked 
+  by any affix. The <FONT size="2">ASSERTIVE</FONT> is used to express propositions 
+  which purport to describe or name some act, event, or state in the real world, 
+  with the purpose of committing the hearer to the truth of the proposition. Thus, 
+  an utterance in the <FONT size="2">ASSERTIVE</FONT> illocution is one that can 
+  be believed or disbelieved, and is either true or false. Such utterances would 
+  include general statements, descriptions, and explanations. </P>
+<P>&nbsp;</P>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>5.1.2</STRONG></FONT></TD>
+    <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DIR</STRONG></FONT></DIV></TD>
+    <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="63%"><FONT size="4"><STRONG>The Directive</STRONG></FONT></TD>
+  </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 
+  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>). 
+  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 
+  the speaker. Thus, an utterance in the <FONT size="2">DIRECTIVE</FONT> is one 
+  that is neither true nor false because it is not describing something that purports 
+  to exist in the real world; rather, it describes an act or situation which can 
+  potentially be made real, i.e., that can be fulfilled or carried out. Such utterances 
+  include commands, orders, and requests and would generally be marked in Western 
+  languages by either the imperative, optative, or subjunctive moods. The commitment 
+  on the part of the hearer is not belief or disbelief, but rather whether to 
+  obey, comply with, or grant. <BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.1.3</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CMV</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Commissive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMMISSIVE</FONT> illocution is marked by 
+  the affix -<STRONG><FONT face="Arial, Helvetica, sans-serif">n</FONT></STRONG>- 
+  (with alternative affixes -<FONT face="Arial, Helvetica, sans-serif"><STRONG>m</STRONG></FONT>- 
+  or -<IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom">- 
+  where euphonically appropriate). Preceding a C<FONT size="1">1</FONT> form beginning 
+  with -<STRONG><FONT face="Arial, Helvetica, sans-serif">n</FONT></STRONG>-, 
+  -<STRONG><FONT face="Arial, Helvetica, sans-serif">r</FONT></STRONG>-, or -<IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">-, 
+  the affix -<STRONG><FONT face="Arial, Helvetica, sans-serif">m</FONT></STRONG>- 
+  is used. The <FONT size="2">COMMISSIVE</FONT> illocution is similar to the <FONT size="2">DIRECTIVE</FONT> 
+  above, except that the listener and the speaker are the same person, i.e., the 
+  statement is a wish or command directed at oneself as in a promise, vow, pledge, 
+  oath, contract, or guarantee. </P>
+<P>&nbsp;</P>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="16%"><FONT size="4"><STRONG>5.1.4</STRONG></FONT></TD>
+    <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EXP</STRONG></FONT></DIV></TD>
+    <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="63%"><FONT size="4"><STRONG>The Expressive</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The <FONT size="2">EXPRESSIVE</FONT> illocution is marked by 
+  the affix -<STRONG><FONT face="Arial, Helvetica, sans-serif">f</FONT></STRONG>-, 
+  with alternate forms -<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">- 
+  or -<FONT face="Arial, Helvetica, sans-serif"><STRONG>z</STRONG></FONT>- where 
+  euphonically appropriate or where necessary to avoid confusion with a geminated 
+  C<FONT size="1">1</FONT> form (i.e., <STRONG><FONT face="Arial, Helvetica, sans-serif">azvar</FONT></STRONG> 
+  and <FONT face="Arial, Helvetica, sans-serif"><STRONG>a<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absmiddle">far</STRONG></FONT> 
+  rather than <STRONG><FONT face="Arial, Helvetica, sans-serif">afvar</FONT></STRONG> 
+  and <FONT face="Arial, Helvetica, sans-serif"><STRONG>affar</STRONG></FONT>). 
+  The <FONT size="2">EXPRESSIVE</FONT> is used for various types of specialized 
+  utterances where the truth-value of the proposition is taken for granted and 
+  the commitment imposed upon the hearer is one of acceptance or non-acceptance. 
+  Such utterances include welcomes, offers, congratulations, condolences, and 
+  apologies. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.1.5</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DEC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Declarative</STRONG></FONT></TD>
+    </TR>
+  </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>- 
+  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> 
+  consonantal form. The <FONT size="2">DECLARATIVE</FONT> is used for utterances 
+  whose purpose is to themselves effect a change upon the real world, based upon 
+  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 
+  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 
+  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>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.1.6</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IRG</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Interrogative<A name="Sec5o1o6"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTERROGATIVE</FONT> illocution is marked 
+  by the affix -<STRONG><FONT face="Arial, Helvetica, sans-serif">r</FONT></STRONG>- 
+  with alternate form -<FONT face="Arial, Helvetica, sans-serif"><STRONG>n</STRONG></FONT>- 
+  used where euphonically appropriate and/or to avoid confusion with a geminated 
+  C<FONT size="1">1</FONT> consonantal form. The <FONT size="2">INTERROGATIVE</FONT> 
+  is used for utterances corresponding to questions in other languages. Questions, 
+  as such, do not exist in Ithkuil. All inquiries and interrogatives are treated 
+  as a type of directive in which the speaker tells the addressee to validate 
+  the truth of an assertion or provide missing information specified by an interrogative 
+  affix to a formative, i.e., when using the <FONT size="2">INTERROGATIVE</FONT>, 
+  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>, 
+  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.’ 
+  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> 
+  is one of compliance or non-compliance in divulging the information sought, 
+  and the truth value of the utterance is neutral pending the reply.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.1.7</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ADM</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Admonitive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ADMONITIVE</FONT> illocution is marked by 
+  the affix -<FONT face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT>- 
+  with alternate forms -<IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom">- 
+  or -<IMG src="assets/l-cedilla.gif" width="5" height="17" align="absbottom">- 
+  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 
+  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 
+  the utterance. </P>
+<H3><BR>
+  5.1.8 Examples of Illocution in Use</H3>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/Clown7.GIF" width="83" height="101" border="0"></A><BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-2.mp3"><FONT color="#FFFFFF">___</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-5-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+</BLOCKQUOTE>
+<P align="justify">&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><A name="Sec5o2"></A><FONT size="4"><STRONG>5.2 VALENCE</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">In Ithkuil, the term <STRONG>Valence</STRONG> is used to refer 
+  to the manner of participation of two separate entities or parties to any given 
+  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” 
+  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>
+<TABLE width="71%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="43%">1a) <EM>I found an old man.</EM></TD>
+    <TD width="7%"><IMG src="assets/arrow.gif" width="17" height="9"></TD>
+    <TD width="50%">1b) <EM>I found an empty can.</EM></TD>
+  </TR>
+  <TR> 
+    <TD>2a) <EM>I threw the ball at Sam.</EM></TD>
+    <TD><IMG src="assets/arrow.gif"></TD>
+    <TD>2b) <EM>I threw the ball at the window.</EM></TD>
+  </TR>
+  <TR> 
+    <TD>3a) <EM>I performed in front of her.</EM></TD>
+    <TD><IMG src="assets/arrow.gif"></TD>
+    <TD>3b) <EM>I performed in front of the wall.</EM></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Note that the first member of each sentence pair has an animate 
+  object of the verb (<EM>an old man, Sam, </EM>and<EM> her</EM>), while the second 
+  member of each pair has an inanimate object (<EM>an empty can, the window, </EM>and<EM> 
+  the wall</EM>). Now compare this set of sentence pairs to the similar set below: 
+</P>
+<TABLE width="71%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="39%">1c) <EM>I met an old man.</EM></TD>
+    <TD width="7%"><IMG src="assets/arrow.gif" width="17" height="9"></TD>
+    <TD width="54%">1d) <EM>* I met an empty can.</EM></TD>
+  </TR>
+  <TR> 
+    <TD>2c) <EM>I threw Sam the ball.</EM></TD>
+    <TD><IMG src="assets/arrow.gif"></TD>
+    <TD>2d) <EM>* I threw the window the ball.</EM></TD>
+  </TR>
+  <TR> 
+    <TD>3c) <EM>I entertained her.</EM></TD>
+    <TD><IMG src="assets/arrow.gif"></TD>
+    <TD>3d) <EM>* I entertained the wall.</EM></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> The asterisk * indicates that the second sentence of these 
+  pairs is semantically unacceptable to English speakers. Why?</P>
+<P align="justify">The second set of sentence pairs parallel the first set except 
+  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,” 
+  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 
+  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 
+  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 
+  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 
+  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> 
+  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>
+<P align="justify">In Ithkuil, co-activity is explicitly shown morphologically, 
+  and the types of co-active relationships, i.e., the valences of the verb, are 
+  systematic and fully productive for all verbs. As a result, no mono-active versus 
+  co-active lexical distinctions are necessary, i.e., all verbs can function monoactively 
+  as well as co-actively.</P>
+<P align="justify">There are fourteen valences in Ithkuil: the <FONT size="2">MONOACTIVE, 
+  PARALLEL, COROLLARY, RECIPROCAL, COMPLEMENTARY, NONRELATIONAL, DUPLICATIVE, 
+  DEMONSTRATIVE, RESISTIVE, IMITATIVE, CONTINGENT, PARTICIPATIVE, INDICATIVE</FONT>, 
+  and <FONT size="2">MUTUAL</FONT>. Valence is shown by the initial vocalic affix 
+  to a type of adjunct known as either a valence adjunct or a conflational adjunct, 
+  depending on whether the verb manifests a derivative conflation (explained later 
+  in <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Sec. 5.4</A>). For now we will concentrate solely on the 
+  valence adjunct form. Thirteen of these fourteen vocalic prefixes signify co-active 
+  relationships while the first constitutes a neutral valence corresponding to 
+  monoactivity. The initial prefix also indicates the additional morphological 
+  category of <STRONG>Version</STRONG>, a separate morphological category described 
+  later in <A href="ithkuil-ch5a-verbs.htm#Sec5o3">Section 5.3</A>. </P>
+<P align="justify">The form of a valence adjunct is <STRONG>V<FONT size="1">v</FONT></STRONG> 
+  + <IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, 
+  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 
+  <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>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG><A name="Table12"></A>Table 
+  12: Valence / Version* Prefixes</STRONG></FONT><BR>
+  <BR>
+  <IMG src="assets/5-2a.gif" width="599" height="324"> <BR>
+  <FONT size="2">*</FONT> <FONT size="2">see <A href="ithkuil-ch5a-verbs.htm#Sec5o3">Section 5.3 below</A> 
+  for an explanation of Version</FONT></P>
+<P align="justify"> <BR>
+  The fourteen valences are explained as follows:<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.1</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>MNO</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Monoactive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">MONOACTIVE</FONT> valence is the default 
+  valence and indicates a lack of co-activity, i.e., no participation by a second 
+  party is implied.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.2</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRL</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Parallel</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PARALLEL</FONT> valence indicates that a 
+  second party is engaging in the same activity as the first party at same time. 
+  It would be used in translating sentences such as <EM>The children all sang 
+  together, We both went jogging on the parkway</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.3</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CRO</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Corollary</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COROLLARY</FONT> valence is similar to the 
+  <FONT size="2">PARALLEL</FONT>, except that the second party engages in related 
+  activity at the same time as the first party, rather than the same activity. 
+  It would be used in translating sentences such as <EM>The children played in 
+  the yard </EM>(i.e., each child engaged in a different play activity) or <EM>The 
+  band played my favorite song</EM> (implying that not everyone in the band was 
+  playing the same instrument, or perhaps that someone in the band sang as opposed 
+  to playing an instrument).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.4</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>RCP</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Reciprocal<A name="Sec5o2o4"></A></STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</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 
+  looked at each other, The clown and the grocer despise one another</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.5</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CPL</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Complementary</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</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 
+  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 
+  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’ 
+  implies a reader and an audience.</P>
+<P align="justify"></P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.6</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>NNR</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Nonrelational</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">NONRELATIONAL</FONT> valence indicates that 
+  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 
+  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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.7</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DUP</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Duplicative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</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, 
+  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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.8</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DEM</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Demonstrative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.2.9</STRONG></FONT></TD>
+      <TD width="13%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>RES</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Resistive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<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), 
+  <EM>Nevertheless, he told us the story</EM> (i.e., despite our not wanting to 
+  hear it).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.2.10</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IMT</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Imitative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">IMITATIVE</FONT> valence indicates that 
+  the second party mimics, imitates, or attempts to duplicate the activity of 
+  the first party. The Ithkuil sentence <EM>The clown juggled three balls for 
+  the child</EM> in the <FONT size="2">IMITATIVE</FONT> valence implies that the 
+  child attempted to juggle the balls as well.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.2.11</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CNG</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Contingent</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONTINGENT</FONT> valence indicates that 
+  the second party engages in the next or dependent phase of a multi-part activity, 
+  the specific activity being dependent on context. Thus the Ithkuil sentence 
+  <EM>I started the campfire for my friend</EM> in the <FONT size="2">CONTINGENT</FONT> 
+  implies that the friend then performed the next logical step, i.e., he cooked 
+  the food.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.2.12</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PTI</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Participative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.2.13</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IDC</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Indicative</STRONG></FONT></TD>
+    </TR>
+  </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 
+  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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.2.14</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>MUT</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Mutual</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">MUTUAL</FONT> valence indicates that both 
+  parties alternate performing an activity, as in <EM>She and I take turns cleaning</EM> 
+  or <EM>They both alternate teaching the beginning and advanced classes</EM>.</P>
+<H3><BR>
+  5.2.15 Examples of Valence in Use</H3>
+<P><STRONG><IMG src="assets/Clown1.GIF" width="102" height="102" border="0" align="top"></A></STRONG><STRONG><BR>
+  <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-3.mp3"><FONT color="#FFFFFF"> 
+  </FONT>Listen!</A> <A href="Sound_Files/Ch-5-3.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  <BR>
+  </STRONG></P>
+<P><STRONG><IMG src="assets/5-2-15b.gif" width="543" height="256"></STRONG></P>
+<P>&nbsp;</P>
+<TABLE width="98%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><A name="Sec5o3"></A><FONT size="4"><STRONG>5.3 VERSION</STRONG></FONT></P></TD>
+  </TR>
+</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 
+  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>
+<P align="justify">Version is shown by one of six forms of the vocalic valence 
+  prefix to a conflational adjunct as previously discussed and shown in <A href="ithkuil-ch5a-verbs.htm#Table12">Sec. 
+  5.2, Table 12</A>). The six versions are <FONT size="2">PROCESSUAL</FONT>, <FONT size="2">COMPLETIVE</FONT>, 
+  <FONT size="2">INEFFECTUAL</FONT>, <FONT size="2">INCOMPLETIVE</FONT>, <FONT size="2">POSITIVE</FONT> 
+  and <FONT size="2">EFFECTIVE</FONT>. They are explained below.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.3.1</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRC</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Processual</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROCESSUAL</FONT> describes all acts, conditions, 
+  or events which are ends in themselves and not goal-oriented, i.e., are not 
+  focused on an anticipated outcome or final purpose toward which a progressive 
+  effort is being made. It is the default or neutral version and is shown by the 
+  first form of the valence prefix (as shown in <A href="ithkuil-ch5a-verbs.htm#Table12">Table 12</A>) 
+  or, where there is no conflational or valence adjunct, is unmarked.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.3.2</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CPT</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Completive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMPLETIVE</FONT> describes acts, conditions, 
+  or events which achieve, or are intended to achieve, an anticipated outcome, 
+  i.e., which are oriented toward the achievement of some purpose, outcome, or 
+  final state. Such a distinction is usually handled by word choice in Western 
+  languages. The dynamism of version can be seen in the following comparisons:</P>
+<BLOCKQUOTE> 
+  <P><FONT size="2"><STRONG>PROCESSUAL <IMG src="assets/arrow.gif" width="17" height="9"> 
+    COMPLETIVE</STRONG></FONT></P>
+  <P><EM>hunt <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to hunt down <BR>
+    to be losing <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to lose <BR>
+    to study <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to learn <BR>
+    to be winning <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to win<BR>
+    to strive for <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to accomplish, achieve <BR>
+    to risk <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to defeat the odds; win<BR>
+    to work <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to build, construct, make <BR>
+    to displace; infiltrate <IMG src="assets/arrow.gif" width="17" height="9"> 
+    infest, to take over; vanquish<BR>
+    to pour out <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to drain <BR>
+    to remove (incrementally) <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to eliminate<BR>
+    to increase <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to maximize <BR>
+    to read <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to read to the end; finish reading<BR>
+    to decrease <IMG src="assets/arrow.gif" width="17" height="9"> 
+    minimize <BR>
+    to flank <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to surround<BR>
+    to enlarge <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to make gigantic <BR>
+    to spread upon or over <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to cover, engulf, envelop<BR>
+    to shrink <IMG src="assets/arrow.gif" width="17" height="9"> 
+    miniaturize <BR>
+    to chase <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to catch up to<BR>
+    to eat <IMG src="assets/arrow.gif" width="17" height="9"> eat 
+    all up <BR>
+    to pursue <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to capture<BR>
+    to compete <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to win <BR>
+    to be pregnant <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to give birth<BR>
+    to throw at <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to hit (with a throw) <BR>
+    to run low on <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to run out of, deplete<BR>
+    to grow <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to grow up <BR>
+    to use <IMG src="assets/arrow.gif" width="17" height="9"> use 
+    up<BR>
+    to possess, hold <IMG src="assets/arrow.gif" width="17" height="9"> to keep <BR>
+    to tear/ rip <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to tear/rip up or to pieces<BR>
+    to join together <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to unify <BR>
+    to accelerate, speed up <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to achieve maximum speed<BR>
+    to pour into <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to fill (up) <BR>
+    to bleed <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to bleed to death<BR>
+    to run <IMG src="assets/arrow.gif" width="17" height="9"> to 
+    run all the way <BR>
+    to descend, go down <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to get to the bottom<BR>
+    to brighten <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to illuminate <BR>
+    to decelerate, slow down <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to stop<BR>
+    to search for, seek <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to find <BR>
+    to polish <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to burnish<BR>
+    to practice <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to perfect <BR>
+    to darken <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to make dark<BR>
+    to ascend, rise <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to reach the top <BR>
+    to explore <IMG src="assets/arrow.gif" width="17" height="9"> 
+    to discover</EM></P>
+  
+</BLOCKQUOTE>
+<BR>
+<TABLE width="45%" border="0" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="19%"><FONT size="4"><STRONG>5.3.3</STRONG></FONT></TD>
+    <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INE</STRONG></FONT></DIV></TD>
+    <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+    <TD width="65%"><FONT size="4"><STRONG>The Ineffectual</STRONG></FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">This version, the <FONT size="2">INEFFECTUAL</FONT>, and the 
+  next, the <FONT size="2">INCOMPLETIVE</FONT>, operate in parallel fashion to 
+  the <FONT size="2">PROCESSUAL</FONT> and the <FONT size="2">COMPLETIVE</FONT> 
+  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” 
+  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 
+  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> 
+  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>, 
+  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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.3.4</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INC</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Incompletive</STRONG></FONT></TD>
+    </TR>
+  </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> 
+  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>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.3.5</STRONG></FONT></TD>
+      <TD width="9%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PST</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="65%"><FONT size="4"><STRONG>The Positive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<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 
+  to eat</EM> in the <FONT size="2">POSITIVE</FONT> means <EM>I succeeded in eating 
+  something</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="18%"><FONT size="4"><STRONG>5.3.6</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EFC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Effective</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Likewise, the <FONT size="2">EFFECTIVE</FONT> version complements 
+  the <FONT size="2">INCOMPLETIVE</FONT>, indicating the same successful effort 
+  implied by the <FONT size="2">POSITIVE</FONT> version, only applied to goal-/result-oriented 
+  verbs. Thus <EM>I wanted to finish</EM> in the <FONT size="2">EFFECTIVE</FONT> 
+  implies that the desire was successfully carried out; <EM>I tried to eat</EM> 
+  in the <FONT size="2">EFFECTIVE</FONT> means <EM>I succeeded in eating it all 
+  up</EM>.</P>
+<H3 align="justify"><BR>
+  5.3.7 Examples of Version in Use</H3>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/5-3-7.gif" width="609" height="375"> 
+    <BR>
+    <STRONG><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-4.mp3">Listen!</A> 
+    <A href="Sound_Files/Ch-5-4.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+    <BR>
+    </STRONG> </P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><A name="Sec5o4"></A><FONT size="4"><STRONG>5.4 CONFLATION, DERIVATION 
+        AND FORMAT</STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P>Many languages, including English, are able to combine two separate meanings 
+  into a single verb, a process termed <STRONG>conflation</STRONG>. This is illustrated 
+  in the following English sentences:</P>
+<BLOCKQUOTE>
+  <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 
+    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 
+  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 
+  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” 
+  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 
+  four sentences above as follows:</P>
+<BLOCKQUOTE> 
+  <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">He [1: 
+    (TRAVEL+past tense) south] [2: (BY-MEANS-OF) bicycle] <BR>
+    =<EM> <STRONG>He bicycled south</STRONG></EM>.</FONT></P>
+  <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">She [1: 
+    (CAUSE-TO-RESEMBLE+past tense+reflexive)] [2: (IN-THE-MANNER-OF) doll] <BR>
+    = <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>
+  <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>
+</BLOCKQUOTE>
+<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, 
+  but <EM>to shoulder</EM> does <STRONG>not</STRONG> mean to GIVE by MEANS of 
+  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 
+  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 
+  learned from hearing others using it in context.</P>
+<P align="justify">Ithkuil systemizes verb conflation into a complex, productive 
+  scheme, in which a verb can convey any of eight covert senses, called <STRONG>formats</STRONG>, 
+  which can then conflate with seven primary overt senses and 245 derivative overt 
+  senses to theoretically yield 2016 possible semantic combinations. In this manner 
+  the Ithkuil verb corresponding to English <EM>to shelve</EM>, can by systematic 
+  conflation be made to indicate meanings as diverse as:</P>
+<TABLE width="62%" border="0" cellpadding="0">
+  <TBODY><TR valign="top"> 
+    <TD width="8%" height="152"><EM><BR>
+      </EM></TD>
+    <TD width="42%"><EM>to build shelves<BR>
+      to be a shelf <BR>
+      to make straight as a shelf<BR>
+      to remain a shelf <BR>
+      to seem like a shelf <BR>
+      to support on a shelf<BR>
+      to compare shelves <BR>
+      to reserve a shelf </EM></TD>
+    <TD width="50%"><EM>to convey with a shelf<BR>
+      to make as long as a shelf <BR>
+      to cover with shelves <BR>
+      to arrange on shelves<BR>
+      to place on a shelf<BR>
+      to hurt someone with a shelf <BR>
+      to push using a shelf <BR>
+      to exchange for a shelf</EM></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Note, however, that being completely systematic for all verbs, 
+  the Ithkuil conflation system generates forms which, for any particular verb, 
+  will often be semantically questionable, even anomalous, e.g., <EM>to travel 
+  by shelf, to taste of shelves, to make as warm as a shelf, to spend time as 
+  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>
+<P align="justify">The specifics of primary conflation, format, and derivative 
+  conflation are detailed in the following sections.</P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify"><A name="Sec5o4o1"></A>5.4.1 (Primary) Conflation</H3>
+<P align="justify">Primary Conflation, which we will hereafter simply termed Conflation, 
+  refers to seven overt senses with which the main verb conflates. These conflations 
+  are shown in conjunction with Affiliation and Extension by a vocalic prefix 
+  to the main verb. We previously encountered these prefixes for nouns in Table 
+  11 of <A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec 3.4</A>. 
+  Here, these prefixes are expanded to include the seven primary conflations. 
+  The senses of the seven conflations are explained in Table 13 below, while the 
+  prefixes themselves are shown in Table 14.</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><BR>
+  <STRONG>Table 13: Conflations</STRONG></FONT></P>
+<TABLE width="84%" border="1" cellpadding="3">
+  <TBODY><TR bgcolor="#CCCCCC"> 
+    <TD><DIV align="center"><FONT size="2"><STRONG>LABEL</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="2"><STRONG>CONFLATION</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT size="2"><STRONG>MEANING</STRONG></FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <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>
+  </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>
+  </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” 
+      copula of identification in Western languages</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">DSP</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Descriptive manifestation, 
+      i.e., to appear or manifest in the manner of; this sense is the nearest 
+      Ithkuil equivalent to English adjectives</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">ATV</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Either action or motion 
+      <EM>in situ</EM>, i.e., action performed or movement in place (as in shaking, 
+      spinning, wagging, jumping, etc.)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">PSN</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Position or location, 
+      i.e. to be situated in a location/position in space</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">ICH</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Transformation from 
+      one state to another or formation of an identity</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <BR>
+  <BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 14: Conflation Prefixes 
+  by Extension &amp; Affiliation</STRONG></FONT><BR>
+  <BR>
+  <IMG src="assets/5-4-1.gif" width="718" height="549"> <BR>
+  <EM>*</EM> <FONT size="2">This <STRONG>a-</STRONG> prefix is optional if the 
+  nominal versus verbal status of the formative can be determined from other morphological 
+  elements or if the meaning of the phrase or sentence is clear regardless of 
+  knowing the formative's nominal or verbal status.</FONT><BR>
+</P>
+<H3><A name="Sec5o4o2"></A>5.4.2 Format </H3>
+<P align="justify">As described above, any conflated verb carries both an overt 
+  sense and a covert sense. The covert sense constitutes the <STRONG>format</STRONG> 
+  of the verb. Format is shown by variation in the -<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
+  suffix to a valence adjunct, as previously described in <FONT color="#FF0000"><A href="ithkuil-ch5a-verbs.htm#Sec5o2">Sec. 
+  5.2</A></FONT>. The eight formats are explained in Table 15 below along with 
+  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 
+  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. 
+  The answer is that, in the absence of one of the formats below, the prefixes 
+  do not indicate such conflation.</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG><BR>
+  Table 15: Format Suffixes to Valence/Version Adjuncts</STRONG></FONT></P>
+<TABLE width="81%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="9%" bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF"><STRONG><FONT size="2">LABEL</FONT></STRONG></FONT></DIV></TD>
+    <TD width="19%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2">FORMAT</FONT></STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG><FONT size="2">SUFFIX</FONT></STRONG></DIV></TD>
+    <TD width="63%"><DIV align="center"><STRONG><FONT size="2">EXPLANATION (COVERT 
+        SENSE OF VERB)</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SCH</FONT></STRONG></FONT></DIV></TD>
+    <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 
+      speeding through the book</EM> = reading speedily; <EM>Clouds blanketed 
+      the city</EM> = cover like a blanket</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ISR</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INSTRUMENT-ATIVE</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center">-<IMG src="assets/l-double plus accent.gif" width="10" height="16" align="absmiddle"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates the means, 
+      cause, or instrument of causation of the conflated primary sense, e.g., 
+      <EM>I clubbed him</EM> = I hit him with a club; <EM>She drove him there</EM> 
+      = She transported him there by driving </FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">ATH</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">AUTHORITIVE</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center">-<IMG src="assets/nn-cedilla-acute.gif" width="15" height="16" align="absbottom"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
+      verb specifies the indirect/enabling cause or circumstance which gives rise 
+      to the conflated primary sense, e.g., <EM>He sang her cares away</EM> = 
+      his singing allowed her to forget her cares</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">PRC</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRECURRENT</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center">-<IMG src="assets/nn-grave.gif" width="15" height="14" align="absbottom"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
+      verb specifies an initial event immediately preceding or continuing on into 
+      the conflated sense, where the overt sense is not the cause of the conflated 
+      sense, i.e., the conflated sense would have occurred anyway, e.g., <EM>I 
+      bought some lunch</EM> (conflated sense: EAT)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">RSL</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">RESULTATIVE</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center">-<IMG src="assets/rr-cedilla-grave.gif" width="13" height="18" align="absbottom"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
+      verb specifies the concurrent result of the conflated sense, i.e., an event 
+      which occurs in conjunction with the conflated sense but is also caused 
+      by it, e.g., <EM>The plane crashed into the water</EM> (conflated sense: 
+      FLY)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">SBQ</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SUBSEQUENT</FONT></STRONG></DIV></TD>
+    <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 
+      on the stew</EM> (conflated sense: GO [to kitchen])</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">CCM</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CONCOMITTANT</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center">-<IMG src="assets/l-double grave.gif" width="7" height="14"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
+      verb specifies an incidental simultaneous event having no causal relationship, 
+      e.g., <EM>She wore jeans to church</EM> (conflated sense: GO); <EM>He sweated 
+      through her recital</EM> (Conflated sense: LISTEN)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">OBJ</FONT></STRONG></FONT></DIV></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OBJECTIVE</FONT></STRONG></DIV></TD>
+    <TD><DIV align="center">-<IMG src="assets/rr-cedilla-acute.gif" width="13" height="17" align="absmiddle"></DIV></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the 
+      verb specifies the Patient (see <FONT color="#FF0000"><A href="ithkuil-ch4-case.htm#Sec4o1o1">Sec. 
+      4.1.1</A></FONT>) of the underlying conflated sense, e.g., <EM>She dusted 
+      the table</EM> (conflated sense: REMOVE); <EM>They fish that river each 
+      spring</EM> (conflated sense: GATHER/COLLECT)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<H3 align="justify"> <BR>
+  <BR>
+  5.4.3 Derivation and Conflation Adjuncts<A name="Sec5o4o3"></A></H3>
+<P align="justify">In addition to the seven primary conflations signified by vocalic 
+  prefix to the verb, there are 245 additional overt conflation senses which utilize 
+  the same seven verbal prefix patterns in conjunction with an additional conflation 
+  adjunct preceding the verb. Because these 245 conflations are derived by adding 
+  a special adjunct to the verb along with the same verb prefixes of the seven 
+  primary conflations, they are called derivations, to distinguish them from the 
+  seven conflations. Note that when a derivation is present (evidenced by a conflation 
+  adjunct), it is the derivation that determines the conflative meaning of the 
+  verb, not the conflation shown by the main verb.</P>
+<P align="justify">The conflation adjunct used with these derivations is the same 
+  adjunct as the valence adjunct already analyzed in <A href="ithkuil-ch5a-verbs.htm#Sec5o2">Section 
+  5.2</A>. By adding an additional consonantal prefix and the consonantal format 
+  suffix from <A href="ithkuil-ch5a-verbs.htm#Sec5o4o2">Sec. 5.4.2</A> above, we generate the following 
+  formula:</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="1">N</FONT> 
+  + V<FONT size="1">V</FONT> + C<FONT size="1">K</FONT></STRONG></FONT>, where:</P>
+<P align="justify"><STRONG>V<FONT size="1">V</FONT></STRONG> = A vocalic prefix 
+  signifying the valence and version of the verb, as previously described in <A href="ithkuil-ch5a-verbs.htm#Sec5o2">Sections 
+  5.2</A> and <A href="ithkuil-ch5a-verbs.htm#Sec5o3">5.3</A> above and shown in <A href="ithkuil-ch5a-verbs.htm#Table12">Table 
+  12</A>. In its basic form, <STRONG>V<FONT size="1">V</FONT></STRONG> always 
+  begins either with a vowel, <EM>w</EM> + vowel, or <EM>y </EM>+ vowel.</P>
+<P align="justify"><STRONG>C<FONT size="1">N</FONT></STRONG> = A single consonant 
+  form signifying a pattern of derivative conflation, whose exact meaning is dependent 
+  on which of the seven primary conflation patterns is shown by the vocalic prefix 
+  of the verb itself. For example, where <STRONG>C<FONT size="1">N</FONT></STRONG> 
+  is <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG>, 
+  the actual conflationary meaning differs depending on whether the main verb 
+  shows the <FONT size="2">OPERATIVE, STATIVE, MANIFESTIVE, DESCRIPTIVE, ACTIVE</FONT>, 
+  <FONT size="2">POSITIONAL </FONT> or <FONT size="2">INCHOATIVE</FONT> pattern. 
+  Additionally, each <STRONG>C<FONT size="1">N</FONT></STRONG> has three variations 
+  depending on whether <STRONG>V<FONT size="1">V</FONT></STRONG> above begins 
+  with a vowel, begins with <STRONG>w</STRONG>- or with <STRONG>y</STRONG>-. Where 
+  <STRONG>Vv</STRONG> begins with a vowel, the first form of <STRONG>C<FONT size="1">N</FONT></STRONG> 
+  (labelled <STRONG>C<FONT size="1">N</FONT>1</STRONG>) is used; where <STRONG>Vv</STRONG> 
+  has an initial <STRONG>w</STRONG>-, the second form of <STRONG>C<FONT size="1">N</FONT></STRONG> 
+  (labelled <STRONG>C<FONT size="1">N</FONT>2</STRONG>) is used and the initial 
+  <STRONG>w</STRONG>- to <STRONG>Vv</STRONG> is dropped; where <STRONG>Vv</STRONG> 
+  begins with <STRONG>y</STRONG>-, the third form of <STRONG>C<FONT size="1">N</FONT></STRONG> 
+  (labelled <STRONG>C<FONT size="1">N</FONT>3</STRONG>) is used and the initial 
+  <STRONG>y</STRONG>- to <STRONG>Vv</STRONG> is dropped.</P>
+<P align="justify"> For example, the forms of <STRONG>C<FONT size="1">N</FONT></STRONG> 
+  = <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>. 
+  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">, 
+  and <STRONG><FONT face="Arial, Helvetica, sans-serif">yei</FONT></STRONG><IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
+  we get the following results:</P>
+<TABLE width="75%" border="0" cellpadding="3">
+  <TBODY><TR> 
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p 
+        + ei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
+        = pei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"></FONT></STRONG></DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p 
+        + wei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
+        = bei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> 
+        </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>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><BR>
+  <STRONG>C<FONT size="1">K</FONT></STRONG> = One of the eight format suffixes 
+  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">, 
+  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. 
+  </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>
+<P align="justify"><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Tables 16-1 through 16-40: 
+  Derivations</FONT></STRONG></P>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"> 
+      <DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"> 
+      <DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"> 
+      <DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"> 
+      <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p<BR>
+        </FONT></STRONG></DIV></TD>
+    <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>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>do, undertake, take on</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>mentally envision</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>be in a certain position, put, place</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>feel, emote</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>attend to, deal with</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>translative motion; move from one place to another</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>happen, occur, take place</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>use, utilize</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>stay, remain</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>comprise, make up, include</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>resemble (physically)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>act, function</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>arrange, set up</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>make, create</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>get, induce to</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>depend upon</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>model, emulate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>resemble (behaviorally)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>touch, feel</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>distribute</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>build, construct</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>let, permit, allow</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>think, speculate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>organize, coordinate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>resemble (physically and behaviorally)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>handle, manipulate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>disseminate, distribute</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>develop into</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>have (someone do something)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>analyze, reason</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>have order, delineate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have three-dimensional form or shape of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>strike, impact, hit</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>contain</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>grow, raise</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>f</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>v</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>p<IMG src="assets/aspiration-h.gif" width="4" height="17" align="absbottom"></STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>persuade, cajole</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>learn, study</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>substitute (identity)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have or take shape, form or outline of, e.g., the posse ringed them in</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>shake, spasm</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>enclose</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>strive, pursue</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/d-cedilla.gif" width="12" height="17"></STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>t<IMG src="assets/aspiration-h.gif" width="4" height="17" align="absbottom"></STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>influence</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>remember</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>play role of, act as</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>texture</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>touch</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>inhabit, store</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>ameliorate, repair, fix</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><IMG src="assets/c-cedilla.gif" width="6" height="16"></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><IMG src="assets/Yv.gif" width="12" height="19"></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/k-cedilla aspirated.gif" width="18" height="20"></STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>urge, motivate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>see</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>declare, pronounce</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>compare</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>derive</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>inundate with, overwhelm </TD>
+  </TR>
+  <TR> 
+    <TD height="27"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>strengthen</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>x</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Gv.gif" width="12" height="21"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>k<IMG src="assets/aspiration-h.gif" width="4" height="17"></STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>hint at, suggest</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>hear</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>present</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>impute, ascribe</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>gather, collect</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>shelter</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>enhance, improve</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif">l</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><IMG src="assets/Rv.gif" width="7" height="16"></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>q<IMG src="assets/aspiration-h.gif" width="4" height="17"></STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>attract</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>smell, have odor of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>exemplify, provide model for</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>imitate, mimic, act like</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>kill</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>release, let out</TD>
+  </TR>
+  <TR> 
+    <TD height="27"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>open, reveal (physically make visible/available)</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>m</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>mm</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>hm</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>obey, comply</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>taste</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>introduce</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>be similar, have similarity</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>regulate, establish rule</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>traverse, follow path, go</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>to (be) open, to (be/set) ajar</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>n</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>nn</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>hn</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>substitute (use)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>sense, intuit</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>embody, example of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>mean, signify</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>embellish, decorate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>journey</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>close, seal, hold fast</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ll</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>hl</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>play, recreate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>alive, living</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>mark, reference</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>point out, indicate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>activate, turn on</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>convey, transfer, transport</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>find, discover</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="7%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="9%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="5%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="25%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="54%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><FONT color="#FFFFFF" face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></FONT></STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">l</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/n-eng geminate.gif" width="17" height="12" align="absbottom"></FONT></STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">h<IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>work, toil</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>have aura or air of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>explain, show how</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>wave</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>prove, demonstrate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>lift, ascend, raise</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>reveal (figuratively), let know</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>h</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/h-cedilla.gif" width="10" height="19" align="absbottom"></STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>hh</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>command</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>be ill, be sick</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>support (figurative)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>imbue with</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>create art, compose</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>lower, descend</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>join, connect</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>r</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>rr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>hr</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>practice, rehearse</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>injury, be injured</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>procure, obtain</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>(de)limit, constrain</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>consume, use (up)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>push, contact</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>establish, ordain, to found</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/r-cedilla.gif" width="8" height="14"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/r-cedilla.gif" align="absmiddle"></STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>h<IMG src="assets/r-cedilla.gif" align="absbottom"></STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>choose, select</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>engage in</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>acknowledge</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>different(iate)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>follow/disciple</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>pull, draw</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>fuse, blend, mix</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17"></FONT></DIV></TD>
+    <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>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>please, enjoy</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>visit</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have height, be tall</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>manage, oversee</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>destination</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>illuminate</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>s</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>z</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>ss</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>probe</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>pass time</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>host</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have width, be wide</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>relieve of, strip of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>originate (from)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>determine, ascertain</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-cedilla.gif" width="14" height="15"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14"></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>facilitate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>occupy space, ‘cover’</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>project, emanate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have depth, be deep</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>surrender, succumb</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>arrive</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>be new</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Sv.gif" width="8" height="16"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Zv.gif" width="9" height="16"></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Sv.gif" width="8" height="16"></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>support (physically)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>value, have value</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>honor, respect</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have length, be long</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>experiment, test</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>spread, overtake</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>react</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>ally (with)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>relish, adore</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>sanction</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have volume, have size</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>cover, apply</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>conceal, hide</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>enlarge, increase</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>do right, best thing</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>experience, undergo</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>emphasize</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>have weight or mass</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>uphold, preserve</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>seek, search, look for</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>shrink, decrease</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>respond, reply</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>behave</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>encounter</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>be rectilinear, be squarely aligned</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>maintain</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>circle, revolve, orbit</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>clean</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>pl</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>pr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">bl</FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>speak, talk</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>imply</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>reserve</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>critique, criticize</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>explore</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>exchange for</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>heal, treat</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>tl</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>tr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>dl</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>hail, acknowledge</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>distinguish</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>write</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>teach, train</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>entertain</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>read</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>help, aid</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>kl</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>kr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>gl</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>hunt</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>protect, keep safe</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>provide</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>be fair, be just</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>dominate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>remove, rid</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>ensure, certain</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>fl</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>fr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>br</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>harm, damage</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>nurture, succor</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>undermine</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>be unfair or unjust</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>counteract</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>trap, catch</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>ruin, break, render useless</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">l</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom">r</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>dr</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>conduct, hold (e.g., a meeting)</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>hang, suspend</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>carry</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>learned in</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>render harmless, subdue</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>set aright, position optimally</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>cook, prepare food</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>xl</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>xr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>gr</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>give</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>flap</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>obsession</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>characterize</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>take</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>be upright, vertical</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>generate, give rise to</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>sl</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>sr</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>zl</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>wear</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>secure, lock</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>study</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>suffer</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>bring</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>be horizontal, be flat</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>draw forth, bring out</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom">l</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom">r</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/z-cedilla.gif" width="14" height="15" align="absbottom">l</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>hold</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>opine</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>tolerate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>argue</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>send</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>be perpendicular, be at right angle to</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>approach</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"><DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Sv.gif" width="8" height="16" align="absmiddle">l</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Sv.gif" width="8" height="16" align="absmiddle">r</STRONG></FONT></DIV></TD>
+    <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Zv.gif" width="9" height="16" align="absmiddle">l</STRONG></FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>harass, bother</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>lay, lie</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>hide</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>endanger</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>assault, attack</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>avoid</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>treachery</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ks</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">gz</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">kst</FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>commit immoral act</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>commit error</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>dote upon</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>trick, pull a ruse </TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>illegal act</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>run</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>bandy, play with</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ps<BR>
+        </FONT></STRONG></DIV></TD>
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">bz</FONT></STRONG></DIV></TD>
+    <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">pst</FONT></STRONG></DIV></TD>
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>reward</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>prepare, make ready</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>extract, take out of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>ceremony/ritual</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>curtail, stop</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>linger, hang around</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>subsidize</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>waste</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>make difficult, trouble</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>circumvent, hinder</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>be or act belligerently, be hostile</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>impede, block</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>set foot in or upon, enter into or onto, be in presence of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>eat/ingest</TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<TABLE width="72%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>1</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>2</STRONG></DIV></TD>
+    <TD width="6%"> <DIV align="center"><STRONG>C<FONT size="1">N</FONT>3</STRONG></DIV></TD>
+    <TD width="27%"> <DIV align="center"><STRONG><FONT size="2">CONFLATION PREFIX<BR>
+        OF MAIN VERB</FONT></STRONG></DIV></TD>
+    <TD width="55%"> <DIV align="center"><STRONG><FONT size="2">CONFLATIVE MEANING 
+        OF DERIVATION</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <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><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD>
+    <TD>practice, perform practice of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD>
+    <TD>disregard</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD>
+    <TD>joke, play around, have fun with</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DESCRIPTIVE</FONT></STRONG></TD>
+    <TD>ridicule, make fun of</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACTIVE</FONT></STRONG></TD>
+    <TD>violate</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POSITIONAL</FONT></STRONG></TD>
+    <TD>trespass</TD>
+  </TR>
+  <TR> 
+    <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INCHOATIVE</FONT></STRONG></TD>
+    <TD>align, be in alignment</TD>
+  </TR>
+</TBODY></TABLE>
+<H3><BR>
+  <BR>
+  5.4.4 Examples of Conflation, Derivation and Format in Use</H3>
+<P><STRONG><IMG src="assets/Clown5.GIF" width="79" height="97" border="0"></A><BR>
+  <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-5.mp3"><FONT color="#FFFFFF">__</FONT>Listen!</A> 
+  <A href="Sound_Files/Ch-5-5.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </STRONG></P>
+<P align="right"><STRONG><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html" target="mainFrame">Chapter 
+  5 continued &gt;&gt;</A></FONT></STRONG></P>
+<P align="left">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch5a-verb-morphology1.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <!-- <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 
+  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>
+  <BR>
+  <BR>
+  <BR>
+  <BR>
+  <BR>
+  <BR>
+  <BR>
+  <BR>
+</P><P>&nbsp;</P>
+<P>&nbsp;</P>
+<P>&nbsp; </P>
+
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+</BODY></HTML>
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+<!-- saved from url=(0047)ithkuil-ch5b-verbs-contd.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 5 (Continued): Verb Morphology</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
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+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch5b-verb-morphology2.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 5 (continued): Verb Morphology </H2>
+<DIV align="center"> 
+  <TABLE width="18%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="134"><FONT size="2"><A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">5.5 Modality</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch5b-verbs-contd.htm#Sec5o6">5.6 Level</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7">5.7 Case-Frame</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+  <BR>
+</DIV>
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="3">
+    <TBODY><TR> 
+      <TD bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>5.5 MODALITY</STRONG></FONT><A name="Sec5o5"></A></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><STRONG>Modality</STRONG> corresponds roughly to the function 
+  of both modal verbs in Western languages (e.g., <EM>can, may, must, should</EM>, 
+  etc.) as well as those verbs which modify a following verb such as t<EM>o want 
+  to, to choose to, to need to, to offer to, to demand that</EM>, etc. However, 
+  in Ithkuil, the effect of such modifications on a verb causes a fundamental 
+  change in the cognitive interpretation of the verb, usually resulting in a modification 
+  of both the Essence (see <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sec. 
+  3.8</A>) and the Perspective (see <A href="ithkuil-ch3-morphology.htm#Sec3o3">Sec. 
+  3.3</A>) of the verb, as well as invoking the use of the <FONT size="2">ACTIVATIVE</FONT> 
+  case to mark the “subject” noun (see <A href="ithkuil-ch4-case.htm#Sec4o3o9">Sec. 
+  4.3.9</A>). The nature of these modifications is explained as follows:</P>
+<P align="justify">As we saw in <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sections 
+  3.8</A> and<FONT color="#FF0000"> </FONT><A href="ithkuil-ch4-case.htm#Sec4o3o9">4.3.9</A>, 
+  it is possible in human language to speak about events that are either unreal, 
+  as-yet-unrealized, or alternative versions of reality. Specifically, nouns and 
+  verbs can make reference to hypothetical representations of real-world counterparts 
+  from within an “alternative mental space” created psychologically 
+  (and implied linguistically). This alternative mental space is essentially the 
+  psychological realm of potential and imagination. It is seen, for example, in 
+  the following sentences.</P>
+<BLOCKQUOTE>
+  <P align="justify">1) <EM>You must <STRONG>come home at once</STRONG></EM>.<BR>
+    2) <EM>That girl can <STRONG>sing better than anybody</STRONG></EM>.<BR>
+    3) <EM>Our troops should <STRONG>attack at dawn</STRONG></EM>.<BR>
+    4) <EM>Mother needs <STRONG>you to come with her</STRONG></EM>.<BR>
+    5) <EM>The teacher requests that <STRONG>I dance for you</STRONG></EM>.<BR>
+    6) <EM>The man believes <STRONG>clowns are dangerous</STRONG></EM>.<EM> </EM></P>
+</BLOCKQUOTE>
+<P align="justify">Each of the above sentences describe potential or unreal events, 
+  not actual real-world happenings that are occurring or have occurred. In Sentence 
+  (1) no one has yet come home, in Sentence (2) the girl may choose never to sing 
+  again, Sentence (3) does not tell us whether any attack will actually occur, 
+  Sentence (4) does not indicate whether you will come or not, Sentence (5) does 
+  not indicate whether I will dance, nor does Sentence (6) establish whether or 
+  not clowns are, in fact, dangerous.</P>
+<P align="justify">Because the clauses following the verbs <EM>must, can, should, 
+  need, request, believe</EM>, in the above sentences all refer to unrealized, 
+  imagined, or hypothetical events, the nouns and verbs within those clauses would 
+  be marked in the <FONT size="2">ABSTRACT</FONT> perspective (see <FONT color="#FF0000"><A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 
+  3.4</A></FONT>) and the <FONT size="2">REPRESENTATIVE</FONT> essence (see <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sec. 
+  3.8</A>). The “subject” nouns which invoke the event (the nouns 
+  <EM>you, girl, troops, mother, teacher</EM>, and <EM>man</EM> in the six sentences 
+  above) would be marked in the <FONT size="2">ACTIVATIVE</FONT> case (see <FONT color="#FF0000"><A href="ithkuil-ch4-case.htm#Sec4o3o9">Sec. 
+  4.3.9</A></FONT>). It should be noted that not all Ithkuil modalities necessarily 
+  invoke hypothetical or unrealized events. For example, in the sentence <EM>She 
+  chose to move to Australia</EM>, the verb <EM>chose</EM> signals that the following 
+  clause is spoken of abstractly (i.e., it is the act of choice that is being 
+  talked about, not the move itself), but nevertheless refers to an actual event 
+  (i.e., she did, in fact, move to Australia). Thus, the <EM>move to Australia</EM> 
+  clause would be marked in the <FONT size="2">ABSTRACT</FONT> perspective but 
+  would <EM>not</EM> be marked in the <FONT size="2">REPRESENTATIVE</FONT> essence. 
+  Thus, the requirement that an Ithkuil modality construction invoke modifications 
+  in the perspective, essence and case of the associated nouns and verbs is entirely 
+  dependent on the semantics and cognitive intent of the utterance.</P>
+<P align="justify">There are 30 modalities in Ithkuil. Modality is marked by a 
+  word-final vocalic suffix to a conflational or valence adjunct (see <A href="ithkuil-ch5a-verbs.htm#Sec5o2">Secs. 
+  5.2</A><FONT color="#FF0000"> </FONT>and<FONT color="#FF0000"> <A href="ithkuil-ch5a-verbs.htm#Sec5o4">5.4</A></FONT>). 
+  In the absence of a conflational or valence adjunct, this vocalic suffix can 
+  stand alone as an autonomous word, functioning as a <STRONG>modality adjunct</STRONG>. 
+  The thirty modalities and their respective suffixes are described below.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.1</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DES</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Desiderative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DESIDERATIVE</FONT> more or less corresponds 
+  to English constructions expressing desire, e.g., to want to, to desire that, 
+  etc. as in <EM>The teacher wants the students to study hard</EM>. It is marked 
+  by adding the suffix -<STRONG>a</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.2</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASP</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Aspirative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ASPIRATIVE</FONT> corresponds to English 
+  constructions expressing wishing or hoping, e.g., to wish that, to hope that, 
+  etc. It is marked by adding the suffix -<STRONG>ü</STRONG> to a conflational 
+  or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.3</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EPC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Expectative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EXPECTATIVE</FONT> corresponds to English 
+  constructions expressing expectation, as in <EM>He expected her to be beautiful</EM>, 
+  or <EM>I imagine he’s reached his destination</EM>. It is marked by adding 
+  the suffix -<STRONG>ï </STRONG>to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.4</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CRD</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Credential</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CREDENTIAL</FONT> corresponds to English 
+  constructions expressing belief, as in <EM>I think she has two sons</EM>, or 
+  <EM>We believe the earth to be round</EM>. Note that it does not correspond 
+  to English expressions of opinion, i.e., it would not be used in translating 
+  sentences such as <EM>I think she’s pretty</EM>. It is marked by adding 
+  the suffix -<STRONG>u</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.5</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>REQ</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Requisitive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">REQUISITIVE</FONT> corresponds to English 
+  constructions expressing requests, as in <EM>I request his presence at the banquet</EM>, 
+  or <EM>I’d like you to visit your father</EM>. It is marked by adding 
+  the suffix -<STRONG>â</STRONG> to a conflational or valence adjunct.<BR>
+  <BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.6</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EXH</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Exhortative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EXHORTATIVE</FONT> corresponds to English 
+  expressions of exhortation or demand, as in <EM>I demand you return my book</EM> 
+  or <EM>Let the gates be opened!</EM> It is marked by adding the suffix -<STRONG>û</STRONG> 
+  to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.7</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>OPR</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Opportunitive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">OPPORTUNITIVE</FONT> corresponds to the 
+  English modal verb can/could/be able where it means ‘have the opportunity 
+  to,’ as in <EM>Can we pass by our old house when we visit town?</EM> or 
+  <EM>Because of the delay, she was able to go to the museum after all</EM>. It 
+  is marked by adding the suffix -<STRONG>ai</STRONG> to a conflational or valence 
+  adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.8</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CPC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Capacitative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CAPACITATIVE</FONT> corresponds to the English 
+  modal verb <EM>can/could/be able</EM> where it means ‘have the ability 
+  or capacity to,’ as in <EM>Can she sing opera?</EM> or <EM>He could run 
+  like the wind</EM>. Note that it would also be used when translating English 
+  generic statements implying ability or capacity as in <EM>He speaks French like 
+  a native</EM> [i.e., the sentence does not imply he is speaking French at the 
+  moment, but rather his general ability to do so]. It is marked by adding the 
+  suffix -<STRONG>ei</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>5.5.9</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRM</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Permissive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PERMISSIVE</FONT> corresponds to the English 
+  modal verbs <EM>can/could/be able</EM> or <EM>may/might</EM> where they mean 
+  ‘be permitted to,’ as in <EM>Very well, you can have ice cream for 
+  dessert</EM>; or <EM>Could I talk to you?</EM> It is marked by adding the suffix 
+  -<STRONG>oi</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.10</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PTN</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Potential</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">POTENTIAL</FONT> corresponds to the English 
+  modal verb <EM>can/could/be</EM> able where it means ‘have the potential 
+  to or the possibility of,’ as in <EM>Remember it can flood suddenly in 
+  this area</EM>, or <EM>That man could fly into rages for no reason</EM>. It 
+  is also used when translating generic statements implying potential or possibility, 
+  as in <EM>It rains unpredictably in the Northwest</EM>. It is marked by adding 
+  the suffix -<STRONG>ëi</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify"></P>
+<P align="justify"></P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.11</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CLS</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Compulsory</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMPULSORY</FONT> corresponds to the English 
+  modal verbs <EM>must</EM> or <EM>have to/had to</EM> in their meaning of compulsory 
+  obligation, as in <EM>You must get up now</EM>, or<EM> I had to attend the ceremony</EM>. 
+  It is marked by adding the suffix -<STRONG>ui</STRONG> to a conflational or 
+  valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.12</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>OBG</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Obligative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">OBLIGATIVE</FONT> corresponds to the English 
+  modal verbs <EM>should</EM>, <EM>ought to</EM>, or other phrases expressing 
+  optional but preferential obligation, as in <EM>You ought to see a dentist, 
+  I should tell her how I feel</EM>, or <EM>It would be best if the children stayed 
+  away from clowns</EM>. It is marked by adding the suffix -<STRONG>iu</STRONG> 
+  to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.13</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IMS</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Impositive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">IMPOSITIVE</FONT> corresponds to English 
+  expressions such as <EM>be supposed to, be expected to</EM>, or <EM>be to</EM> 
+  which impose an expectation upon a party, as in <EM>You’re supposed to 
+  smile when introduced</EM>, or <EM>He is to give a speech at the banquet</EM>. 
+  It is marked by adding the suffix -<STRONG>au</STRONG> to a conflational or 
+  valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.14</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ADV</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Advocative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ADVOCATIVE</FONT> corresponds to English 
+  expressions such as <EM>suggest tha</EM>t or <EM>propose that</EM> which advocate 
+  a position, as in <EM>I suggest you study harder</EM> or <EM>They proposed that 
+  the clowns take their circus tent elsewhere</EM>. It is marked by adding the 
+  suffix -<STRONG>ia</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.15</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ITV</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Intentive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTENTIVE</FONT> corresponds to English 
+  expressions such as <EM>intend to</EM>, <EM>plan on</EM> or <EM>shall</EM> which 
+  convey an intention, as in <EM>The girls plan on travelling to Europe</EM>, 
+  or <EM>I shall see to it</EM>. It is marked by adding the suffix -<STRONG>ou</STRONG> 
+  to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.16</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ANT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Anticipative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ANTICIPATIVE</FONT> corresponds to English 
+  expressions such as <EM>to look forward to</EM> or <EM>to eagerly await</EM> 
+  which convey positive anticipation, as in <EM>We look forward to the clowns coming 
+  to town</EM>. It is marked by addition of the suffix -<STRONG>eu</STRONG> to a conflational 
+  or valence adjunct. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.17</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DSP</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Dispositive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DISPOSITIVE</FONT> corresponds to the English 
+  expression <EM>to be willing to</EM>, conveying willingness as in <EM>He is 
+  willing to give his life to defeat the clowns</EM>. It is marked by addition 
+  of the suffix -<STRONG>äi</STRONG> to a conflational or valence adjunct. 
+</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.18</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PRE</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Preparative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PREPARATIVE</FONT> corresponds to the English 
+  expressions <EM>be ready to</EM> or <EM>be prepared to</EM>, indicating readiness, 
+  as in <EM>She’s ready to host the party</EM>, or <EM>They are prepared 
+  to endure harsh weather</EM>. It is marked by addition of the suffix -<STRONG>öi</STRONG> 
+  to a conflational or valence adjunct. </P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.19</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>NEC</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Necessitative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">NECESSITATIVE</FONT> corresponds to the 
+  English expressions <EM>need to</EM> or <EM>be necessary to</EM>, indicating 
+  necessity, as in <EM>You need to do something about those clowns in the yard</EM>, 
+  or <EM>It was necessary to inform her about the atrocities</EM>. It is marked 
+  by addition of the suffix -<STRONG>ëu</STRONG> to a conflational or valence 
+  adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="18%"><FONT size="4"><STRONG>5.5.20</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DEC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="62%"><FONT size="4"><STRONG>The Decisive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DECISIVE</FONT> corresponds to English expressions 
+  such as decide to or choose to, indicating choice, as in <EM>Peter decided to cook 
+  breakfast</EM> or <EM>Colleen chose to visit the clowns</EM>. It is marked by addition of 
+  the suffix -<STRONG>aï</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.21</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PTV</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Proclivitive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROCLIVITIVE</FONT> corresponds to English 
+  expressions such as <EM>tend to, be apt to</EM>, or <EM>be prone to</EM>, indicating 
+  tendency, as in <EM>The wolverine tended to eat platypus eggs</EM>, or <EM>Boris 
+  is apt to make a fool of himself when meeting women</EM>. It is marked by addition 
+  of the suffix -<STRONG>eï</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.22</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>VOL</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Voluntative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">VOLUNTATIVE</FONT> corresponds to English 
+  expressions such as offer to or volunteer to, indicating an act of offering 
+  as in <EM>The foreman offered to put poison in my beer</EM>, or <EM>Mrs. Blathermot volunteered 
+  to bake artichoke pie for the Open House event</EM>. It is marked by addition of 
+  the suffix -<STRONG>iï</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.23</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ACC</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Accordative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ACCORDATIVE</FONT> corresponds to the English 
+  expression <EM>agree to</EM>, as in <EM>Constance agreed to perform her go-go 
+  number at the talent show</EM>. It is marked by addition of the suffix -<STRONG>oï</STRONG> 
+  to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.24</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INC</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Inclinative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INCLINATIVE</FONT> corresponds to English 
+  expressions such as <EM>to feel like</EM> or <EM>be up for</EM>, indicating 
+  an impulsive desire, as in <EM>He’s up for going to the shindig</EM>, 
+  or <EM>Molly felt like eating the entire chocolate cake</EM>. It is marked by 
+  addition of the suffix -<STRONG>öu</STRONG> to a conflational or valence 
+  adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.25</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CML</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Compulsive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">COMPULSIVE</FONT> corresponds to English 
+  expressions such as <EM>feel driven to</EM> or<EM> feel a need to</EM>, indicating 
+  compulsion, as in <EM>Jack feels driven to hunt wolverines</EM>, or <EM>My hairdresser 
+  feels a need to date bikers</EM>. It is marked by addition of the suffix -<STRONG>uï</STRONG> 
+  to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.26</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DVR</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Divertive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DIVERTIVE</FONT> corresponds to English 
+  expressions such as <EM>like to</EM>, or <EM>enjoy</EM>, conveying simple likes 
+  and pasttimes as in <EM>Boys like to dream about cars</EM>, or <EM>My salamander 
+  enjoyed biting people on their rump</EM>. It is marked by addition of the suffix 
+  -<STRONG>äu</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.27</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DVT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Devotive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">DEVOTIVE</FONT> corresponds to English expressions 
+  such as <EM>be devoted to</EM> or <EM>be committed to</EM>, indicating devotion 
+  as in <EM>Charlotte is committed to being the best seamstress in town</EM>, 
+  or <EM>They were devoted to rooting for the losing team</EM>. It is marked by 
+  addition of the suffix -<STRONG>ëï</STRONG> to a conflational or valence 
+  adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.28</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PFT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Preferential</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PREFERENTIAL</FONT> corresponds to English 
+  expressions such as <EM>prefer</EM>, or <EM>would rather that</EM>, indicating 
+  preference as in <EM>He’d rather work by himself</EM>, or <EM>Muldane 
+  prefers that his cats eat live food</EM>. It is marked by addition of the suffix 
+  -<STRONG>ua</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.29</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IPS</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Impressional</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">IMPRESSIONAL</FONT> corresponds to English 
+  expressions such as <EM>have an impression that, have a hunch that</EM>, or 
+  <EM>feel that</EM>, indicating a subjective belief or impression as in <EM>I’ve 
+  a hunch that the porter is an alcoholic</EM>, or <EM>Betty feels her husband 
+  flirts too much with the secretarial pool</EM>. It is marked by addition of 
+  the suffix -<STRONG>üa</STRONG> to a conflational or valence adjunct.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="19%"><FONT size="4"><STRONG>5.5.30</STRONG></FONT></TD>
+      <TD width="11%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PMS</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="64%"><FONT size="4"><STRONG>The Promissory</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROMISSORY</FONT> corresponds to English 
+  expressions such as <EM>promise</EM>, or <EM>swear that</EM>, indicating a self-imposed 
+  obligation as in <EM>She promised that her son would visit my daughter</EM>, 
+  or <EM>Hargreaves swears that the fish from that lake are sentient</EM>. It 
+  is marked by addition of the suffix -<STRONG>iù</STRONG> to a conflational 
+  or valence adjunct.</P>
+<H3 align="justify"><BR>
+  5.5.31 Examples of Modality in Use</H3>
+<DIV align="justify"> 
+  <BLOCKQUOTE><IMG src="assets/5-5-31.gif" width="452" height="697"> <BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-6.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-5-6.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>
+<P align="justify">&nbsp;</P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+  <TABLE width="99%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      
+    <TD height="26">
+<P><FONT size="4"><STRONG>5.6 LEVEL</STRONG></FONT><A name="Sec5o6"></A></P></TD>
+    </TR>
+  </TBODY></TABLE>
+<P align="justify"><STRONG>Level</STRONG> corresponds roughly to what is known 
+  as degree of comparison in other languages. Many languages morphologically indicate 
+  degrees of comparison as exemplified by the English suffixes -<EM>er</EM> and 
+  -<EM>est</EM> seen in <EM>great-greater-greatest</EM>. Ithkuil incorporates 
+  degrees of comparison morphologically into its valence scheme by means of tone 
+  of the conflational adjunct (or valence or modality adjunct). Specifically, 
+  the four tones are used to show four different comparisons, each of which is 
+  termed a level of the verb. These levels are the <FONT size="2">INDETERMINATE</FONT>, 
+  <FONT size="2">EQUATIVE</FONT>, <FONT size="2">SURPASSIVE</FONT> and <FONT size="2">DEFICIENT</FONT>, 
+  and are explained below.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.6.1</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IDT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Indeterminate</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by low or falling tone of the conflational, valence or 
+  modality adjunct. The <FONT size="2">INDETERMINATE</FONT> is the default level 
+  and indicates either 1) that no comparison is being made between the first party 
+  and the second party, 2) that the degree of comparison between the first party 
+  and the second party is unknown or irrelevant, or 3) that comparison is inapplicable 
+  because the verb is monoactive (i.e., there is only one party participating).</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="14%"><FONT size="4"><STRONG>5.6.2</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EQU</STRONG></FONT></DIV></TD>
+      <TD width="7%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Equative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by high tone of the conflational, valence or modality 
+  adjunct. The <FONT size="2">EQUATIVE</FONT> level indicates that the first party 
+  performs its “half” of the action equally well in comparison to 
+  the second party. It corresponds to the English construction ‘as [well] 
+  as’ as in <EM>She sings as well as I do</EM> or <EM>He reads as fast as 
+  you do</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.6.3</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>SUR</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Surpassive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by rising tone of the conflational, valence or modality 
+  adjunct. The <FONT size="2">SURPASSIVE</FONT> level indicates that the first 
+  party manifests a state or performs an action to a greater degree or extent 
+  than the second party. It functions equivalently to English -<EM>er</EM> as 
+  in <EM>I ran farther than he</EM>. It also corresponds to the English verbal 
+  prefix <EM>out</EM>- as in <EM>I out-sang him</EM> (i.e., I sang longer or better 
+  than he), although the <FONT size="2">SURPASSIVE</FONT> is more flexible than 
+  the English construction, as it can be used with any of the thirteen valences 
+  of the verb. For example, when used with the <FONT size="2">NONRELATIONAL</FONT> 
+  valence for a verb such as ‘laugh,’ it would translate something 
+  like <EM>I laughed more/harder than anyone did anything else</EM>. It can even 
+  be used with the <FONT size="2">MONOACTIVE</FONT> valence, indicating that the 
+  party performed the action superlatively and no one else did. For example, the 
+  sentence <EM>I laughed</EM> in the <FONT size="2">MONOACTIVE</FONT> valence 
+  and <FONT size="2">SURPASSIVE</FONT> level would translate as something like 
+  <EM>I was the only one laughing and my laughter was superlative</EM>.</P>
+<P align="justify">The <FONT size="2">SURPASSIVE</FONT> can also be used to translate 
+  the English -<EM>est</EM> superlative construction, as in <EM>She is the nicest 
+  (of all)</EM> by simply naming a contextually universal second participant to 
+  the verb, i.e., <EM>She “out-nices” everyone else</EM>.</P>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="15%"><FONT size="4"><STRONG>5.6.4</STRONG></FONT></TD>
+      <TD width="10%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>DFT</STRONG></FONT></DIV></TD>
+      <TD width="6%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="69%"><FONT size="4"><STRONG>The Deficient</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by broken tone of the conflational, valence or modality 
+  adjunct. The <FONT size="2">DEFICIENT</FONT> level corresponds roughly to the 
+  negative comparative <EM>less</EM> in English as in <EM>This test is less difficult</EM>, 
+  as well as the verbal prefix <EM>under</EM>- as in <EM>He under-performed tonight</EM>. 
+  Like the other levels, it can be used with any valence of the Ithkuil verb to 
+  indicate that the performance or state of the first participant to a co-active 
+  verb is worse or less than that of the second participant. It would thus render 
+  sentences corresponding to <EM>She “under-danced” tonight</EM> (i.e., 
+  she didn’t dance as well as she might have) or <EM>The boy “under-weighs” 
+  the girl </EM>(i.e., he weighs less than her).</P>
+<H3 align="justify"><BR>
+  5.6.5 Examples of Level in Use</H3>
+<DIV align="justify">
+  <BLOCKQUOTE><IMG src="assets/5-6-5.gif" width="432" height="403"><BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-7.mp3"><FONT color="#FFFFFF">__</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-5-7.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>&nbsp;</BLOCKQUOTE>
+<P align="justify"></P>
+<DIV align="justify">
+  <TABLE width="97%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD height="26">
+<P><FONT size="4"><STRONG>5.7 CASE-FRAME</STRONG></FONT><A name="Sec5o7"></A></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Virtually all languages allow for sentences to be hierarchically 
+  embedded within other sentences, a process termed <STRONG>subordination</STRONG>. 
+  In Western languages, the embedded sentence becomes either a subordinate clause 
+  or a relative clause, explicitly introduced by a conjunctions such as ‘that,’ 
+  ‘which,’ ‘who,’ ‘where,’‘although,’‘if,’‘while,’‘whereas,’ 
+  or a preposition followed by a conjunction, such as ‘through which,’‘by 
+  whom,’etc. In English, such clauses can also occur as an infinitive or 
+  gerundial verb construction. Both relative and subordinate clauses are illustrated 
+  in the following sentences:</P>
+<BLOCKQUOTE>
+  <P align="justify"> <EM>The dog <STRONG>that ate my hat</STRONG> belongs to 
+    them.<BR>
+    I want <STRONG>him to stop shouting</STRONG>.<BR>
+    The committee voted <STRONG>to fire the superintendant</STRONG>.<BR>
+    We demand <STRONG>(that) you give us equal pay</STRONG>.<BR>
+    <STRONG>Although he’s a college graduate</STRONG>, he acts like a child.<BR>
+    This is the slot<STRONG> through which the letter is passed</STRONG>.<BR>
+    <STRONG>In case you’re unaware</STRONG>, I’ll be leaving next 
+    month.<BR>
+    The boy <STRONG>walking toward us</STRONG> is my nephew.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">The Ithkuil equivalent to relative or subordinate clauses is 
+  known as a <STRONG>case-frame</STRONG>, or simply, <STRONG>frame</STRONG>. Conceptually, 
+  the sentence to be embedded is simply treated as a noun participant to the main 
+  verb of a sentence and is therefore marked for case like any other noun. For 
+  example, take the following two sentences:</P>
+
+<BLOCKQUOTE>
+<P align="justify"><EM>She and I were working together. <BR>
+    The two nations were at war.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Suppose we want to use the second sentence to provide a temporal 
+  context for the first sentence. In English we could do this by subordinating 
+  the second sentence to the first using the conjunction ‘while,’ 
+  as in <EM>She and I were working together while the two nations were at war</EM>. 
+  Alternately, we could create a relative clause by inserting a connecting prepositional 
+  phrase, as in <EM>She and I were working together during the time (that) the 
+  two nations were at war</EM>.</P>
+<P align="justify">In Ithkuil, temporal context for a sentence may be provided 
+  by a noun in any of the temporal cases such as the <FONT size="2">CONCURSIVE</FONT> 
+  (see <A href="ithkuil-ch4-case.htm#Sec4o9o1">Sec. 4.9.1</A>). A word 
+  such as ‘summer’ or ‘famine’ would be placed in the 
+  <FONT size="2">CONCURSIVE</FONT> case to create a sentence corresponding to:</P>
+<BLOCKQUOTE>
+<P align="justify"><EM>She and I were working together during the summer.<BR>
+    She and I were working together at the time of the famine.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Just as the single words ‘summer’ and ‘famine’ 
+  are placed in the <FONT size="2">CONCURSIVE</FONT> case, so an entire sentence 
+  such as <EM>The two nations were at war</EM> can be placed in the <FONT size="2">CONCURSIVE</FONT> 
+  case to provide the temporal context for the main sentence. In other words, 
+  Ithkuil treats the entire subordinate sentence as a noun phrase to be declined 
+  into any required case. That is the purpose of a frame, to place sentences into 
+  noun cases. By doing so, Ithkuil accomplishes the same task for which Western 
+  languages use relative and subordinate conjunctions. In theory, any sentence 
+  can be placed into any of the 81 cases and inserted into another sentence wherever 
+  a simple noun might be placed in the sentence using that same case.</P>
+<H3 align="justify"><BR>
+  5.7.1 Placement of Frames<A name="Sec5o7o1"></A></H3>
+<P align="justify">To construct a case-frame, the second-order sentence (i.e., 
+  the sentence to be subordinated) is placed in the main sentence at the point 
+  where a noun declined for the required case would appear. Unlike the usual verb-final 
+  word order of main sentences in Ithkuil, a case-frame usually has its verb appear 
+  as the first element of the case frame. This is to easily recognize the beginning 
+  of the case frame. The actual case of the sentence is indicated in the verbal 
+  formative in the same way as for nominal formatives, i.e., by mutation of the 
+  stem vowel and mutation of the C<FONT size="1">2</FONT> radical consonant. Table 
+  17 below offers a review of these mutations for each of the 81 cases. If inserted 
+  into the middle of the main sentence, the final word of the case-frame should 
+  be a noun (or a personal reference adjunct – see <A href="ithkuil-ch8-adjuncts.htm#Sec8o1">Sec. 
+  8.1</A>) and carries a special affix which signifies the end of the frame if 
+  this will help to avoid confusion as to which words in the sentence belong inside 
+  the frame (i.e., with the secondary sentence), and which belong to the main 
+  sentence. </P>
+<P><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 17: Case-Frame Markers 
+  (Mutation by Vowel Series and C<FONT size="1">2</FONT> Grade)</FONT></STRONG></P>
+<TABLE width="88%" border="0" cellpadding="3">
+  <TBODY><TR>
+    <TD width="47%" valign="top"> 
+      <TABLE width="86%" border="1" cellpadding="3">
+        <TBODY><TR> 
+          <TD width="10%"><DIV align="center"></DIV></TD>
+          <TD width="16%"><DIV align="center"><FONT size="2">Label</FONT></DIV></TD>
+          <TD width="47%"><DIV align="center"><FONT size="2">Case</FONT></DIV></TD>
+          <TD width="27%"><DIV align="center"><FONT size="2">Series<BR>
+              &amp; Grade</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">1</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OBL</FONT></STRONG></DIV></TD>
+          <TD>Oblique</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">2</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ABS</FONT></STRONG></DIV></TD>
+          <TD>Absolutive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">3</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DAT</FONT></STRONG></DIV></TD>
+          <TD>Dative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">4</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ERG</FONT></STRONG></DIV></TD>
+          <TD>Ergative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">5</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">EFF</FONT></STRONG></DIV></TD>
+          <TD>Effectuative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">6</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">IND</FONT></STRONG></DIV></TD>
+          <TD>Inducive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">7</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">AFF</FONT></STRONG></DIV></TD>
+          <TD>Affective</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">8</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INS</FONT></STRONG></DIV></TD>
+          <TD>Instrumental</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">9</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACT</FONT></STRONG></DIV></TD>
+          <TD>Activative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J1</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">10</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DER</FONT></STRONG></DIV></TD>
+          <TD>Derivative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">11</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SIT</FONT></STRONG></DIV></TD>
+          <TD>Situative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">12</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">POS</FONT></STRONG></DIV></TD>
+          <TD>Possessive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">13</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRP</FONT></STRONG></DIV></TD>
+          <TD>Proprietive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">14</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">GEN</FONT></STRONG></DIV></TD>
+          <TD>Genitive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">15</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ATT</FONT></STRONG></DIV></TD>
+          <TD>Attributive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">16</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OGN</FONT></STRONG></DIV></TD>
+          <TD>Originative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">17</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PDC</FONT></STRONG></DIV></TD>
+          <TD>Productive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">18</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ITP</FONT></STRONG></DIV></TD>
+          <TD>Interpretative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G2</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">19</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">APL</FONT></STRONG></DIV></TD>
+          <TD>Applicative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">20</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PUR</FONT></STRONG></DIV></TD>
+          <TD>Purposive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">21</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INH</FONT></STRONG></DIV></TD>
+          <TD>Inherent</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">22</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CNV</FONT></STRONG></DIV></TD>
+          <TD>Conductive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">23</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MED</FONT></STRONG></DIV></TD>
+          <TD>Mediative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">24</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CRS</FONT></STRONG></DIV></TD>
+          <TD>Contrastive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">25</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PAR</FONT></STRONG></DIV></TD>
+          <TD>Partitive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">26</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CPS</FONT></STRONG></DIV></TD>
+          <TD>Compositive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">27</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">COR</FONT></STRONG></DIV></TD>
+          <TD>Correlative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J3</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">28</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">IDP</FONT></STRONG></DIV></TD>
+          <TD>Interdependent</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">29</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRD</FONT></STRONG></DIV></TD>
+          <TD>Predicative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">30</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ESS</FONT></STRONG></DIV></TD>
+          <TD>Essive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">31</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ASI</FONT></STRONG></DIV></TD>
+          <TD>Assimilative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">32</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">FUN</FONT></STRONG></DIV></TD>
+          <TD>Functive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">33</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">TFM</FONT></STRONG></DIV></TD>
+          <TD>Transformative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">34</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">REF</FONT></STRONG></DIV></TD>
+          <TD>Referential</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">35</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CSD</FONT></STRONG></DIV></TD>
+          <TD>Considerative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">36</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CLA</FONT></STRONG></DIV></TD>
+          <TD>Classificative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">37</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DFR</FONT></STRONG></DIV></TD>
+          <TD>Deferential</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H4</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">38</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">COM</FONT></STRONG></DIV></TD>
+          <TD>Comitative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">39</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CNJ</FONT></STRONG></DIV></TD>
+          <TD>Conjunctive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">40</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">UTL</FONT></STRONG></DIV></TD>
+          <TD>Utilitative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C6</FONT></DIV></TD>
+        </TR>
+      </TBODY></TABLE>
+    </TD>
+    <TD width="53%" valign="top">
+<TABLE width="82%" border="1" cellpadding="3">
+        <TBODY><TR> 
+          <TD width="15%"><DIV align="center"></DIV></TD>
+          <TD width="18%"><DIV align="center"><FONT size="2">Label</FONT></DIV></TD>
+          <TD width="41%"><DIV align="center"><FONT size="2">Case</FONT></DIV></TD>
+          <TD width="26%"><DIV align="center"><FONT size="2">Series<BR>
+              &amp; Grade</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">41</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">BEN</FONT></STRONG></DIV></TD>
+          <TD>Benefactive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">42</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">TSP</FONT></STRONG></DIV></TD>
+          <TD>Transpositive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">43</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CMM</FONT></STRONG></DIV></TD>
+          <TD>Commutative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">44</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ABE</FONT></STRONG></DIV></TD>
+          <TD>Abessive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">45</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CVS</FONT></STRONG></DIV></TD>
+          <TD>Conversive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">46</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CON</FONT></STRONG></DIV></TD>
+          <TD>Concessive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">47</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">EXC</FONT></STRONG></DIV></TD>
+          <TD>Exceptive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">48</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">AVS</FONT></STRONG></DIV></TD>
+          <TD>Adversative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">49</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PVS</FONT></STRONG></DIV></TD>
+          <TD>Provisional</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">50</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PTL</FONT></STRONG></DIV></TD>
+          <TD>Postulative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">51</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SUP</FONT></STRONG></DIV></TD>
+          <TD>Suppositive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H5</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">52</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DEP</FONT></STRONG></DIV></TD>
+          <TD>Dependent</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">53</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CMP</FONT></STRONG></DIV></TD>
+          <TD>Comparative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">54</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">AVR</FONT></STRONG></DIV></TD>
+          <TD>Aversive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J6</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">55</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">LOC</FONT></STRONG></DIV></TD>
+          <TD>Locative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">56</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ORI</FONT></STRONG></DIV></TD>
+          <TD>Orientative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">57</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PSV</FONT></STRONG></DIV></TD>
+          <TD>Procursive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">58</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ALL</FONT></STRONG></DIV></TD>
+          <TD>Allative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">59</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ABL</FONT></STRONG></DIV></TD>
+          <TD>Ablative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">60</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PLT</FONT></STRONG></DIV></TD>
+          <TD>Prolative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">61</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PEL</FONT></STRONG></DIV></TD>
+          <TD>Perlative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">62</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRV</FONT></STRONG></DIV></TD>
+          <TD>Pervasive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">63</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRH</FONT></STRONG></DIV></TD>
+          <TD>Peripheral</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J7</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">64</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INT</FONT></STRONG></DIV></TD>
+          <TD>Integral</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">65</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PSN</FONT></STRONG></DIV></TD>
+          <TD>Positional</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">66</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">NAV</FONT></STRONG></DIV></TD>
+          <TD>Navigative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">67</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">CNR</FONT></STRONG></DIV></TD>
+          <TD>Concursive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">68</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ACS</FONT></STRONG></DIV></TD>
+          <TD>Accessive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">69</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">DFF</FONT></STRONG></DIV></TD>
+          <TD>Diffusive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">70</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PER</FONT></STRONG></DIV></TD>
+          <TD>Periodic</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">71</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRO</FONT></STRONG></DIV></TD>
+          <TD>Prolapsive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">72</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PCV</FONT></STRONG></DIV></TD>
+          <TD>Precursive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">73</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PCR</FONT></STRONG></DIV></TD>
+          <TD>Postcursive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">G8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">74</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ELP</FONT></STRONG></DIV></TD>
+          <TD>Elapsive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">H8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">75</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ALP</FONT></STRONG></DIV></TD>
+          <TD>Allapsive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">J8</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">76</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">INP</FONT></STRONG></DIV></TD>
+          <TD>Interpolative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">A9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">77</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">EPS</FONT></STRONG></DIV></TD>
+          <TD>Episodic</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">B9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">78</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">PRL</FONT></STRONG></DIV></TD>
+          <TD>Prolimitive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">C9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">79</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SML</FONT></STRONG></DIV></TD>
+          <TD>Simultaneitive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">D9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">80</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">ASS</FONT></STRONG></DIV></TD>
+          <TD>Assessive</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">E9</FONT></DIV></TD>
+        </TR>
+        <TR> 
+          <TD><DIV align="center">81</DIV></TD>
+          <TD><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">LIM</FONT></STRONG></DIV></TD>
+          <TD>Limitative</TD>
+          <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">F9</FONT></DIV></TD>
+        </TR>
+      </TBODY></TABLE>
+      <DIV align="right"></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><STRONG></STRONG>In general, the perspective of the verb in 
+  the secondary sentence operates independently from that of the main verb, however, 
+  it is also common for the perspective of the verb in the secondary sentence 
+  to be placed in the <FONT size="2">ABSTRACT</FONT>, which has the effect of 
+  deferring all <A href="ithkuil-ch3-morphology.htm#Sec3o3">Perspective</A> 
+  information about the verb to the main verb, similarly to the way English subordinate 
+  clauses using gerunds and infinitives defer all tense information to the main 
+  verb of the sentence.</P>
+<P align="justify">Here is an example Ithkuil sentence containing a case frame:</P>
+<DIV align="justify">
+  <BLOCKQUOTE><IMG src="assets/5-7-1.gif" width="534" height="131"><BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-8.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-5-8.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>&nbsp;</BLOCKQUOTE>
+<H3 align="justify"> 5.7.2 Reinterpreting the Notion of a Relative Clause</H3>
+<P align="justify">There is no direct equivalent in Ithkuil to the relative clauses 
+  of Western languages. Ithkuil treats such clauses the same as subordinate clauses 
+  using case-frames as described above. However, the manner in which this is done, 
+  while ultimately logical, is somewhat complex and confusing from a Western perspective. 
+  Therefore, to analyze how Ithkuil reinterprets Western relative clauses into 
+  subordinate case-frames will first require us to review the nature of relative 
+  clauses in Western languages such as English. </P>
+<P align="justify">A relative clause refers to an imbedded sentence which modifies 
+  or describes a “head” noun in the main clause. There are two types 
+  of relative clauses, restricted (or dependent) and unrestricted (or independent). 
+  The two types are illustrated in the following English sentences.</P>
+<P align="justify">RESTRICTED CLAUSE<BR>
+  (1) <EM>Lions <STRONG>that like chasing their tails</STRONG> can be seen at 
+  any circus.</EM><BR>
+  (2) <EM>That book <STRONG>(that) I just finished reading</STRONG> was written 
+  by a priest.</EM></P>
+<P align="justify">UNRESTRICTED CLAUSE<BR>
+  (3) <EM>Lions<STRONG>, which like chasing their tails,</STRONG> can be seen 
+  at any circus.</EM><BR>
+  (4) <EM>That book<STRONG>, which I just finished reading,</STRONG> was written 
+  by a priest.</EM></P>
+<P align="justify">In the first sentence, the clause ‘that like chasing 
+  their tails’ refers to a specific type of lion found at a circus (i.e, 
+  not all lions chase their tails). Similarly, the clause ‘(that) I just 
+  finished reading’ in the second sentence is restricted in that it is considered 
+  by the speaker as being necessary in order to identify which book is being talked 
+  about, i.e., without the clause, the listener would not know which book the 
+  speaker was referring to.</P>
+<P align="justify"> Note the difference in meaning, however, when comparing the 
+  first two sentences to the third and fourth sentences. In the third sentence, 
+  the speaker implies that all lions chase their tails regardless of whether they 
+  are in the circus. In the fourth sentence, the identity of the book is already 
+  known to the listener, and the speaker is merely providing two additional facts 
+  about it: the fact that he just finished reading it and the fact about its author. 
+  Notice that in English, an unrestricted relative clause is set off in writing 
+  by commas and cannot begin with ‘that’ (rather ‘which’ 
+  or ‘who’ must be used); also, such clauses are normally spoken in 
+  a lowered intonation with juncture (i.e., brief pauses) immediately before and 
+  after the clause.</P>
+<P align="justify"><BR>
+  <STRONG>5.7.2.1 Restricted Clauses</STRONG>. Ithkuil treats the above notions 
+  about relative clauses in a different way. We will first analyze how Ithkuil 
+  creates equivalents to restricted relative clauses. This can best be approached 
+  by analyzing the underlying sentences which give rise to the main and relative 
+  clauses. Analyzing Sentence No. 2 above, it can be broken up into two discrete 
+  sentences:</P>
+<P align="justify"><EM>That book was written by a priest. (= A priest wrote that 
+  book.)<BR>
+  I just finished reading that book.</EM></P>
+<P align="justify"> In Ithkuil, the sentence which will be functioning as the 
+  main sentence acts as a “template” in which the secondary sentence 
+  is placed. The particular place in the template to be filled is dependent on 
+  what semantic role, i.e., case (see <A href="ithkuil-ch4-case.html" target="mainFrame">Chapter 
+  4</A>) the secondary sentence is to fill. Note that the common point of reference 
+  of the two sentences is ‘that book.’ In the main sentence, ‘that 
+  book’ functions in the semantic role of CONTENT (See <A href="ithkuil-ch4-case.htm#Sec4o1o2">Sec. 
+  4.1.2</A>), superficially equivalent to the direct object of the <FONT size="2">ABSOLUTIVE</FONT> 
+  subject ‘priest’, therefore, the main sentence becomes the template 
+  ‘A priest wrote X’ where X is in the <FONT size="2">OBLIQUE</FONT> 
+  case (See <A href="ithkuil-ch4-case.htm#Sec4o3o1">Section 4.3.1</A>). 
+  Meanwhile, in the secondary sentence, the noun which is the common point of 
+  reference (what in Western grammar would be called the “head” of 
+  the relative clause) is marked with an affix indicating such. So we now have 
+  the two sentences as:</P>
+<BLOCKQUOTE>
+  <P align="justify">A priest wrote [ ]. I just finish reading that book-<FONT size="2">H</FONT>. 
+  </P>
+</BLOCKQUOTE>
+<P align="justify">The ‘-<FONT size="2">H</FONT>’ in the second sentence 
+  above is meant to represent an affix marking the “head” or common 
+  reference point between the two sentences. At this point, Ithkuil inserts the 
+  second sentence as a case-frame into the empty “slot” based on the 
+  semantic role it will be playing, in this instance the role of CONTENT marked 
+  by the OBLIQUE case (see <A href="ithkuil-ch4-case.htm#Sec4o3o1">Sec. 
+  4.3.1</A>).</P>
+<BLOCKQUOTE>
+  <P align="justify">A priest wrote [<FONT size="2">OBL</FONT>]. I just finish 
+    reading that book-<FONT size="2">H</FONT>. </P>
+</BLOCKQUOTE>
+<P align="justify">As described in <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7o1">Sec. 5.7.1</A>, the verb 
+  of the secondary sentence is moved to the beginning of the case-frame and takes 
+  the relevant case marker (<FONT size="2">OBLIQUE</FONT>).</P>
+<BLOCKQUOTE>
+  <P align="justify">A priest wrote I just finished reading-<FONT size="2">OBL</FONT> 
+    that book-<FONT size="2">H</FONT>.</P>
+</BLOCKQUOTE>
+<P align="justify">Reverse translating this sentence back to English, the closest 
+  literal translation would be the rather awkward construction: <EM>A priest wrote 
+  what I just finished reading, that book</EM>. However, this is how Ithkuil translates 
+  the English sentence ‘A priest wrote that book that I just finished reading.’</P>
+<P align="justify">Two observations can be noted from the Ithkuil sentence. First 
+  of all, unlike Western languages, the main clause contains no “head.” 
+  Instead, the “head” is marked from within the imbedded clause. Secondly, 
+  there is no difference between this process and the rendering of other types 
+  of subordinate clauses using case-frames, as the main sentence was rearranged 
+  (or reinterpreted) to provide a slot for the semantic role of the imbedded sentence, 
+  the exact same way that subordinate clauses are constructed in Ithkuil. Therefore, 
+  as was previously stated, Ithkuil makes no distinction between subordinate and 
+  relative clauses.</P>
+<P align="justify">Similarly, the other example sentence from above, <EM>Lions 
+  that like chasing their tails can be seen at any circus</EM> would become in 
+  Ithkuil: <EM>At any circus one can see certain lions-</EM><FONT size="2">H</FONT><EM> 
+  like to chase-</EM><FONT size="2">OBL</FONT><EM> their tails</EM>. A literal 
+  translation into English would be: <EM>At any circus one can see (that) certain 
+  lions like chasing their tails.</EM></P>
+<P align="justify"><BR>
+  <STRONG>5.7.2.2 Unrestricted Clauses</STRONG>. As for independent or unrestricted 
+  clauses, as shown in example sentences (3) and (4) earlier, Ithkuil treats these 
+  differently still. In Western languages, an unrestricted clause does not help 
+  to identify a noun or provide a context for it, but simply adds additional information 
+  about an already identified noun. Thus, unrestricted relative clauses serve 
+  a wholly different cognitive-semantic purpose than restricted clauses, a fact 
+  hidden by their nearly identical surface structures. Ithkuil acknowledges this 
+  profound difference at the overt sentence level by not subordinating any clause 
+  at all. Rather, the two sentences are given co-equal status as main clauses 
+  and simply joined by a coordinating affix. Thus sentences (3) and (4) from earlier 
+  become:</P>
+<BLOCKQUOTE> 
+  <P align="justify"><EM>One can see lions at any circus and they like chasing 
+    their tails.<BR>
+    A priest wrote that book and I just finished reading it.</EM></P>
+</BLOCKQUOTE>
+<P align="justify"><BR>
+  <STRONG>5.7.2.3 Use of the <FONT size="2">INHERENT</FONT> Case In Lieu of Simple 
+  Relative Clauses</STRONG>. In <A href="ithkuil-ch4-case.htm#Sec4o5o3">Section 
+  4.5.3</A> we analyzed how <FONT size="2">MONADIC</FONT> or <FONT size="2">UNBOUNDED</FONT> 
+  nouns in the <FONT size="2">INHERENT</FONT> case take on a special function 
+  of existential identification corresponding to the English phrase ‘that/which/who 
+  is/are…’ to render forms structured as “the my-wife woman,” 
+  meaning ‘the woman who is my wife.” This construction allows a “short-cut” 
+  way of rendering what in English would be simple relative clauses involving 
+  descriptive identifications, eliminating the need in most cases to resort to 
+  a case-frame. For example, the sentence <EM>The man who came to dinner is my 
+  father</EM> is rendered as <EM>The “my-father” man came to dinne</EM>r, 
+  where the noun father would be in the <FONT size="2">INHERENT</FONT> plus <FONT size="2">POSITIVE 
+  </FONT>focus<FONT size="2"> </FONT> (see <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 
+  3.5</A>) to indicate that it is the new information being conveyed by the speaker, 
+  i.e., to distinguish it from the reversed focus of <EM>The man who is my father 
+  came to dinner</EM>.</P>
+<H3 align="justify"><BR>
+  5.7.3 Examples of Case-Frames in Use<BR>
+  <BR>
+  <IMG src="assets/Clown7.GIF" width="74" height="91" border="0" align="top"></A><BR>
+  <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-5-9.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+  <A href="Sound_Files/Ch-5-9.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  <BR>
+</H3>
+<P align="justify"><IMG src="assets/5-7-3b.gif" width="591" height="442"></P>
+<P align="justify">&nbsp;</P>
+<BLOCKQUOTE>
+  <DIV align="right"><STRONG><A href="ithkuil-ch6-moreverbs.html"><FONT face="Arial, Helvetica, sans-serif">Proceed 
+    to Chapter 6: Additional Verb Morphology &gt;&gt;</FONT></A></STRONG></DIV>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch5b-verb-morphology2.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><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="justify">&nbsp;</P>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0044)ithkuil-ch6-moreverbs.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 6: Additional Verb Morphology</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
+<META name="keywords" content="constructed language, conlang, philosophical language, hypothetical language, fictional language, artificial language, constructed languages, conlangs, philosophical languages, hypothetical languages, fictional languages, artificial languages">
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+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch6-verb-morphology3.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center"><A name="Sec6o0"></A>Chapter 6: Additional Verb Morphology</H2>
+<DIV align="center">
+  <TABLE width="43%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="183"><FONT size="2"><A href="ithkuil-ch6-moreverbs.htm#Sec6o1">6.1 Validation</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch6-moreverbs.htm#Sec6o4">6.4 Aspect</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch6-moreverbs.htm#Sec6o2">6.2 Phase</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch6-moreverbs.htm#Sec6o5">6.5 Mood</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch6-moreverbs.htm#Sec6o3">6.3 Sanction</A></FONT></TD>
+      <TD width="141"><FONT size="2"><A href="ithkuil-ch6-moreverbs.htm#Sec6o6">6.6 Bias</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">In this chapter, we examine six additional morphological categories 
+  which apply to verbal formatives: <STRONG>Validation, Phase, Sanction, Aspect, 
+  Mood </STRONG>and<STRONG> Bias</STRONG>. Like the categories of Valence, Version, 
+  Conflation/Derivation, Format, Modality and Level in the previous chapter, these 
+  six categories are manifested within the morpho-phonological structure of a 
+  specialized adjunct, in this instance called an <STRONG>aspectual adjunct</STRONG>. 
+</P>
+<P align="justify">The structure of an aspectual adjunct is <STRONG>(C<FONT size="B">B</FONT>-)V<FONT size="1">A</FONT>-C<FONT size="1">X</FONT>-(V<FONT size="1">S</FONT>-(C<FONT size="1">B</FONT>))</STRONG> 
+  where <STRONG>V<FONT size="1">A</FONT></STRONG> and <STRONG>Vs</STRONG> are 
+  vocalic affixes indicating aspect, <STRONG>Cx</STRONG> is a consonantal infix 
+  indicating validation, phase and sanction, and <STRONG>C<FONT size="1">B</FONT></STRONG> 
+  is an optional consonantal prefix or suffix indicating Bias. Mood is indicated 
+  by the tone and stress pattern of the adjunct as a whole. <STRONG>V<FONT size="1">A</FONT></STRONG> 
+  represents either a single vowel, diphthong, or dissyllabic two-vowel combination 
+  (e.g., -ia-, -ua-); and <STRONG>Cx</STRONG> represents a single- or dual-consonant 
+  conjunct (e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">-k-, -tt-, 
+  -šp-</FONT></STRONG>). Not all parts of this archetypical structure may 
+  manifest themselves in any given aspectual adjunct. For example, some adjuncts 
+  may show only aspect or mood, some show validation or phase only, or any combination 
+  of these categories. These variations are described below.</P>
+<DIV align="justify"> 
+  <OL>
+    <LI>If an aspectual adjunct is being used to show Validation, Phase, and Sanction 
+      only (i.e., it is not showing Aspect), it takes the form<STRONG> a + Cx 
+      (+ a)</STRONG>, where <STRONG>Cx</STRONG> represents a single, geminate, 
+      or biconsonantal consonantal form as described above. The <STRONG>a</STRONG>- 
+      prefix distinguishes the word as an aspectual adjunct, and the (+<STRONG> 
+      a</STRONG>) suffix is present if necessary to comply with Ithkuil phonological 
+      constraints (see <A href="ithkuil-ch1-phonology.htm#Sec1o4o1">Sec. 1.4.1</A>). 
+      There are 81 <STRONG>Cx</STRONG> affix representing a combination of one 
+      of nine validations with one of nine phases, each of which in turn mutates 
+      into eight additional forms depending on which of nine sanctions applies 
+      to the associated verb (see <A href="ithkuil-ch6-moreverbs.htm#Sec6o3">Sec. 6.3</A> below on Sanction). 
+      These affixes are shown in Table 18 below. Examples. <STRONG><FONT face="Arial, Helvetica, sans-serif">ar, 
+      ac, axx, aks, akká, amra<IMG src="assets/tone-rising.gif" width="10" height="10" align="top"></FONT></STRONG>.<BR>
+    </LI>
+    <LI>If an aspectual adjunct shows a single aspect, it takes the form <STRONG>V<FONT size="1">A</FONT> 
+      + Cx (+ a)</STRONG>, where Va is the vocalic aspectual prefix followed by 
+      the consonantal <STRONG>Cx</STRONG> affix (i.e., the validation-phase-sanction 
+      affix). Examples: <STRONG><FONT face="Arial, Helvetica, sans-serif">eur, 
+      oks, iakka</FONT></STRONG>.<BR>
+    </LI>
+    <LI>If an aspectual adjunct shows two aspects, it takes the form <STRONG>V<FONT size="1">A</FONT> 
+      + Cx + Vs</STRONG>, that is two aspectual vowel forms, the first in as a 
+      prefix, the second as a suffix, separated by the validation-phase-sanction 
+      consonantal affix. Examples: <STRONG> <FONT face="Arial, Helvetica, sans-serif">eurai, 
+      òksëi, iakkua</FONT></STRONG>. </LI>
+  </OL>
+</DIV>
+<P align="justify">Having explained the structure of the aspectual adjunct, we 
+  now turn to an explanation of the six morphological categories it manifests.</P>
+
+<P>&nbsp;</P>
+<TABLE width="97%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+  <TBODY><TR> 
+    <TD height="25"> <A name="Sec6o1"></A><FONT size="4"><STRONG>6.1 VALIDATION</STRONG></FONT> 
+    </TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Technically, Validation expresses the degree or type of evidence 
+  supporting a statement, a grammatical requirement of Ithkuil. Such categories 
+  are usually termed “evidentials” or “factives” in various 
+  non-Western languages which have them. However, Validation imparts more than 
+  simply the evidential verifiability of a statement; it also operates in conjunction 
+  with Mood (see <A href="ithkuil-ch6-moreverbs.htm#Sec6o5">Section 6.5</A> below) to indicate the precise 
+  factuality of a statement, i.e., to what extent it is likely or certain that 
+  the statement is, in fact, valid or real. We will see that Ithkuil moods generally 
+  indicate the factuality of a statement as being either certain or uncertain. 
+  Validation in turn “fine tunes” this distinction into levels of 
+  nuance, corresponding to various English phrases which convey the specific validity 
+  of a statement, e.g., “must be so, likely that, unlikely, perhaps, supposedly, 
+  presumably, apparently” etc. The nine validations are <FONT size="2">CONFIRMATIVE, 
+  REPORTIVE, INTUITIVE, INFERENTIAL, PRESUMPTIVE, CONJECTURAL, TENTATIVE, PUTATIVE</FONT> 
+  and <FONT size="2">HORTATIVE</FONT>. As explained above, they are shown in conjunction 
+  with the categories of Phase and Sanction (see <A href="ithkuil-ch6-moreverbs.htm#Sec6o2">Secs. 6.2</A> 
+  and <A href="ithkuil-ch6-moreverbs.htm#Sec6o3">6.3</A> below) by means of the Cx consonantal affix to 
+  an aspectual adjunct. The values for these infixes are shown in the tables below. 
+  The specific usage of each validation is explained following the tables.</P>
+<P align="center"><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif"><A name="Table18"></A>Tables 
+  18 (a </FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">–<STRONG> 
+  i): Cx Affixes By Validation, Phase and Sanction</STRONG></FONT></P>
+<P><BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(a): Cx Affixes for 
+  the Confirmative Validation</STRONG></FONT></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/6-1a.gif" width="696" height="354"></FONT></STRONG></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><BR>
+  Table 18(b): Cx Affixes for the Reportive Validation</STRONG></FONT></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/6-1b.gif" width="696" height="356"></FONT></STRONG></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><BR>
+  Table 18(c): Cx Affixes for the Intuitive Validation</STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/6-1c.gif" width="696" height="361"><BR>
+  </STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(d): Cx Affixes for 
+  the Inferential Validation</STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/6-1d.gif" width="696" height="361"><BR>
+  </STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(e): Cx Affixes for 
+  the Presumptive Validation</STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/6-1e.gif" width="696" height="358"><BR>
+  </STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(f): Cx Affixes for 
+  the Conjectural Validation</STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/6-1f.gif" width="695" height="347"><BR>
+  </STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(g): Cx Affixes for 
+  the Tentative Validation</STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/6-1g.gif" width="696" height="346"><BR>
+  </STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(h): Cx Affixes for 
+  the Putative Validation</STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/6-1h.gif" width="696" height="360"><BR>
+  </STRONG></FONT></P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 18(i): Cx Affixes for 
+  the Hortative Validation </STRONG></FONT></P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/6-1i.gif" width="696" height="360"></FONT></STRONG></P>
+<P align="justify">The nine validations are explained as follows:<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.1</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CNF</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Confirmative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONFIRMATIVE</FONT> indicates that a statement 
+  is based on facts actually perceived by and/or personally known to the speaker. 
+  It can be considered the “default” validation, in that it can be 
+  unmarked (i.e., the aspectual adjunct can be deleted) if the other categories 
+  shown by the adjunct are likewise in their default modes and there is no aspect 
+  being conveyed.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.2</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>RPT</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Reportive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">REPORTIVE</FONT> validation indicates that 
+  the statement, while not personally known or perceived by the speaker, is assumed 
+  true based on evidence considered trustworthy by the speaker, such as direct 
+  testimony of a trusted party or knowledgeable source based on that party’s 
+  or source’s personal knowledge or observation. If necessary, this degree 
+  of factivity can be translated into English by the terms ‘most likely’ 
+  or ‘probably.’<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.3</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ITU</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Intuitive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTUITIVE</FONT> validation indicates that 
+  the statement is based on the speakers own intuition, instinct or “gut” 
+  feeling. This can be translated by English phrases such as ‘I feel that…’ 
+  or ‘I’ve got a feeling that….’<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.4</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>INF</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Inferential</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INFERENTIAL</FONT> validation indicates 
+  that the statement is essentially an inference by the speaker based on circumstantial 
+  evidence only. This can be conveyed in translation by phrases such as ‘(it) 
+  must (be that)…,’ or ‘must have’ as in the sentences 
+  <EM>I must be dreaming</EM> or <EM>It must have rained last night</EM>.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.5</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PSM</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Presumptive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PRESUMPTIVE</FONT> validation indicates 
+  that the statement is hearsay whose validity is assumed true based on the absence 
+  of a motive for deception on the part of the speaker, and the fact that the 
+  statement is potentially verifiable. If necessary, this degree of factivity 
+  can be translated by the English phrases ‘presumably (so) or ‘apparently 
+  (so).’<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.6</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CNJ</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Conjectural</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONJECTURAL</FONT> validation indicates 
+  that the statement is hearsay whose validity is assumed true based on the absence 
+  of a motive for deception on the part of the speaker, however its verifiability 
+  is either unlikely or unknown. Perhaps most easily translated into English simply 
+  by ‘may’ or ‘might,’ or more exactly by ‘allegedly’ 
+  or ‘purportedly.’<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.7</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>TEN</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Tentative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">TENTATIVE</FONT> validation indicates that 
+  the statement is hearsay whose validity is assumed false due to untrustworthiness 
+  or unreliability of the source, or a motive for deception on the part of the 
+  speaker; however, the statement is potentially verifiable. Can be approximately 
+  translated by English ‘supposedly.’<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.8</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PUT</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Putative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PUTATIVE</FONT> validation indicates that 
+  the statement is hearsay whose validity is assumed false due to untrustworthiness 
+  or unreliability of the source or a motive for deception on the part of the 
+  speaker, and verifiability of the statement is either unlikely or unknown. Can 
+  be approximately translated by English ‘must not (have)…,’ 
+  ‘must not be…,’ or ‘not likely to….’ Thus 
+  the sentence overtly structured as <EM>He caught the bus in time</EM> but marked 
+  for the <FONT size="2">PUTATIVE</FONT> would actually translate as <EM>He must 
+  not have caught the bus in time</EM>.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.1.9</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>HOR</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Hortative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">HORTATIVE</FONT> validation indicates that 
+  the validity of the statement is assumed false but that the speaker wishes it 
+  to be true. It corresponds to various exhortations such as ‘if only…,’ 
+  ‘I wish that…’ or ‘Were that….’</P>
+<H3 align="justify"><BR>
+  6.1.10 Examples of Validation in Use</H3>
+<DIV align="justify">
+  <BLOCKQUOTE><IMG src="assets/6-1-10.gif" width="441" height="437"> <BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-6-1.mp3"><FONT color="#FFFFFF">___</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-6-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>
+  <P align="justify"><STRONG></STRONG></P>
+</BLOCKQUOTE>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="97%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><A name="Sec6o2"></A><FONT size="4"><STRONG>6.2 PHASE</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Phase refers to variances in the temporal pattern of how an 
+  act, condition or event occurs, e.g., in a momentary, lasting, or repetitive 
+  manner (or lack thereof). This is especially useful in describing phenomena 
+  that occur in sudden bursts of short duration, e.g., flashing, sputtering, blinking, 
+  alternating, etc. Phase functions closely with the morphological category of 
+  Extension, previously described in <A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 
+  3.4</A>, to specify the durational nature, starting and ending, and operative 
+  pattern of a state, action or event. The nine phases are the <FONT size="2">CONTEXTUAL, 
+  PUNCTUAL, ITERATIVE, REPETITIVE, INTERMITTENT, RECURRENT, FREQUENTATIVE, FRAGMENTATIVE</FONT>, 
+  and <FONT size="2">FLUCTUATIVE</FONT>. They are marked by one of nine patterns 
+  of the Cx affix to an aspectual adjunct, depending on the validation and sanction 
+  of the verb as previously described in <A href="ithkuil-ch6-moreverbs.htm#Sec6o1">Section 6.1</A> and 
+  shown in <A href="ithkuil-ch6-moreverbs.htm#Table18">Tables 18(a) through 18(i)</A>. The nine phases 
+  are explained in the following sections.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.1</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>CTX</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Contextual</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">CONTEXTUAL</FONT> is the default phase, 
+  describing a single act, condition, or event as a relatively brief (but not 
+  instantaneous), single holistic occurrence considered once, where the actual 
+  duration of the occurrence is not relevant in the particular context. It can 
+  be visually represented along a progressive timeline by a short dash, e.g., 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">—</FONT></STRONG><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.2</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PUN</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Punctual</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PUNCTUAL</FONT> describes an act, condition, 
+  or event which is point-like, momentary or instantaneous in nature, such as 
+  an explosion, a flash of lightning, a blow, a single handclap, a collision between 
+  two objects, a stab of pain, a single cough, the clicking of a lock, etc. It 
+  can be visually represented along a timeline by a single point, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">•</FONT></STRONG><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.3</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ITR</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Iterative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ITERATIVE</FONT> refers to a momentary or 
+  instantaneous event, like the <FONT size="2">PUNCTUAL</FONT> above, which repeats 
+  itself in a rapid, on/off, staccato manner, like a machine gun burst, strobe 
+  light burst, an alarm bell ringing, or the quick unconscious tapping of a finger, 
+  the whole comprising a single <FONT size="2">CONTEXTUAL</FONT> event. </P>
+<P align="justify">Visual representation: <FONT face="Arial, Helvetica, sans-serif"><STRONG>• 
+  • • •</STRONG></FONT></P>
+<P align="justify"></P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.4</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>REP</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Repetitive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">REPETITIVE</FONT> refers to a relatively 
+  brief event of indeterminate or vague duration (i.e., as with the <FONT size="2">CONTEXTUAL</FONT> 
+  phase above), but repeated in an on/off staccato manner, like a car horn being 
+  honked repeatedly in a fast steady rhythm, or an automatic machine press. Visual 
+  representation: <FONT face="Arial, Helvetica, sans-serif"><STRONG>— — 
+  — —</STRONG></FONT><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.5</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ITM</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Intermittent</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">INTERMITTENT</FONT> is similar to the <FONT size="2">ITERATIVE</FONT> 
+  above, identifying a repetitive occurrence of a <FONT size="2">PUNCTUAL</FONT> 
+  event, however, unlike the <FONT size="2">ITERATIVE</FONT>, the duration of 
+  time between repetitions is relatively long and contextually relevant. It would 
+  be used in describing the downbeat pattern of a pop song, the ongoing snapping 
+  of fingers to music, the steady one-drop-at-a-time dripping of a faucet, etc. 
+</P>
+<P align="justify">Visual representation: <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT> 
+  • <FONT color="#FFFFFF">—</FONT> • <FONT color="#FFFFFF">—</FONT> 
+  • <FONT color="#FFFFFF">—</FONT> •</STRONG></FONT><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.6</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>RCT</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Recurrent</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">RECURRENT</FONT> is to the <FONT size="2">REPETITIVE</FONT> 
+  as the <FONT size="2">INTERMITTENT</FONT> is to the <FONT size="2">ITERATIVE</FONT>. 
+  It indicates a slow repetition of a <FONT size="2">CONTEXTUAL</FONT> event, 
+  where the duration between occurrences is relatively long and contextually relevant. 
+  Exemplified by the sounding of a foghorn, or the ongoing hooting of an owl. 
+</P>
+<P align="justify">Visual representation: <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT><FONT color="#FFFFFF">—</FONT> 
+  —<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT> 
+  —<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT> 
+  —<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT> 
+  —</STRONG></FONT><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.7</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>FRE</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Frequentative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">FREQUENTATIVE</FONT> indicates an iterative 
+  occurrence (a single set of punctual repetitions) which in turn repeats at intervals, 
+  the whole considered as a single <FONT size="2">CONTEXTUAL</FONT> event. Examples 
+  would be the repetitive sets of hammerings of a woodpecker or the repeated short 
+  bursts of a jackhammer.</P>
+<P align="justify">Visual representation: <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT>• 
+  • •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT> 
+  </STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>• • 
+  •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT> 
+  </STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>• • 
+  •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT> 
+  </STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>• • 
+  • </STRONG></FONT><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.8</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>FRG</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Fragmentative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">FRAGMENTATIVE</FONT> indicates a random 
+  pattern of punctual occurrences, the whole considered as a single <FONT size="2">CONTEXTUAL</FONT> 
+  event. </P>
+<P align="justify">Visual representation: <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT>• 
+  •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT> 
+  • •</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG> 
+  • <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT>• 
+  • <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT>• 
+  </STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>• • 
+  • •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT color="#FFFFFF">—</FONT></STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG> 
+  • <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT>• 
+  • </STRONG></FONT><BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.2.9</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>FLC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Fluctuative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">FLUCTUATIVE</FONT> indicates a random pattern 
+  of both punctual and longer occurrences. An example would be the “sputtering” 
+  of a lighted fuse, the random patterns of tongues of flames, the chirping of 
+  birds in the wild, etc. </P>
+<P align="justify">Visual representation:<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT>— 
+  • •<FONT face="Arial, Helvetica, sans-serif"><STRONG> —<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT></STRONG></FONT> 
+  •<FONT face="Arial, Helvetica, sans-serif"><STRONG> —</STRONG></FONT> 
+  •</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG> •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT> 
+  <FONT face="Arial, Helvetica, sans-serif"></FONT> —<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT>• 
+  • <FONT face="Arial, Helvetica, sans-serif"><STRONG>— </STRONG></FONT>• 
+  • • <FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT>• 
+  •<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT color="#FFFFFF">—</FONT></STRONG></FONT> 
+  —</STRONG></FONT>— • <FONT face="Arial, Helvetica, sans-serif"><STRONG>—</STRONG></FONT> 
+  • •</STRONG></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG></STRONG></FONT></P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">6.2.10 Examples of Phase in Use</H3>
+<DIV align="justify"> 
+  <BLOCKQUOTE> 
+    <DIV align="justify"><IMG src="assets/6-2-10a.gif" width="580" height="251"><BR>
+      <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-6.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+      <A href="Sound_Files/Intro-6.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+      <BR>
+    </DIV>
+  </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/6-2-10b.gif" width="710" height="248"></P>
+  <P align="justify"><BR>
+  </P>
+</BLOCKQUOTE>
+
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><A name="Sec6o3"></A><FONT size="4"><STRONG>6.3 SANCTION</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The morphological category of Sanction indicates the discourse-related 
+  purpose of an utterance in relation to what sort of truthfulness the listener 
+  should ascribe to it. In everyday terms, this corresponds to whether the utterance 
+  is a neutral proposition or assertion, an allegation, a rebuttable presumption, 
+  a counter-argument, a refutation of an allegation, a rebuttal, etc.</P>
+<P align="justify">There are nine sanctions: the <FONT size="2">PROPOSITIONAL, 
+  EPISTEMIC, ALLEGATIVE, IMPUTATIVE, REFUTATIVE, REBUTTATIVE, THEORETICAL, EXPATIATIVE</FONT>, 
+  and <FONT size="2">AXIOMATIC</FONT>. Sanction is shown by the mutational grade 
+  of the Cx affix to an aspectual adjunct, as shown in <A href="ithkuil-ch6-moreverbs.htm#Table18">Table 
+  18</A> in Sec. 6.1 above, the specific affix value being dependent on the validation 
+  and phase of the verb. Each sanction is explained in the sections below.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.1</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>PPS</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Propositional</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">PROPOSITIONAL</FONT> sanction is either 
+  unmarked (where there is no aspectual adjunct), or marked by Grade 1 mutation 
+  of the Cx affix. It is the default sanction, indicating the utterance represents 
+  a neutral proposition or assertion of ontologically objective fact, i.e., a 
+  statement of fact irrespective of third-party opinion, belief, or interpretation. 
+  Example of such statements would be <EM>That is a mountain</EM>, or <EM>I’m 
+  hungry</EM>.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.2</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EPI</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Epistemic</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EPISTEMIC</FONT> sanction is marked by Grade 
+  2 mutation of the Cx affix. It identifies an utterance as being a statement 
+  of shared knowledge or conventionalized fact whose ontology is human convention 
+  (i.e., agreed-upon knowledge) as opposed to objective fact irrespective of human 
+  knowledge. An example would be <EM>That mountain is Mount Fuji</EM> or <EM>The 
+  U.N. tries to relieve hunger in the Third World</EM>.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.3</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ALG</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Allegative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">ALLEGATIVE</FONT> identifies an utterance 
+  as an ontologically subjective assertion or allegation, i.e., a proposition 
+  expressing one’s opinion, belief, or interpretation, open to challenge 
+  or refutation. Examples would be <EM>That mountain is beautiful</EM> or <EM>No 
+  one in the United States goes hungry</EM>.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.4</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IPU</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Imputative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">IMPUTATIVE</FONT> identifies an utterance 
+  as a rebuttable presumption, i.e., an assertion, whether ontologically objective 
+  or by convention, that is to be assumed true unless and until rebutted by a 
+  sufficient counter-argument or other evidence. Examples would be <EM>He knows 
+  how to drive</EM> [e.g., because he owns a car] or <EM>She can’t be hungry 
+  now</EM> [e.g., because I saw her come out of the restaurant]. <BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.5</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>RFU</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Refutative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">REFUTATIVE</FONT> identifies an utterance 
+  as a counter-allegation, refutation, or rebuttal of a previous assertion, allegation 
+  or presumption, where the counter-allegation, refutation, or rebuttal is epistemic 
+  in nature, i.e., based on shared human knowledge as opposed to ontologically 
+  objective fact.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.6</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>REB</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Rebuttative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">REBUTTATIVE</FONT> identifies an utterance 
+  as a counter-allegation, refutation, or rebuttal of a previous assertion, allegation 
+  or presumption, where the counter-allegation, refutation, or rebuttal is based 
+  on ontologically objective fact, irrespective of subjective opinion, belief, 
+  or interpretation.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.7</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>THR</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Theoretical</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">THEORETICAL</FONT> identifies an utterance 
+  as a testable hypothesis or potentially verifiable theory.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.8</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>EXV</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Expatiative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">EXPATIATIVE</FONT> identifies an utterance 
+  as a hypothesis or theory that is not necessarily provable or verifiable.<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.3.9</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>AXM</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Axiomatic</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">AXIOMATIC</FONT> identifies an utterance 
+  as a conclusive presumption, i.e., a statement of ontologically objective, pan-experiential 
+  fact not open to rational argument or refutation. Examples would be <EM>Gravity 
+  is ubiquitous</EM>, or <EM>Hunger is caused by not consuming enough food</EM>.</P>
+<H3 align="justify"><BR>
+  6.3.10 Examples of Sanctions In Use</H3>
+<DIV align="justify">
+  <BLOCKQUOTE><IMG src="assets/6-3-10.gif" width="523" height="403"> <BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-6-2.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-6-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>
+  <P align="justify"><FONT color="#FF0000"></FONT></P>
+</BLOCKQUOTE>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="96%" border="0" cellpadding="3">
+    <TBODY><TR> 
+      <TD bgcolor="#CCCCCC"> <P><A name="Sec6o4"></A><FONT size="4"><STRONG>6.4 
+          ASPECT</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Aspect provides detailed and specific temporal information 
+  about the verb, not in relation to the speaker’s present moment of utterance 
+  (as with Perspective in <A href="ithkuil-ch3-morphology.htm#Sec3o3">Sec. 
+  3.3</A>), but rather in relation to the contextual “present” of 
+  the act, condition, or event being spoken about. There are 32 aspects, each 
+  shown by a vocalic prefix to an aspectual adjunct. A second aspect may be shown 
+  by a vocalic suffix. For the most part, they translate various common adverbial 
+  phrases used in English. </P>
+<H3 align="justify"><BR>
+  6.4.1 Aspect Prefixes and Suffixes</H3>
+<P align="justify">As explained above in <A href="ithkuil-ch6-moreverbs.htm#Sec6o0">Sec. 6.0</A>, each 
+  aspect is represented by a single vocalic form, appearing as a prefix in an 
+  aspectual adjunct. A second aspect may be associated with the verb, in which 
+  case it appears as a vocalic suffix to the adjunct. The form of the adjunct 
+  is <STRONG>Vp-Cx-(Vs)</STRONG>, where <STRONG>Vp</STRONG> is the prefixed form 
+  of the first aspect, <STRONG>Cx </STRONG>is the consonantal validation-phase-sanction 
+  infix, and <STRONG>Vs</STRONG>, if present, is the suffixed form of the second 
+  aspect.</P>
+<P align="justify">Each prefix has seven alternate forms for a total of eight 
+  forms whose use is explained in Sec. 6.4.2 below. The first form of the prefix 
+  is the default form. The suffix form of each aspect has but one form. The values 
+  of these prefixes and suffixes is shown in Table 19 below. <BR>
+</P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif"><A name="Table19"></A>Table 
+  19: Aspectual Prefixes (Vp) and Suffixes (Vs)</FONT></STRONG></P>
+<P><IMG src="assets/6-4-1.gif" width="633" height="718"></P>
+<H3 align="justify"><BR>
+  6.4.2 Using Aspect Prefixes to Express Format for Primary Conflations</H3>
+<P align="justify">The eight forms of each aspect prefix are used as an alternate 
+  way of indicating Format (See <A href="ithkuil-ch5a-verbs.htm#Sec5o4o2">Sec. 
+  5.4.2</A>) in the absence of a conflation (or valence) adjunct. Because they 
+  also show Valence, Version and Modality, it is common to use conflation adjuncts 
+  with an Ithkuil verb; however, where there is no modality, the verb displays 
+  conflation (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4o1">Sec. 5.4.1</A>) 
+  but no derivation, and the version and valence have default values, the conflation 
+  adjunct can be eliminated and the verb’s format can be indicated by forms 
+  1 through 8 of the aspect prefix to the verb’s aspectual adjunct. Thus, 
+  in the sentence <IMG src="assets/6-4-2c.gif" width="108" height="16" align="absmiddle">, 
+  the conflation adjunct <IMG src="assets/6-4-2d.gif" width="15" height="17" align="absmiddle"> 
+  indicating <FONT size="2">INSTRUMENTATIVE</FONT> format for the <FONT size="2">ACTIVE</FONT> 
+  conflation shown by the main verb, can instead be shown by changing the prefix 
+  <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>â</STRONG></FONT>- 
+  on the aspectual adjunct to <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>wâ</STRONG></FONT>- 
+  and eliminating the conflation adjunct, thus:</P>
+<P align="justify"><IMG src="assets/6-4-2a.gif" width="126" height="30"><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Wâloi &nbsp;uatumul.</FONT></STRONG><BR>
+  <IMG src="assets/6-4-2b.gif" width="212" height="16" align="absbottom"> 
+  <BR>
+  ‘<EM>The motion being caused by means of an asteroid is indeed recurring</EM>’ 
+  <STRONG><FONT size="2">OR</FONT></STRONG><BR>
+  ‘<EM>What’s indeed happening is a recurrence of motion using an 
+  asteroid</EM>.’</P>
+<H3 align="justify"><BR>
+  6.4.3 Explanation of Aspect Categories</H3>
+<P align="justify">The thirty-two aspectual categories are explained below. </P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.1</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">RTR</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">RETROSPECTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This aspect operates in conjunction with Perspective (see Sec. 3.3) to create 
+  various equivalents to Western tense categories. With the <FONT size="2">MONADIC</FONT>, 
+  the <FONT size="2">RETROSPECTIVE</FONT> can be translated by English ‘have 
+  already’ as in I’ve already done it. With the <FONT size="2">UNBOUNDED</FONT>, 
+  the <FONT size="2">RETROSPECTIVE</FONT> is equates with the English simple past 
+  tense. With the <FONT size="2">NOMIC</FONT> and <FONT size="2">ABSTRACT</FONT>, 
+  it adds a sense of ‘and it’s always been that way’ to the 
+  verb. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.2</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PRS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PROSPECTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Like the <FONT size="2">RETROSPECTIVE</FONT> above, this aspect operates in 
+  conjunction with Perspective to create various equivalents to Western tense 
+  categories. With the <FONT size="2">MONADIC</FONT>, the <FONT size="2">PROSPECTIVE</FONT> 
+  equates with the English future tense. With the <FONT size="2">UNBOUNDED</FONT>, 
+  it can be translated by the English future perfect (i.e., ‘will have…’). 
+  With the <FONT size="2">NOMIC</FONT> and <FONT size="2">ABSTRACT</FONT>, it 
+  adds a sense of ‘and it’ll always be that way’ or ‘from 
+  now on’ to the verb. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.3</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">HAB</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">HABITUAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  When used with the <FONT size="2">MONADIC</FONT> perspective, this aspect conveys 
+  the idea of ‘always’ or ‘continues to’, while with the 
+  <FONT size="2">UNBOUNDED</FONT>, the English ‘used to’ construction 
+  offers an equivalent translation, as in <EM>She used to come see me on Wednesdays</EM>.<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.4</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PRG</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PROGRESSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This aspect conveys the idea of an act in progress, similar to the English construction 
+  ‘in the midst of [verb] + ing’ or the use of the present participle 
+  in Spanish. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.5</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">IMM</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">IMMINENT</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys that an action, state or event is imminent. Translates phrases such 
+  as ‘(just) about to’ or ‘on the verge of’ as in <EM>I 
+  think Carl is about to cry</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.6</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PCS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PRECESSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys that an action, state or event has immediately preceded. Translates 
+  such phrases as ‘just’ or ‘just now,’ as in <EM>We just 
+  saw a clown in the toy store</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.7</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">REG</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">REGULATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea of participation or involvement in an action, state, or event 
+  over an amount of time extending from the past into the future relative to the 
+  contextual present. Translates English phrases such as ‘engaged in’ 
+  or ‘involved in’ as in Her husband is engaged in construction of 
+  the new bridge. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.8</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">EPR</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">EXPERIENTIAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Translates English ‘ever’ in the sense of ‘within the realm 
+  of one’s experience’ or ‘at some point in one’s experience,’ 
+  as in <EM>Does he ever shut up?</EM> Note the <FONT size="2">EXPERIENTIAL</FONT> 
+  does not equate to ‘ever’ when it means ‘always,’ as 
+  in <EM>Ever does he seek his destiny</EM> nor as an adverb of mere emphasis 
+  as in <EM>Was she ever tired</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.4.3.9</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">RSM</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">RESUMPTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea of an act, state, or event resuming after having previously 
+  ceased, as in <EM>The girl resumed singing</EM>, or <EM>He is starting to laugh 
+  again</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.10</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CSS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CESSATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea of cessation of an event, state or action. Translates English 
+  phrases such as ‘stop,’ ‘discontinue,’ or ‘cease,’ 
+  as in T<EM>hey stopped dancing at midnight</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.11</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">RCS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">RECESSATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea of cessation of event again, after having previously ceased 
+  then resumed, as in <EM>Lyudmila stopped eating yet again in order to enjoy 
+  a quick interlude with the neighborhood clown</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.12</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PAU</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PAUSAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Indicates a pause in an action, state or event, with an implied intention to 
+  resume. Translates phrases such as ‘take a break from’ or ‘pause 
+  in’ as in <EM>Mother took a break from cleaning to </EM><EM>gossip with 
+  her friends</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.13</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">RGR</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">REGRESSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea of a return to an original or previous action, state or event 
+  after a long hiatus involving an intervening change of state or situation, as 
+  translated by the phrase ‘return to.’ The <FONT size="2">REGRESSIVE</FONT> 
+  should be distinguished from the <FONT size="2">RESUMPTIVE</FONT> above, which 
+  merely implies the restarting after a stop or pause without an intervening change 
+  of state or situation. An example would be <EM>Mr. Yates returned to golf after 
+  recovering from his stroke</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.14</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PCL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PRECLUSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the fact that an action, state, or event takes place from inception 
+  to conclusion all in one contextual segment, translating such phrases as ‘all 
+  at once,’ ‘all in one go,’ ‘without stopping,’ 
+  etc. as in <EM>Walter drank the entire bottle in one gulp</EM>.<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.15</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CNT</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CONTINUATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea that an action, event, or state continues on. Translates phrases 
+  such as ‘keep on,’ ‘still,’ ‘stay,’ ‘yet,’ 
+  etc. When used in a negative sentence, conveys the idea of English ‘no 
+  longer’ or ‘not anymore’ as in <EM>She kept on singing, You’re 
+  still staring at me, I’ve yet to meet him, Sam no longer loves you / Sam 
+  doesn’t love you anymore</EM>.<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.16</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">ICS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">INCESSATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys that an action, state or event continues on without stopping. Translates 
+  such English adverbials as ‘…on and on’ or ‘…away’ 
+  as in <EM>They danced the night away</EM> or <EM>They’ve been battling 
+  on and on since last year</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.17</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PMP</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PREEMPTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Emphasizes the singularity and initial occurrence an action, state or event, 
+  as translated by such English phrases as ‘for once’ or ‘just 
+  once,’ as well as the anticipation preceding a long-expected situation, 
+  as translated by phrases such as ‘at last,’ ‘after all this 
+  time,’ ‘finally,’ and ‘for the first time.’ <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.18</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CLM</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CLIMACTIC</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Emphasizes the finality of an action, state or event, as translated by such 
+  English phrases as ‘once and for all’ or ‘for the last time.’ 
+  <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.19</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PTC</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PROTRACTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys that an action, state or event takes place over a long period of time. 
+  If used with the <FONT size="2">CONTEXTUAL</FONT> or <FONT size="2">PUNCTUAL</FONT> 
+  phases, or with formatives describing naturally brief durations, the <FONT size="2">PROTRACTIVE</FONT> 
+  conveys the idea of the act or event being long-delayed. Example usages: <EM>It 
+  rained for quite a while, We shared a long kiss, That slap to his face was a 
+  long time coming</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.20</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">TMP</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">TEMPORARY</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys that an action, state or event is being considered or is applicable 
+  only to the present subjective context or range of the contextual present, as 
+  translated by phrases such as ‘for the time being’ or ‘but 
+  only for the moment’ or ‘for now’ as in <EM>This will be sufficient 
+  for now</EM> or <EM>For the time being you’ll have to drink water</EM>. 
+  <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.21</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">MTV</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">MOTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys that an action, state or event involves physical removal or absence 
+  of the participant from the present context of discourse. Translates such phrases 
+  as ‘be off …-ing’ or ‘go off to …’ as in 
+  <EM>Dad’s off hunting</EM> or <EM>They went off to cavort with the clowns</EM>. 
+  <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.22</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CSQ</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CONSEQUENTIAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This aspect conveys the idea of proceeding or engaging in an action or event 
+  despite the possibility of adverse consequences. It translates the English phrases 
+  such as ‘go ahead and’ or ‘anyway,’ as in <EM>She went 
+  ahead and bought the furniture</EM> or <EM>I decided to go there anyway</EM>. 
+  <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.23</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">SQN</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">SEQUENTIAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This aspect conveys the idea a “sequential progressive” in which 
+  a series of contextually identical instances is seen as comprising a single 
+  event, usually with an implied culmination point. It translates the English 
+  use of ‘off’ as in <EM>He's checking off each item as it is inventoried</EM>, 
+  or <EM>The sheep died off from the disease</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.24</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">EPD</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">EXPEDITIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys a sense of haste associated with an action or event. Translates English 
+  ‘hurry (up)’ as in <EM>Hurry up and finish</EM> or <EM>They ate 
+  in a hurry</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.25</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">DSC</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">DISCLUSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Focuses on the revelatory nature of an action, state or event, translating phrases 
+  such as ‘turn out to be,’ ‘turn out that…’ and 
+  ‘be revealed that….’ <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.26</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CCL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CONCLUSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the direct outcome of an action, state or event within the short-term 
+  context of the situation at hand. Translates phrases such as ‘end up…, 
+  come to, reach the point where,’ as in <EM>I ended up crashing the car</EM> 
+  or <EM>He drank to the point where he passed out</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.27</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CUL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CULMINATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Similar to the <FONT size="2">CONCLUSIVE</FONT> above, but with a focus on the 
+  eventual, long-term outcome over an extended period of time or through a series 
+  of developmental steps. Compare the following examples with the <FONT size="2">CONCLUSIVE</FONT> 
+  aspect above: <EM>In the end, I’ll have to leave town; Things got to the 
+  point where the mayor got involved; Eventually, they fell in love</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.28</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">IMD</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">INTERMEDIATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea that the action, state, or event takes place at some point 
+  along the timeline of, or within the duration of, another action, state, event, 
+  or background context, as translated by the phrases ‘at some point’ 
+  or ‘somewhere along the way….’ <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.29</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">TRD</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">TARDATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea that an action, state, or event lessens, dwindles, or slackens 
+  in energy, intensity, or effect, impliedly by exhaustion of the active source 
+  of energy or agency, or by dissipation of the foundational context involved. 
+  Translates such phrases as ‘to get tired of,’ ‘peter out,’ 
+  ‘trail off,’ etc. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.30</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">TNS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">TRANSITIONAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Focuses on the initial stage of preparation, adjustment, or accustomization 
+  to an action, state or event, translated by phrases such as ‘take up,’ 
+  ‘start to,’ etc. implying a long-term process of initialization, 
+  as in <EM>I’m planning to take up golf</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.31</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">ITC</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">INTERCOMMUTATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys the idea of “sequential reciprocity,” meaning that the action 
+  or event is a consequent reciprocation triggered by, or in reaction to, an initiating 
+  action or event. It translates the English verbal particle ‘back’ 
+  as in <EM>The boy threw it back</EM> or <EM>She stared back at the men ogling 
+  her</EM>. <BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.4.3.32</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><STRONG><FONT size="2">CSM</FONT></STRONG></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CONSUMPTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  Conveys an all-consuming action, state, or event which interferes with or prevents 
+  other events from occurring. It translates English phrases such as ‘spend 
+  one’s time’ or ‘away’ as in <EM>Mother spends her life 
+  worrying</EM> or <EM>He’s pining away</EM>. </DIV>
+<H3 align="justify"><BR>
+  6.4.4 Complementary Aspects Appearing in the Same Adjunct</H3>
+<P align="justify">Note that, while any aspectual adjunct can show two different 
+  aspects, several aspect categories above operate as complements to each other. 
+  For example, the <FONT size="2">PROSPECTIVE</FONT> aspect complements the <FONT size="2">RETROSPECTIVE</FONT> 
+  aspect, both being essentially opposites. Such complementary aspects normally 
+  don’t appear in the same adjunct together. If they do appear in the same 
+  adjunct, they are interpreted as not applying to the same verb, i.e., the first 
+  aspect (shown by the prefix) applies to the adjacent verb, while the second 
+  aspect (shown by the suffix) applies to the next verb in the sentence. Such 
+  combinations of complementary aspects within a single adjunct can be considered 
+  an optional “shortcut” to utilizing a separate aspectual adjunct 
+  with the second verb.</P>
+<H3 align="justify"><BR>
+  <A name="Sec6o4o5"></A>6.4.5 Using Aspect Prefixes to Show Focus</H3>
+<P align="justify">All of the aspectual prefixes shown in <A href="ithkuil-ch6-moreverbs.htm#Table19">Table 
+  19 above</A> can in turn take an initial prefix <FONT face="Arial, Helvetica, sans-serif"><STRONG>y</STRONG></FONT>- 
+  (or <FONT face="Arial, Helvetica, sans-serif"><STRONG>yï</STRONG></FONT>- 
+  before a <STRONG><FONT face="Arial, Helvetica, sans-serif">w</FONT></STRONG>-) 
+  to show that the associated verbal formative has semantic focus (as described 
+  in <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 3.5</A>), i.e., 
+  it is an alternate to the usual -<FONT face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT>- 
+  infix to the formative previously described in Sec. 3.5. Examples: <FONT face="Arial, Helvetica, sans-serif"><STRONG>êstiu 
+  <IMG src="assets/arrow.gif" width="17" height="9"> yêstiu, 
+  iwuil <IMG src="assets/arrow.gif" width="17" height="9"> yiwuil, 
+  wïttu <IMG src="assets/arrow.gif" width="17" height="9"> 
+  yïwïttu</STRONG></FONT>.</P>
+<P align="justify">This <STRONG><FONT face="Arial, Helvetica, sans-serif">y</FONT></STRONG>- 
+  (or <STRONG><FONT face="Arial, Helvetica, sans-serif">yï</FONT></STRONG>-) 
+  prefix can in turn be augmented to <STRONG><FONT face="Arial, Helvetica, sans-serif">yï’</FONT></STRONG> 
+  (spelled <STRONG><FONT face="Arial, Helvetica, sans-serif">y’</FONT></STRONG> 
+  before a vowel but still pronounced <STRONG><FONT face="Arial, Helvetica, sans-serif">yï’</FONT></STRONG>) 
+  to indicate that the semantic focus instead applies to the aspectual meaning 
+  indicated by the aspectual prefix. Examples: <STRONG><FONT face="Arial, Helvetica, sans-serif">êstiu</FONT> 
+  <IMG src="assets/arrow.gif" width="17" height="9"> <FONT face="Arial, Helvetica, sans-serif">y’êstiu</FONT>, 
+  <FONT face="Arial, Helvetica, sans-serif">iwuil</FONT> <IMG src="assets/arrow.gif" width="17" height="9"><FONT face="Arial, Helvetica, sans-serif"> 
+  y’iwuil</FONT>, <FONT face="Arial, Helvetica, sans-serif">wïttu</FONT> 
+  <IMG src="assets/arrow.gif" width="17" height="9"> <FONT face="Arial, Helvetica, sans-serif">yï’wïttu</FONT></STRONG>.</P>
+<H3 align="justify"><BR>
+  6.4.6 Examples of Aspect In Use</H3>
+<DIV align="justify"><STRONG><A href="Sound_Files/Ch-6-3.mp3"><IMG src="assets/6-4-6.gif" width="489" height="661"> 
+  <BR>
+  <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-6-3.mp3"><FONT color="#FFFFFF">________________</FONT>Listen!</A> 
+  <A href="Sound_Files/Ch-6-3.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+</DIV>
+<BLOCKQUOTE> 
+  <P align="justify">&nbsp;</P>
+</BLOCKQUOTE>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><A name="Sec6o5"></A><FONT size="4"><STRONG>6.5 MOOD</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Most languages have a morphological category for verbs known 
+  as “mood,” serving to indicate specific attitudes or perspectives 
+  on the act, condition, or event, or the degree of factuality involved. Example 
+  moods common to Western languages include the indicative (factual utterances), 
+  subjunctive (showing doubt or probability, expressed by ‘may/might’ 
+  in English), imperative (indicating commands, e.g., <EM>Go now!, Sing it for 
+  us!</EM> ), conditional (expressing hypotheticals, e.g., <EM>She would travel 
+  if she could</EM>), optative (indicating wishes, hopes, expectations, e.g., 
+  <EM>I wish he’d go, I expect him to be here</EM>), and hortative (indicating 
+  exhortations, e.g., <EM>May he live 100 years! Let them see for themselves!</EM>).</P>
+<P align="justify">We have already seen in <A href="ithkuil-ch5a-verbs.htm#Sec5o1">Section 
+  5.1</A> above that in Ithkuil the functions of certain moods in Western languages 
+  correspond not to Mood, but to the grammatical category of Illocution, specifically 
+  where Western moods function to describe types of speech acts. In Ithkuil, moods 
+  simply convey a two-fold distinction as to whether the factuality of an utterance 
+  is certain or uncertain, combined with a four-way distinction as to whether 
+  the factuality of an explicit or implicit assumption underlying the utterance 
+  (i.e., a presupposition) is true, false, unknown, or a determinant of the factuality 
+  of the utterance. This twofold by fourfold matrix renders eight moods in Ithkuil, 
+  shown by stress and tone of the aspectual adjunct accompanying the verb.</P>
+<P align="justify">The eight moods are <FONT size="2">FACTUAL, SUBJUNCTIVE, ASSUMPTIVE, 
+  SPECULATIVE, COUNTERFACTIVE, HYPOTHETICAL, IMPLICATIVE</FONT>, and <FONT size="2">ASCRIPTIVE</FONT>. 
+  These are described in the sections below. <BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.1</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>FAC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Factual</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">FACTUAL</FONT> mood is shown by penultimate 
+  stress and falling tone on the aspectual adjunct. This mood signifies that the 
+  factuality of the speaker’s statement is certain and that there either 
+  is no underlying presupposition to the statement, or if there is, its factuality 
+  is also certain or has no bearing on the factuality of the statement. As described 
+  above, the actual interpretation (and translation) of any statement in the <FONT size="2">FACTUAL</FONT> 
+  mood is subject to whatever specific nuances of attitude, perspective, and evidence 
+  are imparted by the particular bias and validation associated with the verb. 
+  Examples:</P>
+<P align="justify"><EM>His kids are ill.</EM> [i.e., it is known he has kids and 
+  it is known they are ill]</P>
+<P align="justify"><EM>We’re taking a walk later on. </EM>[i.e., it is our 
+  intention and we have the opportunity to do so]<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.2</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>SUB</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Subjunctive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The <FONT size="2">SUBJUNCTIVE</FONT> mood is shown by ultimate 
+  stress and falling tone on the aspectual adjunct. This mood indicates that the 
+  factuality of an explicit or implicit presupposition underlying the statement 
+  is certain, but the factuality of the speaker’s statement itself is questionable 
+  or uncertain, the specific nuance of factuality intended being subject to the 
+  particular Bias and Validation associated with the verb. Corresponds roughly 
+  with English ‘may,’ ‘maybe’ or ‘might,’ 
+  with the added distinction that an explicit or implicit (i.e., underlying) presupposition 
+  is true. Examples:</P>
+<P align="justify"><EM>Maybe his kids are ill.</EM> [i.e., it is known that he 
+  has kids but it is not known whether they are ill]</P>
+<P align="justify"><EM>We may take a walk later on. </EM>[i.e., it is known that 
+  the opportunity to do so will arise, but it is uncertain whether we will choose 
+  to]<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.3</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASM</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Assumptive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by penultimate stress and high tone on the aspectual 
+  adjunct. This mood functions identically to the <FONT size="2">FACTUAL</FONT> 
+  except that the factuality of an underlying presupposition is unknown. It therefore 
+  conveys an act, state, or event whose factuality is dependent on whether something 
+  else is factual, thus corresponding to certain usages of English ‘maybe’ 
+  and ‘will’ (where ‘will’ primarily conveys possibility, 
+  not future tense). As with all moods, the specific translation is subject to 
+  the particular Bias and Validation associated with the verb. Examples:</P>
+<P align="justify"><EM>His kids’ll be ill</EM> <STRONG><FONT size="2">OR</FONT></STRONG> 
+  <EM>If he has kids, they are ill.</EM> [i.e., it is unknown whether he has kids, 
+  but if he does, they are certainly ill.]</P>
+<P align="justify"><EM>We’ll take a walk later on</EM> [i.e., if we can] 
+  <STRONG><FONT size="2">OR</FONT></STRONG> <EM>We intend to take a walk.</EM> 
+  [i.e., but we don’t know if we’ll be able to]<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.4</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>SPE</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Speculative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by ultimate stress and high tone on the aspectual adjunct. 
+  This mood indicates that the factuality of both the presupposition and the statement 
+  itself are unknown. Its translation into English is dependent on the specific 
+  context, sometimes corresponding to ‘may,’ ‘maybe’ or 
+  ‘might,’ and at other times corresponding to the auxiliary ‘would.’ 
+  Compare the examples below to those above:</P>
+<P align="justify"><EM>Maybe his kids are ill</EM> [i.e., it is unknown if he 
+  has kids but if he does, they may be ill].</P>
+<P align="justify"><EM>We may take a walk later on</EM> [i.e., it is unknown whether 
+  we will have the opportunity to do so, and even if we do, it is uncertain whether 
+  we will choose to].<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.5</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>COU</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Counterfactive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by penultimate stress and broken tone on the aspectual 
+  adjunct. This mood indicates that the factuality of the underlying presupposition 
+  is false or unreal but that the factuality of the statement would otherwise 
+  be true. It thus corresponds to the English construction of auxiliary ‘would’ 
+  or ‘would have’ in its use to show counterfactuality (i.e., what 
+  would have been if a false presupposition had been true). Again, the specific 
+  translation is subject to the particular Bias and Validation associated with 
+  the verb. Compare the examples below to those above.</P>
+<P align="justify"><EM>His kids would be (would have been) ill</EM> [i.e., if 
+  he had kids they would be ill, but he doesn’t].</P>
+<P align="justify"><EM>We would take (would have taken) a walk later on</EM> [i.e., 
+  it is our intention but we won’t have the opportunity].<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.6</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>HYP</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Hypothetical</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by ultimate stress and broken tone on the aspectual adjunct. 
+  This mood indicates that the factuality of the underlying presupposition is 
+  false or unreal and that the factuality of the statement itself is uncertain. 
+  It thus corresponds to the English construction of auxiliary ‘might have’ 
+  in its use to show possible counterfactuality (i.e., what might have been if 
+  a false presupposition had been true). Again, the specific translation is subject 
+  to the particular Bias and Validation associated with the verb. Compare the 
+  examples below to those above.</P>
+<P align="justify"><EM>His kids might’ve been ill</EM> [if he had kids, 
+  but he doesn’t, so we’ll never know].</P>
+<P align="justify"><EM>We might’ve taken a walk later on</EM> [i.e., but 
+  we won’t have the opportunity, so the decision whether to do so is moot].<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.7</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>IPL</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Implicative</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by penultimate stress and rising tone on the aspectual 
+  adjunct. This mood indicates that the factuality of the underlying presupposition 
+  determines the factuality of the statement and that the relationship between 
+  the two need not necessarily be a direct cause-and-effect, but merely an indirect 
+  chain of events from which the speaker infers the statement from the underlying 
+  presupposition. In grammatical analysis, this is referred to as an “epistemic 
+  conditional.” Examples are shown below. </P>
+<P align="justify"><EM>His kids are (must be) ill</EM> [i.e., as implied by some 
+  other fact such as his staying home from work].</P>
+<P align="justify"><EM>If she wears a blue dress, we’ll be taking a walk 
+  later on</EM> <STRONG><FONT size="2">OR</FONT></STRONG> <EM>She’s wearing 
+  a blue dress, so that means we’ll be taking a walk later on</EM> [i.e., 
+  the dress implies something has happened that we’ll make the walk a certainty].<BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><FONT size="4"><STRONG>6.5.8</STRONG></FONT></TD>
+      <TD width="12%" bgcolor="#CCCCCC"> <DIV align="center"><FONT size="4"><STRONG>ASC</STRONG></FONT></DIV></TD>
+      <TD width="9%"><DIV align="center"><FONT size="4"></FONT></DIV></TD>
+      <TD width="63%"><FONT size="4"><STRONG>The Ascriptive</STRONG></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Shown by ultimate stress and rising tone on the aspectual adjunct. 
+  The <FONT size="2">ASCRIPTIVE</FONT> mood functions identically to the <FONT size="2">IMPLICATIVE</FONT> 
+  immediately above, except that the factuality of the inference derived from 
+  the underlying presupposition is uncertain. Examples: </P>
+<P align="justify"><EM>His kids may be ill</EM> [i.e., as implied by some other 
+  fact such as his staying home from work].</P>
+<P align="justify"><EM>If she wears a blue dress, we might be taking a walk later 
+  on </EM><STRONG><FONT size="2">OR</FONT></STRONG> <EM>She’s wearing a 
+  blue dress, so that means we might be taking a walk later on</EM> [i.e., the 
+  dress implies something has happened that we’ll make the walk a possibility].</P>
+<H3 align="justify"><BR>
+  6.5.9 Examples of Mood in Use</H3>
+<DIV align="justify">The following examples compare the seven non-<FONT size="2">FACTUAL</FONT> 
+  moods applied to the same sentence: </DIV>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/6-5-9a.gif" width="546" height="106"><BR>
+  </P>
+  <P align="justify"><IMG src="assets/6-5-9b.gif" width="465" height="88"><BR>
+  </P>
+  <P align="justify"><IMG src="assets/6-5-9c.gif" width="544" height="87"><BR>
+  </P>
+  <P align="justify"><IMG src="assets/6-5-9d.gif" width="544" height="87"><BR>
+  </P>
+  <P align="justify"><IMG src="assets/6-5-9e.gif" width="571" height="85"> 
+    <BR>
+  </P>
+  <P align="justify"><IMG src="assets/6-5-9f.gif" width="420" height="84"> 
+    <BR>
+  </P>
+  <P align="justify"><IMG src="assets/6-5-9g.gif" width="447" height="86"> 
+  </P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="97%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><A name="Sec6o6"></A><FONT size="4"><STRONG>6.6 BIAS</STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Bias expresses the general, overall subjective/emotional attitude 
+  or perspective in which the speaker regards the action. There are 24 basic bias 
+  categories, each of which has an additional “intensive” form which 
+  often warrants a change in English translation. Bias operates closely with Validation 
+  (previously discussed in <A href="ithkuil-ch6-moreverbs.htm#Sec6o1">Sec. 6.1</A>), often triggering a 
+  translation change as well.</P>
+<H3 align="justify"><BR>
+  6.6.1 Bias Categories and Usage<A name="Sec6o6o1"></A></H3>
+<P align="justify">Bias is shown in any one of four ways: </P>
+<DIV align="justify">
+  <OL>
+    <LI>as a word-initial consonantal prefix to an aspectual adjunct; a glottal 
+      stop is infixed between the prefix and the adjunct, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">n’urs, 
+      ss’illui</FONT></STRONG><BR>
+    </LI>
+    <LI> as a word-final consonantal suffix to an aspectual adjunct; a glottal 
+      stop is infixed between the adjunct and the suffix, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">ursau’n, 
+      illui’ss</FONT></STRONG><BR>
+    </LI>
+    <LI> as a consonantal infix to an aspectual adjunct, which substitutes this 
+      consonantal infix for the Cx consonantal infix of the adjunct; this infix 
+      always ends in -w, e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">utwa, 
+      enkwoi</FONT></STRONG><BR>
+    </LI>
+    <LI> as a word-initial consonantal prefix to formative if the formative begins 
+      with a vowel; a glottal stop is infixed between the prefix and the formative, 
+      e.g., <FONT face="Arial, Helvetica, sans-serif"><STRONG>n’exalt, ss’imlatku</STRONG></FONT></LI>
+  </OL>
+</DIV>
+<P align="justify">These prefix, suffix, and infix forms are shown in Table 20 
+  below. The forms to the right of the arrow are the “intensive” forms 
+  described above. The 24 biases are explained following the table.</P>
+<P align="justify"><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 20: Morpho-Phonological 
+  Markers for Bias</FONT></STRONG><BR>
+  <BR>
+  <IMG src="assets/6-6-1.gif" width="363" height="677"> <BR>
+</P>
+<DIV align="justify">
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.1</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">ASU</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">ASSURATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias indicates certainty or self-assurance on the part of the speaker, 
+  translatable by such phrases as ‘of course,’ ‘after all,’ 
+  or ‘needless to say.’ The intensive form adds a sort of self-righteousness 
+  quality conveyed by ‘I told you so!’ or ‘You see?!’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.2</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">HPB</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">HYPERBOLIC</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias imparts a sense of hyperbole and exaggeration, captured in such colloquial 
+  expressions as a prolonged ‘so’ or ‘totally’ as in <EM>I 
+  so don’t care!</EM> or <EM>That is totally not what I wanted.</EM> The 
+  intensive form adds a sense of “one-upmanship” as conveyed by the 
+  expression <EM>That’s nothing, wait till you hear this!</EM><BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.3</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">COI</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">COINCIDENTAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of coincidence or happenstance as conveyed by the 
+  use of ‘happen’ in<EM> I happened to run into Jane</EM> or <EM>It 
+  just so happens that I’m busy</EM>. The intensive form adds a sense of 
+  serendipity, as conveyed by expressions such as ‘as luck would have it,’ 
+  ‘luckily’ or ‘fortunately.’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.4</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">ACP</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">ACCEPTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias indicates a sense of general acceptance, as conveyed by the expression 
+  ‘it’s just as well that.’ The intensive form conveys resignation 
+  to fate, as expressed by phrases such as ‘like it or not’ or ‘…and 
+  there’s nothing to be done about it!’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.5</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">RAC</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">REACTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias indicates surprise, as conveyed by phrases such as ‘my goodness!’ 
+  or ‘it’s surprising that.’ The intensive form raises this 
+  sense to the level of astonishment, as expressed by ‘Wow!’ or ‘Amazing!’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.6</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">STU</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">STUPEFACTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias indicates a mild sense of wonder or reflection, as conveyed by the 
+  phrase ‘it’s a wonder that’ as in <EM>It’s a wonder 
+  he didn’t break a bone in that fall</EM>. The intensive raises this sense 
+  to one of awe, as conveyed by expressions such as ‘Well I’ll be!’ 
+  or ‘Who would’ve thought….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.7</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CTV</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CONTEMPLATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias expresses puzzlement, as conveyed by phrases such as ‘I wonder 
+  how…,’ ‘that’s odd…,’ ‘I don’t 
+  get it…,’ or a quizzical ‘hmmmm.’ The intensive form 
+  raises this sense to sudden bewilderment, as in ‘Huh? What do you mean…?’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="16%"><STRONG>6.6.1.8</STRONG></TD>
+      <TD width="12%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">DPV</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">DESPERATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of dread or the conveyance of bad news, as expressed 
+  by ‘I don’t know how to say this, but…’ or ‘I’m 
+  afraid that….’ The intensive form raises this to the level of outright 
+  despair, as in ‘Oh, God…’ or ‘Oh, no!….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="18%"><STRONG>6.6.1.9</STRONG></TD>
+      <TD width="10%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">RVL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">REVELATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias expresses a sense of discovery, as conveyed by expressions such as 
+  ‘No wonder….’ or ‘So that’s why….’ 
+  The intensive form raises this to a sense of surprised revelation, as in ‘Aha!….’ 
+  or ‘Well, well, well!….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.10</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">GRA</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">GRATIFICATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of pleasantness or mild pleasure, as conveyed by expressions 
+  such as ‘It’s pleasant to…’ or ‘I like to….’ 
+  The intensive raises this to a state of bliss or rapture, as in ‘Oh, there’s 
+  nothing like….’ or ‘(Sigh) What bliss it is to….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.11</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">SOL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">SOLICITIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias expresses the Ithkuil equivalent of English ‘please.’ 
+  In its intensive form, this transforms into an impatient demand, expressed in 
+  ‘C’mon!,’ ‘What’re you waiting for?’ or 
+  the phrase ‘so…already!’ as in the sentence <EM>So dance already! 
+  </EM><BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.12</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">SEL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">SELECTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys the idea of subjective interpretation, as seen in expressions 
+  such as ‘Look at it this way…,’ ‘As I see it,…,’ 
+  ‘Subjectively speaking,…,’ or ‘From one point of view,….’ 
+  In its intensive form, it conveys a narrow, singleminded interpretation, as 
+  conveyed by expressions such as ‘It can only mean one thing…,’ 
+  ‘and that’s that!’ ‘and that’s all there is to 
+  it!’ or ‘There’s no two ways about it,….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.13</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">IRO</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">IRONIC</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of understatement, as conveyed in many subtle ways 
+  in English such as tone of voice or deliberately undramatic word choices. In 
+  its intensive form, this sense is raised to that of blatant irony, as when saying 
+  ‘Well! That was fun!’ after an unpleasant or harrowing experience.<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.14</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">EXA</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">EXASPERATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of impatient exasperation, as conveyed by expressions 
+  such as ‘Look, don’t you get it?…’ or ‘Look, I’m 
+  trying to tell you….’ In its intensive form, this bias conveys a 
+  sense of outright mockery, as expressed by a mocking tone of voice in English, 
+  or by an deliberate, exasperated echolalia, i.e., the repeating of a person’s 
+  words back at them in contempt.<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.15</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">LTL</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">LITERAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias underscores a distinction between context and literalness, expressed 
+  by the English phrases ‘technically speaking’ or ‘Context 
+  aside for a moment,…’ as in <EM>Technically speaking, that’s 
+  not a polka</EM> (i.e., it’s a polka version of a non-polka song). In 
+  the intensive form, this bias conveys a sense of total literalness and exactitude, 
+  expressed in English by phrases such as ‘strictly speaking’ or ‘to 
+  put it in clinical terms….’ as in <EM>Strictly speaking, that’s 
+  not a polka</EM> (i.e., its rhythm is not that of a true polka).<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.16</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CRR</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CORRECTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias indicates a correction on the part of the speaker, as expressed in 
+  English by ‘that is to say…,’ ‘What I mean(t) to say 
+  is…’ or ‘I mean….’ The intensive form indicates 
+  a sense of subjective equivalence, as expressed in English by ‘in a manner 
+  of speaking,’ ‘so to speak,’ or ‘for all intents and 
+  purposes.’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.17</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">EUP</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">EUPHEMISTIC</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias indicates a rephrasing or substitution of wording for means of clarification, 
+  as expressed in English by ‘in other words…’ or ‘to 
+  put it more exactly….’ The intensive form conveys a sense of outright 
+  euphemism, as expressed in English by phrases such as ‘Let’s just 
+  say that….’ or ‘Well, let me put it this way….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.18</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">SKP</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">SKEPTICAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of skepticism, as expressed in English by ‘It’s 
+  (a little) hard to believe that….” The intensive form raises this 
+  sense to that of outright incredulity, as in a derisive ‘Oh, yeah! Suuuure!’ 
+  or a sneering ‘Yeah, right!’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.19</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CYN</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CYNICAL</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of incredulous unexpectedness or cynical surprise, 
+  as in “You mean to tell me…?’ or ‘You gotta be kidding 
+  me, ….’ The intensive form shifts this to outright sarcasm upon 
+  the discovery, as in ‘So! You just had to go and…’ or ‘Well, 
+  wouldn’t you know it, …’ or ‘Oh, nice!….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.20</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">CTP</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">CONTEMPTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias expresses simple disapproval, as conveyed by phrases such as “I 
+  don’t like the fact that…’ or ‘It bothers me that….’ 
+  The intensive form raises this to all-out contempt or disgust, as conveyed by 
+  ‘Shit!’ or ‘What nonsense!’ or ‘What bullshit!’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.21</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">DSM</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">DISMISSIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of downplaying or lowering of expectations, as expressed 
+  in English by “sorry, but…’ or ‘It’s nothing. 
+  It’s just…” as in It’s just a small cut or Sorry, but 
+  it’s only the mailman. The intensive form expresses outright dismissal 
+  or insignificance, as conveyed by such expressions as ‘Is that it?’ 
+  ‘Big deal!’ or ‘So what!?’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.22</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">IDG</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">INDIGNATIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys a sense of second-guessing, as expressed in English by ‘I’m 
+  sorry, what did you say?’ or ‘Say again? You want me to what?’ 
+  or ‘I beg your pardon?’ The intensive form shifts this sense to 
+  outright indignation, as conveyed by expressions such as ‘The nerve!’ 
+  or ‘How dare…!?”<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.23</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">SGS</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">SUGGESTIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias conveys the sense of suggestiveness conveyed in English by such phrases 
+  as ‘what if…’ or ‘It could be that….’ The 
+  intensive form shifts this to a sense of a formal suggestion or proposition, 
+  as in ‘Consider this: …’ or ‘Posit the following: …’ 
+  or ‘Assume for the sake of argument that….’<BR>
+  <BR>
+  <TABLE width="45%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="20%"><STRONG>6.6.1.24</STRONG></TD>
+      <TD width="8%" bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2">PPV</FONT></STRONG></DIV></TD>
+      <TD width="9%">&nbsp;</TD>
+      <TD width="63%"><STRONG><FONT size="2">PROPOSITIVE</FONT></STRONG></TD>
+    </TR>
+  </TBODY></TABLE>
+  This bias expresses a proposal or suggested activity, as conveyed by English 
+  phrases such as ‘How about,’ ‘We could,’ or general 
+  suggestions, as in the sentences <EM>How about going for a stroll?</EM>, <EM>We 
+  could meet behind the barn if you want</EM>, or <EM>You can sit on my lap</EM>. 
+  The intensive form turns this into an ultimatum, as conveyed in English by phrases 
+  such as ‘take it or leave it,’ ‘this is your last chance,’ 
+  or ‘it’s now or never.’ </DIV>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">6.6.2 Examples of Bias in Use<BR>
+</H3>
+<BLOCKQUOTE>
+  <DIV align="justify"><STRONG><FONT color="#FF0000"><IMG src="assets/6-6-2.gif" width="620" height="699"><BR>
+    </FONT><FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-6-4.mp3"><FONT color="#FFFFFF">__</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-6-4.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+    <FONT color="#FF0000"> </FONT></STRONG></DIV>
+</BLOCKQUOTE>
+
+<P>&nbsp;</P>
+<P align="right"><STRONG><A href="ithkuil-ch7a-affixes.html"><FONT face="Arial, Helvetica, sans-serif">Proceed 
+  to Chapter 7: Using Affixes &gt;&gt;</FONT></A></STRONG></P>
+<P></P>
+<P></P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch6-verb-morphology3.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><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>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0043)ithkuil-ch7a-affixes.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 7: Using Affixes</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
+<META name="keywords" content="constructed language, conlang, philosophical language, hypothetical language, fictional language, artificial language, constructed languages, conlangs, philosophical languages, hypothetical languages, fictional languages, artificial languages">
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+<!--
+//-->
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch7a-affixes1.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 7: Using Affixes</H2>
+<DIV align="center">
+  <TABLE width="70%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="257"><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o1">7.1 Distinction in Suffixes 
+        by Affix-Type</A></FONT></TD>
+      <TD width="275"><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o5">7.5 Morpho-Phonological 
+        Rules for Suffixation</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o2">7.2 Suffixes Modifying Other Suffixes</A></FONT></TD>
+      <TD width="275"><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o6">7.6 Rules for Optional 
+        Prefixation </A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o3">7.3 The Five Affix Classes</A></FONT></TD>
+      <TD width="275"><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o7">7.7 List of Affixes</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch7a-affixes.htm#Sec7o4">7.4 Personal Reference Suffixes</A></FONT></TD>
+      <TD width="275"><FONT size="2"><A href="Ch-7%20Using%20Affixes%20Contd.html">Sec. 
+        7.7 Continued</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><BR>
+  All Ithkuil formatives are capable of taking various consonant-based 
+  affixes. Like affixes in other languages, these are used to modify the stem 
+  in a variety of ways and to derive new concepts. In Ithkuil, such affixes usually 
+  appear as suffixes (i.e., are added sequentially following the stem), however, 
+  it is possible for Ithkuil affixes to optionally appear as prefixes (i.e., added 
+  on to the front of a stem) under certain circumstances. It is for this reason 
+  these morphological elements are referred to as affixes and not more specifically 
+  as prefixes or suffixes. Nevertheless, the rules for prefixation of Ithkuil 
+  affixes are subordinate and secondary to the rules for suffixation. Therefore, 
+  in the following discussion I will first describe the rules for using Ithkuil 
+  affixes as suffixes, followed by a section on the options for prefixation.</P>
+<P align="justify">The morpho-phonological structure of suffixes (how they are 
+  formed from consonants and vowels) has already been briefly discussed in <A href="ithkuil-ch2-morphophonology.htm#Sec2o7">Section 
+  2.7</A>. This chapter will describe the actual function of the particular affixes 
+  themselves.</P>
+<P align="justify">There are 153 different consonantal suffix categories, each 
+  of which divides into the nine degrees previously discussed in <A href="ithkuil-ch2-morphophonology.htm#Sec2o7o2">Section 
+  2.7.2</A> giving a total of 1377 distinct suffixes. As described in that section, 
+  each degree of a suffix has a distinct meaning, often representing a point along 
+  a continuum in terms of how much or how little the underlying semantic sense 
+  of the affix category is being manifested by the particular formative. </P>
+<P align="justify">It is important to remember that, since all morpho-semantic 
+  stems are both nominal and verbal in meaning, all suffixes to a stem have both 
+  a nominal and a verbal meaning. Therefore, the choice whether to translate the 
+  suffixes below into their nominal or verbal meaning is entirely dependent on 
+  the morpho-syntactical structure of the word within the context of its use in 
+  a phrase or sentence as a whole. </P>
+<P align="justify">We have seen in <A href="ithkuil-ch2-morphophonology.htm#Sec2o7">Section 
+  2.7</A> that consonantal suffixes fall into three affix-types, each having nine 
+  degrees. It is the combination of affix-type and degree which determines the 
+  vowel infix which accompanies each consonantal suffix. For example, the suffix 
+  -<STRONG>nt</STRONG> of Type 1 takes the following forms for its nine degrees: 
+  <STRONG>-int, -ent, -änt, -önt, </STRONG>(<STRONG>a</STRONG>)<STRONG>nt, 
+  -ünt, -ïnt, -ont, -unt</STRONG>. Compare this to the same affix -<STRONG>nt</STRONG> 
+  of Type 2, whose nine forms are: <STRONG>-înt, -ênt, -ânt, 
+  -ønt, -uint, -ÿnt, -ënt, -ônt, -ûnt</STRONG>; and 
+  the suffix -<STRONG>nt</STRONG> of Type 3, whose nine forms are: <STRONG>-ient, 
+  -iënt, -iunt, -iont, -iänt, -uänt, -uont, -uënt, -uent</STRONG>. 
+  These vowel infixes for suffixes are shown in Table 21 below (this table already 
+  appeared in Chapter 2 as Table 9; it is repeated here for convenience).</P>
+<P></P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 21: 
+  Vocalic Infixes for Consonantal Suffixes by Affix Type </FONT></STRONG></P>
+<TABLE width="80%" border="1" cellpadding="0">
+  <TBODY><TR> 
+    <TD width="12%" rowspan="2">&nbsp;</TD>
+    <TD colspan="2" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 1: -V<FONT size="1">1</FONT>C</FONT></STRONG></DIV></TD>
+    <TD colspan="2" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 2: -V<FONT size="1">2</FONT>C</FONT></STRONG></DIV></TD>
+    <TD colspan="2" bgcolor="#CCCCCC"> <DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">Affix 
+        Type 3: -V<FONT size="1">3</FONT>C</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD width="18%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">standard 
+        form </FONT></STRONG></DIV></TD>
+    <TD width="12%" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">optional 
+        reversed form</FONT></STRONG></DIV></TD>
+    <TD width="21%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">standard 
+        form </FONT></STRONG></DIV></TD>
+    <TD width="12%" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">optional 
+        reversed form</FONT></STRONG></DIV></TD>
+    <TD width="13%"><DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">standard 
+        form </FONT></STRONG></DIV></TD>
+    <TD width="12%" bgcolor="#FFFF99"> <DIV align="center"><STRONG><FONT size="1" face="Arial, Helvetica, sans-serif">optional 
+        reversed form</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      1</FONT></TD>
+    <TD><DIV align="center">-iC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cai</DIV></TD>
+    <TD><DIV align="center">-îC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cëi</DIV></TD>
+    <TD><DIV align="center">-ieC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Caï</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      2</FONT></TD>
+    <TD><DIV align="center">-eC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cei</DIV></TD>
+    <TD><DIV align="center">-êC / -eiC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Ceu </DIV></TD>
+    <TD><DIV align="center">-iëC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Ceï</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      3</FONT></TD>
+    <TD><DIV align="center">-äC / -aeC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cia</DIV></TD>
+    <TD><DIV align="center">-âC /-aiC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Câ</DIV></TD>
+    <TD><DIV align="center">-iuC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Ciï</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      4</FONT></TD>
+    <TD><DIV align="center">-öC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cua</DIV></TD>
+    <TD><DIV align="center">-øC / -euC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Ciu</DIV></TD>
+    <TD><DIV align="center">-ioC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Coï</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      5</FONT></TD>
+    <TD><DIV align="center">-(a)C</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Ca</DIV></TD>
+    <TD><DIV align="center">-uiC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cui</DIV></TD>
+    <TD><DIV align="center">-iäC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cuï</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      6</FONT></TD>
+    <TD><DIV align="center">-üC / -ëuC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cü</DIV></TD>
+    <TD><DIV align="center">-ÿC / -auC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cau</DIV></TD>
+    <TD><DIV align="center">-uäC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cäi</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      7</FONT></TD>
+    <TD><DIV align="center">-ïC / -ëiC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cï</DIV></TD>
+    <TD><DIV align="center">-ëC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cëu</DIV></TD>
+    <TD><DIV align="center">-uoC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cöi</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      8</FONT></TD>
+    <TD><DIV align="center">-oC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Coi</DIV></TD>
+    <TD><DIV align="center">-ôC / -oiC / -ouC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cou</DIV></TD>
+    <TD><DIV align="center">-uëC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cäu</DIV></TD>
+  </TR>
+  <TR> 
+    <TD bgcolor="#CCCCCC"><FONT size="2" face="Arial, Helvetica, sans-serif">Degree 
+      9</FONT></TD>
+    <TD><DIV align="center">-uC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cu</DIV></TD>
+    <TD><DIV align="center">-ûC</DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cû</DIV></TD>
+    <TD><DIV align="center">-ueC </DIV></TD>
+    <TD bgcolor="#FFFF99"> <DIV align="center">-Cöu</DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"></P>
+<P align="justify">NOTE: For convenience’ sake, when referring to a particular 
+  affix of specific type and degree, we will use the notation in the paragraph 
+  above, followed by a slash and a number indicating the degree. Thus, the affix 
+  -<STRONG>nt</STRONG> of Type 1 and 4th degree will be written <STRONG>-V<FONT size="1">1</FONT>nt/4</STRONG>, 
+  while the affix -<STRONG>r</STRONG> of Type 3 and 8th degree would be written 
+  <STRONG>-V<FONT size="1">3</FONT>r/8</STRONG>, and so forth.</P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="98%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD height="26"> <P><FONT size="4"><STRONG>7.1 DISTINCTION IN SUFFIXES BY 
+          AFFIX-TYPE<A name="Sec7o1"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The meaning and usage of each affix by type is particular to 
+  each individual affix. For example, some affixes of Type 1 have a completely 
+  different meaning than their Type 2 or Type 3 counterparts, while other affixes 
+  can be used as both Type 1 or Type 2 with the affix having the same meaning 
+  but conveying a different effect on the overall connotation of the word to which 
+  they are affixed. Still other affixes retain their meaning across all three 
+  affix types but again convey a different overall connotation on the words to 
+  which they are affixed. </P>
+<P align="justify">For example, the Type 1 suffix -<STRONG>ej</STRONG> (or -<STRONG>jei</STRONG>), 
+  i.e., -<STRONG>V<FONT size="1">1</FONT>j/2</STRONG>, means ‘hardly any 
+  (of)…’ as in the word <STRONG>qumjéi</STRONG> ‘hardly 
+  any persons,’ while its Type 2 counterpart -<STRONG>êj</STRONG> 
+  (or -<STRONG>jeu</STRONG>), i.e., -<STRONG>V<FONT size="1">2</FONT>j/2</STRONG>, 
+  has the completely different meaning of ‘somewhat like/sort of like…’ 
+  as in <STRONG>qumjéu</STRONG> ‘sort of like some persons.’ 
+  Compare this, however, to the Type 1 suffix -<STRONG>up</STRONG> (or -<STRONG>pu</STRONG>), 
+  i.e., -<STRONG>V<FONT size="1">1</FONT>p/9</STRONG>, and its Type 2 counterpart 
+  -<STRONG>ûp</STRONG> (or -<STRONG>pû</STRONG>), i.e., -<STRONG>V<FONT size="1">2</FONT>p/9</STRONG>, 
+  which both mean ‘exactly similar to…/identical…,’ the 
+  difference in usage being that the Type 1 affix conveys merely a circumstantial 
+  or incidental similarity, while the Type 2 suffix implies that the similarity 
+  is an integral aspect of the word. In English, such a distinction would most 
+  likely be conveyed by using a different word. For example, note the difference 
+  when we add these two suffixes to the Ithkuil word <STRONG>qum</STRONG> ‘person’: 
+  <STRONG>qumpu</STRONG> means ‘identical-looking person,’ whereas 
+  <STRONG>qumpû</STRONG> means ‘twin.’ In this way, we can say 
+  that the suffix -<STRONG>Vp</STRONG> with Type 1 vocalic infixes conveys a circumstantial 
+  application of its meaning to a stem, while with Type 2 vocalic infixes, it 
+  conveys a derivational application of its meaning (i.e., wholly new concepts 
+  or words are derived from the stem).</P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="95%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>7.2 SUFFIXES MODIFYING OTHER SUFFIXES<A name="Sec7o2"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">In addition to the patterns of suffix usage described above, 
+  there is another class of suffixes which not only can be used to distinguish 
+  a circumstantial versus derivational aspect like -<STRONG>Vp</STRONG> above, 
+  but can also be used to modify an adjacent suffix rather than the stem. This 
+  is somewhat analogous to the way that adverbs can be used to modify descriptive 
+  adjectives in English. For example, in the phrase <EM>suddenly blue sky</EM>, 
+  it is the blueness that is sudden, not the sky. In Ithkuil, certain suffixes 
+  can be used to modify another suffix (usually the one following, unless there 
+  are only two affixes on the stem, in which case the suffix order is irrelevant); 
+  this is done by using Type 3 vocalic infixes. For example, the suffix -<STRONG>Vd/5</STRONG>, 
+  which means ‘enough / sufficient(ly),’ can be used both circumstantially 
+  (using Type 1 infixes) and derivationally (using Type 2 infixes) to modify a 
+  stem, or can be used to modify only the adjacent suffix (using Type 3 infixes). 
+  This is illustrated below:</P>
+<P align="justify"><STRONG>qumad</STRONG> (or <STRONG>qumda</STRONG>): ‘a 
+  sufficient person’ (i.e., one able to perform the task at hand)<BR>
+  <STRONG>qumuid</STRONG> (or <STRONG>qumdui</STRONG>): ‘a recruit’ 
+  (i.e., one able to meet performance or entry requirements)<BR>
+  <STRONG>qumüxduï</STRONG> (or <STRONG>qumiädüx</STRONG>): 
+  ‘a sufficiently large person’ (where suffix <STRONG>-V<FONT size="1">1</FONT>x/6</STRONG> 
+  = ‘large’)</P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="95%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>7.3 THE FIVE AFFIX CLASSES<A name="Sec7o3"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">All in all, there are five different patterns in which the 
+  meanings/functions of affixes are distributed. There are those like -<STRONG>ej</STRONG> 
+  and -<STRONG>êj</STRONG> above where the Type 1 meaning/function is completely 
+  different than that of Type 2. We will label these classes of affixes <STRONG>V<FONT size="1">1</FONT>C</STRONG> 
+  affixes and <STRONG>V<FONT size="1">2</FONT>C</STRONG> affixes respectively, 
+  as they represent two totally independent affixes. </P>
+<P align="justify">Additionally there are those like -<STRONG>up</STRONG> and 
+  -<STRONG>ûp</STRONG> which are essentially a single affix with one meaning/function 
+  that alternates between Type 1 and Type 2 infixes to distinguish a circumstantial 
+  versus a derivational aspect in the stem to which they are affixed. We will 
+  label such affixes <STRONG>V<FONT size="1">0</FONT>C</STRONG> suffixes. </P>
+<P align="justify">Then there are suffixes like -<STRONG>(a)d/-uid/-iad</STRONG> 
+  shown above which alternate the circumstantial/derivational distinction using 
+  Type 1 versus Type 2 infixes, but then go a step further by using Type 3 vocalic 
+  infixes to indicate modification of an adjacent suffix; we will label these 
+  <STRONG>V<FONT size="1">3</FONT>C</STRONG> suffixes. </P>
+<P align="justify">Lastly there is a class of suffixes labeled <STRONG>V<FONT size="1">S</FONT>C</STRONG> 
+  suffixes; this class of suffix operates like a <STRONG>V<FONT size="1">1</FONT>C</STRONG> 
+  suffix (i.e., an independent affix which modifies the stem circumstantially, 
+  but not derivationally) but then also uses Type 2 infixes to apply the same 
+  meaning to the adjacent affix, similarly to the use of Type 3 infixes for <STRONG>V<FONT size="1">3</FONT>C</STRONG> 
+  suffixes.</P>
+<P align="justify">These five classes of affixes are summarized below:</P>
+<DIV align="justify">
+  <TABLE width="79%" border="1" cellpadding="3">
+    <TBODY><TR> 
+      <TD width="12%"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">1</FONT>C</STRONG></FONT></DIV></TD>
+      <TD width="88%"><DIV align="justify">Takes Type 1 vocalic infixes only. 
+          Can be either circumstantial or derivational in meaning (but not both), 
+          depending on the particular affix.</DIV></TD>
+    </TR>
+    <TR> 
+      <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">2</FONT>C</STRONG></FONT></DIV></TD>
+      <TD><DIV align="justify">Takes Type 2 vocalic infixes only. Can be either 
+          circumstantial or derivational in meaning (but not both), depending 
+          on the particular affix.</DIV></TD>
+    </TR>
+    <TR> 
+      <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">0</FONT>C</STRONG></FONT></DIV></TD>
+      <TD><DIV align="justify">Takes both Type 1 and Type 2 vocalic infixes. Use 
+          of Type 1 infix means affix applies circumstantially to the particular 
+          instance of the stem; use of Type 2 infix means the affix is derivational 
+          and generates an emergent concept for the stem constituting a new semantic 
+          whole.</DIV></TD>
+    </TR>
+    <TR> 
+      <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">S</FONT>C</STRONG></FONT></DIV></TD>
+      <TD><DIV align="justify">Takes both Type 1 and Type 2 vocalic infixes, but 
+          use is circumstantial only, not derivational. Use of Type 1 infix means 
+          affix aplies the stem; use of Type 2 infix means the affix applies to 
+          the adjacent affix only.</DIV></TD>
+    </TR>
+    <TR> 
+      <TD height="31"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">3</FONT>C</STRONG></FONT></DIV></TD>
+      <TD><DIV align="justify">Same as <STRONG>V<FONT size="1">0</FONT>C</STRONG> 
+          affixes where Type 1 infix operates circumstantially and Type 2 infix 
+          operates derivationally; but also takes Type 3 vocalic infixes which 
+          function to modify an adjacent affix (as with <STRONG>V<FONT size="1">S</FONT>C</STRONG> 
+          suffixes when using Type 2 infixes)</DIV></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>7.4 PERSONAL REFERENCE SUFFIXES<A name="Sec7o4"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">There is one additional class of suffixes which must await 
+  analysis until the next chapter on adjuncts. In <A href="ithkuil-ch8-adjuncts.htm#Sec8o1">Sec. 
+  8.1</A> we will encounter a type of adjunct known as a personal reference adjunct 
+  which roughly corresponds to the function of personal pronouns in Western languages. 
+  These adjuncts come in two types: single-referent and dual-referent. We will 
+  see that the 46 single-referent adjuncts have corresponding suffix forms which 
+  utilize Type 3 vocalic infix patterns, and that the nine degrees associated 
+  with each suffix correspond to nine specific nominal cases (specifically the 
+  seven Associative cases described in <A href="ithkuil-ch4-case.htm#Sec4o4">Sec. 
+  4.4</A> and two of the Appositive cases described in <A href="ithkuil-ch4-case.htm#Sec4o5">Sec. 
+  4.5</A>). These suffixes will be discussed in detail in <A href="ithkuil-intro.htm#Sec8o1o5">Sec. 
+  8.1.5</A>.</P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="98%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD height="26"> <P><FONT size="4"><STRONG>7.5 MORPHO-PHONOLOGICAL RULES 
+          FOR SUFFIXATION<A name="Sec7o5"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">When adding suffixes to a stem, several factors affect how 
+  suffixation takes place. For example, when adding the 5th degree suffix -<STRONG>(a)s</STRONG> 
+  to the stem <STRONG>ruk</STRONG>, one cannot simply append the suffix directly 
+  as in <STRONG>ruks</STRONG> because the resulting final consonant combination 
+  of -<STRONG>ks</STRONG> would be misinterpreted as the Grade 4 mutation of the 
+  C<FONT size="1">2</FONT> radical <STRONG>s</STRONG> (i.e., the reader would 
+  misinterpret the word to be based on the stem <STRONG>rus</STRONG> instead of 
+  <STRONG>ruk</STRONG>). In this case, there are two options. The suffix can take 
+  its optional vowel component, giving <STRONG>rukas</STRONG>, or the suffix can 
+  be reversed to give <STRONG>ruksa</STRONG>. Such reversals are permitted under 
+  certain circumstances such as when the suffix is word-final, as is the case 
+  here. An astute reader may be wondering at this point, wouldn’t the -<STRONG>ks</STRONG>- 
+  conjunct in <STRONG>ruksa</STRONG> once again be mistaken for the Grade 4 mutation 
+  of <STRONG>s</STRONG> as it was in <STRONG>ruks</STRONG>? In this case, the 
+  answer is no because there is no other reason for the final -<STRONG>a</STRONG> 
+  to be there. In words where a final vowel appears for no possible reason, then 
+  it means it is the vocalic portion of a “reversed” suffix. However, 
+  one must be certain there is not another reason for the final vowel. For example, 
+  in the word <STRONG>ïruksá</STRONG>, one might be tempted to interpret 
+  the final vowel as being the vocalic portion of a reversed -<STRONG>(a)s</STRONG> 
+  suffix, however, in fact this word represents the word <STRONG>rus</STRONG> 
+  with Grade 4 mutation of the C2 radical <STRONG>s</STRONG>, declined into the 
+  <FONT size="2">ABSTRACT</FONT> perspective, a morphological category shown by 
+  ultimate stress plus the addition of an anaptyctic (i.e., “extra”) 
+  vowel, in this case, the word-initial <STRONG>ï- </STRONG>(see <A href="ithkuil-ch2-morphophonology.htm#Sec2o7o3o3">Secs. 
+  2.7.3.3</A> and <A href="ithkuil-ch3-morphology.htm#Sec3o3o4">3.3.4</A>).</P>
+<H3 align="justify"><BR>
+  7.5.1 Multiple Affixation</H3>
+<P align="justify">When adding two or more suffixes to a stem, the suffixes generally 
+  can be added to the stem in any order desired, with the exception of suffixes 
+  which modify an adjacent suffix (i.e., <STRONG>V<FONT size="1">S</FONT>C</STRONG> 
+  suffixes utilizing Type 2 vocalic infixes and <STRONG>V<FONT size="1">3</FONT>C</STRONG> 
+  suffixes utilizing Type 3 vocalic infixes). Such suffixes must immediately precede 
+  the suffix they are modifying, unless they are in word-final position, in which 
+  case they modify the immediately preceding suffix. </P>
+<H3 align="justify"><BR>
+  7.5.2 Reversal of Suffixes<A name="Sec7o5o2"></A></H3>
+<P align="justify">As mentioned above, the form of a suffix can be optionally 
+  reversed from vowel+consonant to consonant+vowel under certain circumstances. 
+  The main reason for reversing suffixes is for euphonic purposes to preserve 
+  a CVC format for the stressed syllable whenever possible (see <A href="ithkuil-ch1-phonology.htm#Sec1o4o5">Sec. 
+  1.4.5</A>). We have seen in the example ruksa above, that such reversals are 
+  possible when a suffix is in word-final position if it will not cause confusion 
+  regarding interpretation of any resulting consonantal conjunct. The same is 
+  true of suffix reversals within a word as well, i.e., the reversal is permissible 
+  as long as the reversal does not cause ambiguity in interpreting which vowels 
+  go with which consonant, or that a resulting consonant conjunct is misinterpreted 
+  as a biconsonantal suffix form or C<FONT size="1">2</FONT> radical. For example, 
+  the stem <STRONG>peix</STRONG> plus the two suffixes -<STRONG>(a)r</STRONG> 
+  (-<STRONG>V<FONT size="1">1</FONT>r/5</STRONG>) and -<STRONG>uic</STRONG> (-<STRONG>V<FONT size="1">2</FONT>c/5</STRONG>) 
+  can be realized either as <STRONG>peixruic, peixarcui, peixuicra, peixcuira, 
+  peixracui</STRONG> or <STRONG>peixuicar</STRONG> . However, the stem <STRONG>stis</STRONG> 
+  plus the two suffixes -<STRONG>(a)k</STRONG> and -<STRONG>(a)t</STRONG> (-<STRONG>V<FONT size="1">1</FONT>k/5</STRONG> 
+  and -<STRONG>V<FONT size="1">1</FONT>t/5</STRONG>) can only be realized as <STRONG>stisatka, 
+  stisatak</STRONG> or <STRONG>stisakat</STRONG>, since the forms <STRONG>stiskat</STRONG>, 
+  <STRONG>stistak</STRONG>, or <STRONG>stisakt</STRONG> could be respectively 
+  misinterpreted as <STRONG>stisk+at</STRONG>, <STRONG>stist+ak</STRONG>, and 
+  <STRONG>stis+akt</STRONG>.</P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="97%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD height="26"> <P><FONT size="4"><STRONG>7.6 RULES FOR OPTIONAL PREFIXATION<A name="Sec7o6"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Under a certain narrow range of circumstances, a formative 
+  may have one consonantal affix appear as a prefix to the stem rather than being 
+  suffixed. The sole reason for doing so is for euphonic purposes, either to decrease 
+  the number of syllables or to avoid euphonically awkward combinations of consonants 
+  and vowels among the suffixes to the stem. Because of the morpho-phonological 
+  restrictions on consonantal prefixation as described below, prefixes are uncommon. 
+</P>
+<P align="justify">The rules for optional prefixation depend on whether or not 
+  the formative has a word-initial vocalic prefix (i.e., the Affiliation/Extension 
+  [+ Conflation] prefix as described in <A href="ithkuil-ch3-morphology.htm#Sec3o2">Sections 
+  3.2</A>, <A href="ithkuil-ch3-morphology.htm#Sec3o4">3.4</A>, and 
+  <A href="ithkuil-ch5a-verbs.htm#Sec5o3">5.3</A>. These two possibilities 
+  are each detailed in the sections which follow.</P>
+<H3 align="justify"><BR>
+  7.6.1 Prefixation Rules for Formatives Without Vocalic Prefixes</H3>
+<P align="justify">If the formative is a noun with no word-initial vocalic Affiliation/Extension 
+  prefix, then the consonant is placed in word-initial position before the C1 
+  radical. If the resulting consonantal conjunct (with the C1 consonantal form) 
+  is phonaesthetically impermissible or it causes ambiguity over the interpretation 
+  of C<FONT size="1">1</FONT> (i.e., the prefix + C<FONT size="1">1</FONT> conjunct 
+  could be misinterpreted as one of the mutational grades of that or a different 
+  C<FONT size="1">1</FONT> radical), then an anaptyctic vowel -<STRONG>ï</STRONG>- 
+  must be inserted between the prefixed consonant and the C<FONT size="1">1</FONT> 
+  consonant. For example <STRONG>s</STRONG> + <STRONG>kuil</STRONG> becomes <STRONG>sïkuil</STRONG>, 
+  not <STRONG>skuil</STRONG>, since the <STRONG>sk</STRONG>- initial conjunct 
+  of the latter would be misinterpreted as the C<FONT size="1">1</FONT> radical 
+  of an entirely different stem. </P>
+<P align="justify">As for the vocalic portion of the affix (the portion which 
+  indicates which of nine degrees is to be associated with the affix), the vocalic 
+  portion is suffixed to the stem in word-final position (and therefore its word-final 
+  form) in a manner so that it cannot be ambiguously interpreted as being associated 
+  with another suffix. Thus <STRONG>kuil</STRONG> + <STRONG>es</STRONG>, if prefixed, 
+  becomes <STRONG>sïkuilei</STRONG>. For prefixed consonants which do not 
+  cause confusion over the interpretation of the C<FONT size="1">1</FONT> radical, 
+  these can be directly adjoined to the C<FONT size="1">1</FONT> radical, preceded 
+  by a word-initial <STRONG>ï</STRONG>- if phonaesthetically necessary, e.g., 
+  <STRONG>guil</STRONG> + <STRONG>uj</STRONG> becomes <STRONG>jguilu</STRONG>, 
+  while <STRONG>kuil</STRONG> + <STRONG>up</STRONG> becomes <STRONG>ïpkuilu</STRONG>. 
+</P>
+<P align="justify">Note that forms such as <STRONG>sïkuilei</STRONG> and 
+  <STRONG>ïpkuilu</STRONG> above are considered highly affected morphological 
+  forms, since their “standard” forms are far more euphonically desirable 
+  (i.e., <STRONG>kuiles</STRONG> and <STRONG>kuilpu</STRONG>). In such cases, 
+  these “affected” prefixed forms have the rhetorical effect of emphasizing 
+  or highlighting the affix as having exaggerated significance.</P>
+<H3 align="justify"><BR>
+  7.6.2 Rules for Formatives With Vocalic Prefixes</H3>
+<P align="justify">For formatives that are either verbs or nouns with a vocalic 
+  Affiliation/Extension prefix, the rules for consonantal prefixation are more 
+  constrained, as no forms using an anaptyctic vowel are permitted. The consonantal 
+  affix is infixed between the word-initial vocalic prefix of the formative and 
+  the C<FONT size="1">1</FONT> radical. This is only permissible if the infix 
+  does not cause ambiguity in interpretation of the resulting consonant conjunct, 
+  i.e., it will not be confused with either a different radical or an Illocution 
+  affix (see <A href="ithkuil-ch5a-verbs.htm#Sec5o1">Sec. 5.1</A>). The 
+  vocalic portion of the consonantal affix which indicates the degree of the affix 
+  is suffixed in word-final position so that it cannot be ambiguously interpreted 
+  as being associated with another suffix. Thus, for example, <STRONG>woikâl</STRONG> 
+  + <STRONG>uc</STRONG> becomes <STRONG>woickâlu</STRONG>. If placement 
+  of the vocalic suffix indicating degree results in ambiguity as to which consonantal 
+  affix it applies to, then prefixation of the consonantal affix is not permitted. 
+  For example, the form <STRONG>ébdortui</STRONG> would be impermissible 
+  because it is ambiguous as to whether the word is equivalent to <STRONG>édorta+bui</STRONG>, 
+  <STRONG>édora+</STRONG>(<STRONG>a</STRONG>)<STRONG>t+bui</STRONG>, or 
+  <STRONG>édora+tui+</STRONG>(<STRONG>a</STRONG>)<STRONG>b</STRONG>.</P>
+
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="98%" border="0" cellpadding="3" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD height="26">
+<P><FONT size="4"><STRONG>7.7 LIST OF AFFIXES</STRONG></FONT><A name="Sec7o7"></A></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The 153 affix categories are given in the sections which follow. 
+  Each affix indicates which of the five classes of affixes it belongs (<STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="1">1</FONT>C, 
+  V<FONT size="1">2</FONT>C, V<FONT size="1">0</FONT>C, V<FONT size="1">S</FONT>C, 
+  </FONT></STRONG><FONT face="Arial, Helvetica, sans-serif">or<STRONG> V<FONT size="1">3</FONT>C</STRONG></FONT>), 
+  the consonant-form associated with it, its overall function, its three-letter 
+  label used in morphological analysis, and the meaning or translation of each 
+  of its nine degrees. For most degrees, a nominal and verbal meaning is given. 
+</P>
+<H3 align="justify"><BR>
+  7.7.1 Demonstrative Affixes</H3>
+<P align="justify">These affixes correspond to various determiners and modifying 
+  adjectives in English having to do with denoting or identifying a noun within 
+  a larger context or discourse.</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>kt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DEF</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Definiteness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">any (number 
+      of) [random selection - NOT quantitative/partitive “any”]; in 
+      any manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      any; in almost any (number of) way(s)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some X 
+      or other; in some way or other</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some certain 
+      X ; in some certain way [identity unknown]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">this X 
+      or that; a certain X or more; in this way or that [identity almost known 
+      – choices limited]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a certain 
+      / a particular; in a certain or particular way [identity ascertainable]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">presumably 
+      this/that; apparently this X ; in that way presumably [tentatively identified] 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">this/that/said; 
+      in said manner/(in) that way [identity known]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">at hand/under 
+      discussion/this one now/instant; in this manner [identity = present context]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P><TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>kt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>INL</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Discretion</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">announced/advertised/heralded; 
+      w/ public disclosure</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">open &amp; 
+      well-known; with full public knowledge</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">open/public; 
+      for all to see/publicly/openly </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">shown, 
+      open, or available by request/ by request</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">semi-public(ly), 
+      exclusive(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">own/personal; 
+      personally</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">own private; 
+      privately </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">secret; 
+      secretly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">confidential/classified</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Jv.gif" width="9" height="20" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>INL</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Inclusion</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not a(ny), 
+      not one, no X whatsoever, none of X; in no such manner </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hardly 
+      any, barely any X; in hardly any such manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some few/a 
+      few certain … ; in a few certain ways</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some (of)/certain 
+      . . .; in certain ways</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">several 
+      / more than a few / various / in various ways / in several different ways</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a significant 
+      portion of/a fair number of; in a fair number of ways</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">most/in 
+      most ways</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      every; in almost every way</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">each/every; 
+      in each way</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Jv.gif" width="9" height="20" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>EXT</STRONG></DIV></TD>
+    <TD width="82%">Exactness of Identity / Identity As a Referent Or Standard</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">nothing 
+      like that X; nothing like that ; in no way similar</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      like that X; somewhat so</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">nearly 
+      or almost that X; nearly or almost so</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">just about 
+      . . . / for all intents and purposes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">kind of 
+      / type of / this sort of; typically</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">such (a); 
+      in such a manner </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">clear (case 
+      of); clearly / certainly / indeed[in negative sentences = no way / at all]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">just like 
+      that; just so, thus(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">the exact 
+      X / the very (one); exactly thus / exactly so</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"><STRONG>s</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>FAM</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Familiarity</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unknowable 
+      / alien; unable to even try X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">totally 
+      unfamiliar; totally unaccustomed to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unfamiliar; 
+      unaccustomed to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      unfamiliar; somewhat unaccustomed to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">only just 
+      (recently) familiar; only just recently familiar to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      familiar; somewhat accustomed to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">familiar/known; 
+      accustomed to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">well-known 
+      / utterly familiar with / ingrained; inherently accustomed or used to X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">intimate 
+      with; intimately involved with / intimately accustomed to</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>p</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SIM</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Similarity</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">opposite; 
+      as different as possible / at the other extreme</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">completely 
+      different/dissimilar; in a totally different or dissimilar way</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">rather 
+      different / barely similar / almost completely different or dissimilar; 
+      in an almost completely different way</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">other [=different]; 
+      in another [=different] way</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      different, only superficially similar; somewhat differently</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">similar 
+      in the ways that count/similar down deep, some sort of X; similarly at deep 
+      level</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">(somewhat) 
+      similar, only superficially different, sort of like, something like, X-like; 
+      similarly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very similar; 
+      very similarly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[exactly 
+      the] same, indistinguishable from; in the [exactly] same way</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<H3> 7.7.2 Deictic Affixes</H3>
+<P align="justify">Deictic affixes refer to the grammatical process of <STRONG>deixis</STRONG>, 
+  the act of pointing to or pointing out. The affixes correspond to the different 
+  variants of the concepts of ‘here’ and ‘there.’ In Ithkuil, 
+  distinctions are made in these affixes as to whether a referent is near the 
+  speaker, near the listener, distant from both, whether it is observable or accessible, 
+  and in some case, whether it is alienable or inalienable (i.e., whether the 
+  entity can be separated from the associated person).<BR>
+</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"><STRONG>’</STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DEX</STRONG></DIV></TD>
+    <TD width="82%">Deixis Categories</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">yonder 
+      / way over there somewhere / a long way away (not near anyone) [inaccessible 
+      or unobservable] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">over there 
+      somewhere (by third party) [inaccessible or observable]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">there somewhere 
+      (by listener) [inaccessible or observable] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">here somewhere 
+      (by speaker] [inaccessible or observable]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">here (by 
+      speaker and accessible] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">here with 
+      us (by speaker and listener and accessible] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">there [by 
+      listener and accessible] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">there (by 
+      third party, but accessible to speaker and listener) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">yonder 
+      / way over there [not near any party but accessible]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"><STRONG>’</STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DXX</STRONG></DIV></TD>
+    <TD width="82%">More Deixis Categories</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered yonder / all over out there [inaccessible]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all about listener / all over the place around 
+      listener [inaccessible]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all about speaker / all over the place / here 
+      and there [inaccessible]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all about speaker / all over / here &amp; there 
+      [observable but inaccessible]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all throughout speaker / enveloping speaker 
+      [inalienable]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all throughout speaker / enveloping speaker 
+      [alienable]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all about speaker/all over the place / here 
+      and there [accessible]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered all about listener / all over the place around 
+      listener [accessible]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">spread 
+      out/ everywhere / scattered yonder / all over out there [accessible]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="left">&nbsp;</P>
+<H3>7.7.3 Sequential Affixes<A name="Sec7o7o3"></A></H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>nn</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SEQ</STRONG></DIV></TD>
+    <TD width="82%">Numerical Sequence</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">first / 
+      initial; first(ly) / first of all</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">second; 
+      secondly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">third; 
+      thirdly </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">still near 
+      the beginning / not yet halfway</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">the middle 
+      one, in between (sequentially)/ just about halfway there</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">nearing 
+      the end</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">third from 
+      last; antepenultimately</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">next to 
+      last; penultimately</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">last / 
+      final; last(ly) / finally (in terms of sequence)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>nn</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SQT</STRONG></DIV></TD>
+    <TD width="82%">Sequence Relative to Present Context</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">immediately 
+      beforehand / first</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one before 
+      preceding</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">the former; 
+      primarily</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">two before 
+      preceding </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">current/at 
+      hand; now/currently / at the moment [in sequence of events]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">second 
+      one after next</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">the latter; 
+      secondarily </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one after 
+      next</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">next / 
+      following; then / next</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>c’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SQC</STRONG></DIV></TD>
+    <TD width="82%">Sequence of Cause and Effect</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">originating; 
+      originally / in the first place / initially / at the outset</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">preliminary; 
+      preliminarily</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">preparatory 
+      / in preparation for / getting ready to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">awaited; 
+      waiting to/ waiting for [focus on imminency or sequential position, NOT 
+      on anticipation] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">precursor 
+      to; but just beforehand</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">based on 
+      the preceding and setting the stage for what follows</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">eventual 
+      / at last; at last / finally (result) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">following 
+      /...which follows; then subsequent to that / following that... </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">subsequent 
+      / consequent; then / so / thus / therefore </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<H3> 7.7.4 Coordinative Affixes<A name="Sec7o7o4"></A></H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>w<BR>
+      </STRONG></FONT>or -V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>y</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>COO</STRONG></DIV></TD>
+    <TD width="82%">Adjunctive Coordination</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">in conjunction 
+      with / combined with / including X</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">and / also 
+      / additionally/ furthermore/ moreover/ what’s more</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> . . . 
+      and so forth / and so on / and all that/ and whatever else</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">and at 
+      the same time / and simultaneously</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">and [all 
+      in a series]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">or [potentially 
+      inclusive] = and/or</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">either 
+      . . . or [exclusive or] / or else</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">. . . or 
+      something else / or whatever / or whatever else</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">either 
+      . . . or [exclusive or in a series] </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> Degree 2 of this affix is used with FOCUS (see <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 
+  3.5</A>) to disambiguate a sentence like <EM>Our team defeated their team, too</EM> 
+  [is our team on a winning streak or is their team on a losing streak?]<BR>
+</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>rr</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CTR</STRONG></DIV></TD>
+    <TD width="82%">Contrastive Coordination</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">still / 
+      nevertheless / however — (despite seemingly inherent conflict or contradiction)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">besides 
+      / not just . . . but also / in addition to X… also </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">even / 
+      or even / … still [e.g., thicker still]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">or [= otherwise]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">as opposed 
+      to / but not</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">but [qualifying]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">however 
+      / on the other hand — (simple difference in expected outcome, no inherent 
+      conflict)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">but (rather) 
+      [= substitute]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">just in 
+      case / should the need arise</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>rr</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DST</STRONG></DIV></TD>
+    <TD width="82%">Distributive Coordination</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">applying 
+      to each equally [unfairly]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">applied 
+      selectively by decision/preference [unfairly]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">respectively 
+      (=to each) but in differing amounts [unfairly] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">selectively 
+      at random [unfairly]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">respectively 
+      [= applied in the sequentially spoken order]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">selectively 
+      at random [fairly]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">respectively 
+      (=to each) but in differing amounts [fairly]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">applied 
+      selectively by decision/calculation [fairly]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">applying 
+      to each equally [fairly]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+
+<P>&nbsp;</P>
+<P align="right"> <STRONG><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">Chapter 
+  7 continued &gt;&gt;</A></FONT></STRONG></P>
+<P align="left">&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch7a-affixes1.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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="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">&nbsp;</P>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0049)ithkuil-ch7b-affixes-contd.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 7 (Continued): Using Affixes</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
+<META name="keywords" content="constructed language, conlang, philosophical language, hypothetical language, fictional language, artificial language, constructed languages, conlangs, philosophical languages, hypothetical languages, fictional languages, artificial languages">
+<META name="distribution" content="global">
+
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+<!--
+//-->
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch7b-affixes2.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 7 (continued): Using Affixes</H2>
+<H3> <BR>
+  7.7.5 Temporal Affixes</H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>TPI</STRONG></DIV></TD>
+    <TD width="82%">Impact or Duration Over Time</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">immediate 
+      / at this instant / for this moment; momentary</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">temporary 
+      / for right now / for the moment; temporarily / in the meantime [duration 
+      of context. recent]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">short term/for 
+      now; in the short term/for now/ / for the immediate future [hours to days]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for the 
+      meantime / for the meanwhile [days to weeks to months]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for a while 
+      / for some time to come [months to several years]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for the 
+      foreseeable future [years to decades]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">long term/in 
+      the long run; over the course of time [over the course of a lifetime, decades 
+      to centuries]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">through 
+      the ages / over the course of the ages [centuries to millenia]; permanent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ever-present 
+      / eternal / constant / incessant / neverending; from now on / eternally 
+      / all the time / for all time</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ll</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>FRQ</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Frequency</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">never</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">rare / 
+      hardly ever / once in a great while; rarely / almost unheard of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">infrequent; 
+      seldom / infrequently</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">now and 
+      then / from time to time / off and on / every so often / now and again occasionally 
+      / sometimes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">frequent; 
+      frequently / often</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">usual; 
+      usually / customarily / generally</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      always / rarely fail to / routinely</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ever-faithful 
+      / unwavering; always / every time / without fail / like clockwork / never 
+      fail to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">constant 
+      / continuous; constantly / continuously / all the time</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>z</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>TPR</STRONG></DIV></TD>
+    <TD width="82%">Temporal Placement/Reaction/Viewpoint</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wistfully 
+      looking back / in the (good) old days [with longing]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">in hindsight 
+      / looking back</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">upon further 
+      consideration/upon reflection</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">initial; 
+      at first/initially / at first blush / at first glance</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">now that 
+      the moment has come / now that the time is here / now that the deed or event 
+      is at hand</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">any moment 
+      now; on the verge of; just about to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">imminent(ly) 
+      ; very soon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">soon [w/ 
+      anticipation]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">someday. 
+      . . / one day [with longing]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>q’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>TPP</STRONG></DIV></TD>
+    <TD width="82%">Temporal Position Relative to Present</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">in the 
+      remote past, once upon a time</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">past/former/previous; 
+      once [e.g., I was young once], a long time ago</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">recent; 
+      recently</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">. . . just 
+      past / just (happened)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">present/current/present 
+      day; now / at present / presently / currently</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">imminent; 
+      just about to / about to / on the verge of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">forthcoming 
+      / soon to arrive; soon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">future 
+      / -- to be / --to come / eventual(ly); someday... </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">in the 
+      remote future / far in the future / long after we’re gone</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0<IMG src="assets/s-cedilla.gif" width="8" height="14" align="middle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ATC</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Anticipation</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">long-awaited 
+      / long looked for</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">eagerly 
+      awaited; can’t wait for / dying to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">anticipated 
+      / awaited; in anticipation of / look forward to </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">up for 
+      / up to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">await / 
+      wait to / wait for / waiting to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ambivalent 
+      about ; could take or leave it</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not looking 
+      forward to </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">dreaded; 
+      dread X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">long-dreaded; 
+      dread the day when</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>z</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>LAT</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Lateness/Earliness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">way too 
+      early / way too soon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too early 
+      / too soon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      early / a bit soon </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      late / not a moment too soon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">just in 
+      time / sharp / on the dot </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      late</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">late</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too late</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">way too 
+      late</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><A name="ITNaffix"></A><FONT size="2" face="Arial, Helvetica, sans-serif"> 
+  </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>nt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ITN</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Iteration</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">just once 
+      / once only</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">again / 
+      once more / one more time / re-</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">again and 
+      again / keep X-ing over and over [focus on habit, not periodicity]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">again and 
+      again / keep X-ing over and over [focus on periodicity, not habit]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">irregular, 
+      unpredictable ; at irregular or unpredictable intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[cyclic] 
+      return of... / ...once again; return to / …back again [e.g., summer’s 
+      back]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">intermittent; 
+      intermittently / at regular intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">repetitive 
+      / repeating; repeatedly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">constantly 
+      cycling or repeating / continuously or perpetually repeating / constant, 
+      eternal, perpetual repetition of </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>RPN</STRONG></DIV></TD>
+    <TD width="82%">Pattern of Spatio-Temporal Repetition or Distribution of Set 
+      Members</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slow-paced 
+      repetition at regular intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slow-paced 
+      repetition at irregular intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slow-paced 
+      repetition at mixed intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">mid-paced 
+      repetition at irregular intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">mid-paced 
+      repetition at regular intervals </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">mid-paced 
+      repetition at mixed intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fast-paced 
+      repetition at mixed intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fast-paced 
+      repetition at irregular intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fast-paced 
+      repetition at regular intervals</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<H3> 7.7.6 Quantifying Affixes</H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/g-dot.gif" width="12" height="19" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DGR</STRONG></DIV></TD>
+    <TD width="82%">Exactness of Degree </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unknowable 
+      degree or amount of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unknown 
+      degree or amount of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      impossible to determine degree of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">nowhere 
+      near the desired degree of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hard to 
+      pinpoint / hard to determine / difficult to determine </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fluctuating, 
+      ever-changing (amount of); to changing/fluctuating degree or extent of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">vaguely 
+      around / vaguely in the range of / somewhere around / loosely in the vicinity 
+      of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">approximate(ly) 
+      / somewhere around / just about; or something like that / …or so</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">exact/specific; 
+      exactly / specifically / on the dot / sharp / to the letter</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ss</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PTW</STRONG></DIV></TD>
+    <TD width="82%">Contiguous Portion of the Whole</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">no amount 
+      of / none (of)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a very 
+      few / a tiny amount of / a tiny number of; only a tiny bit / a tiny bit</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">few / a 
+      little / a bit; a little / a bit</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some, any 
+      [= some of] / some of or any of the / a portion; partially / to some extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a fair 
+      number of / a fair amount of / pretty (+adj.) / fairly (+adj.) / rather 
+      / somewhat; more or less / to a fair extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">much / 
+      many / (such) a lot of / very / quite (a); quite; a lot / very much / to 
+      a large extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a whole 
+      lot of / a verly large amount or number of / immensely, in an incredible 
+      amount / so much…; so</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">most of 
+      / mostly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> every 
+      / all (of)/whole; entirely/in its entirety</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ss</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PTT</STRONG></DIV></TD>
+    <TD width="82%">Non-Contiguous (i.e., Intermixed) Portion of the Whole </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">no amount 
+      of / none (of)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a very 
+      few / a tiny amount of / a tiny number of; only a tiny bit / a tiny bit</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> few/a 
+      little / a bit; a little / a bit</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some, any 
+      [= some of] / some of or any of the / a portion; partially / to some extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a fair 
+      number of / a fair amount of / pretty (+adj.) / fairly (+adj.) / rather 
+      / somewhat; more or less / to a fair extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">much / 
+      many / (such) a lot of / very / quite (a); quite /; a lot / very much / 
+      to a large extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a whole 
+      lot of / a very large amount or number of / immensely, in an incredible 
+      amount / so much…; so</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">most of 
+      / mostly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">every / 
+      all (of) / whole; entirely / in its entirety</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>mt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CNM</STRONG></DIV></TD>
+    <TD width="82%">Type of Container/Packaging/Conveyance/Holder<A name="CNMaffix"></A></TD>
+  </TR>
+  <TR> 
+    <TD height="27"><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">jar/pot 
+      of X [storage + containment]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">dispensor-type 
+      container/package, e.g., tube, barrel, bottle for multiple use</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">can/tin/bottle/sealed 
+      pouch [= storage + packaging + protection/preservation]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">carton/box/basket 
+      [= temporary containment]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural 
+      or generic mass containment/packaging/holder (e.g., a loaf of bread, a lump 
+      of clay)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">satchel, 
+      pack of [= for personal conveyance/moving]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">pile of, 
+      load of [= in context of conveyance/moving or bulk storage]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">X-ful of 
+      [+ Partitive], e.g., a roomful of clowns, a skyful of clouds, a treeful 
+      of leaves, a spoonful</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">embodiment/manifestation 
+      of abstract essence, e.g., a life form [= an embodiment of life]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P><TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>d</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SUF</STRONG></DIV></TD>
+    <TD width="82%">Degree Of Sufficiency</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">none at 
+      all; not…at all</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">way too 
+      little / woefully insufficient / way too few; not...anywhere enough / totally 
+      under-[+verb]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not enough 
+      / insufficient / too few; not...enough / insufficiently / under-[+verb]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not quite 
+      enough / slightly insufficient; not...quite enough / a bit insufficiently 
+      / slightly under-[+verb]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">enough 
+      (of) / sufficient; enough / sufficiently</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      too / a little too much; a little too much / slightly over- [+verb]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too / toomuch; 
+      too much / too many / over- [+verb]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">way too 
+      / way too much; way too much / totally over- [+verb]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">inundated 
+      with; to the exclusion of all else / to the point that X overwhelms or takes 
+      over</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>b</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>EXN</STRONG></DIV></TD>
+    <TD width="82%">Degree or Extent</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">none (at 
+      all); to no extent at all</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">tiniest 
+      part of / a bit of; to smallest extent / hardly / barely</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">only a 
+      part of / only some of; to some extent / partially / partly / somewhat</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">less than 
+      usual / below normal; less so than usual/ to a lesser degree or extent than 
+      usual</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">the normal, 
+      expected or usual amount (of)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">more than 
+      usual / above normal; more so than usual; to a greater degree or extent 
+      than normal</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">way more 
+      than usual / way above normal or expected; to a much greater degree or extent 
+      than normal</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      as much as possible / near(ly) maximum</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">total, 
+      -ful; to greatest extent / maximum / maximal; maximally / at full capacity, 
+      e.g., She bought out the store.</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>šq</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>EXD</STRONG></DIV></TD>
+    <TD width="82%">Dynamically Changing Degree or Extent</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">less and 
+      less / fewer and fewer / ongoing decrease in; decreasingly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a lot fewer 
+      / a lot less (of); a lot less</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fewer / 
+      less (of); less </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      less (of) / a bit less (of); a little less / a bit less </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a fluctuating 
+      amount or degree of; to a fluctuating degree or extent </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      more (of) / a bit more (of); a little more / a bit more </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">more (of); 
+      more </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a lot more 
+      (of); a lot more </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">more and 
+      more / continuing increase in / increasingly more</FONT> / <FONT size="2" face="Arial, Helvetica, sans-serif">ever-increasing</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> This affix is used with all vector-like or gradient concepts. When used with 
+  the <FONT size="2">COMPLETIVE</FONT> version, degrees 1 and 9 imply attainment 
+  of a change in state, e.g., <EM>sleepiness <IMG src="assets/arrow.gif" width="17" height="9"> 
+  sleep.</EM></P>
+<H3><BR>
+  7.7.7 Modulative Affixes<A name="Sec7o7o7"></A></H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ns</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>RCO</STRONG></DIV></TD>
+    <TD width="82%">Recoil in place (spring back; snap back; fall back into place)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>n<IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>TFI</STRONG></DIV></TD>
+    <TD>Back &amp; forth; to &amp; fro in place (e.g., pendulum, wagging tail)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>nš</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>TFV</STRONG></DIV></TD>
+    <TD>Back &amp; forth over linear vector (e.g., snake-like; zig-zag)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>nz</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>CRI</STRONG></DIV></TD>
+    <TD>Cycle or circular motion in place (spin, revolve)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>n<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>CRV</STRONG></DIV></TD>
+    <TD>Cycle or circular motion over linear vector (e.g., train wheels, bike 
+      wheels)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">o</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/n-eng geminate.gif" width="17" height="12" align="absbottom"></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>MDL</STRONG></DIV></TD>
+    <TD>Random pattern of modulation (unpredictable/irregular movement pattern)</TD>
+  </TR>
+</TBODY></TABLE>
+<P> These affixes operate in conjunction with Phase (<FONT color="#000000"><A href="ithkuil-ch6-moreverbs.htm#Sec6o2">see 
+  Sec. 6.2</A></FONT>) to describe contexts involving recoil, spring motion, oscillative, 
+  cyclic, reflective or vibrative motion, using the following degrees:</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="12%"><FONT size="2">Degree 1</FONT></TD>
+    <TD width="88%" colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not enough</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hardly 
+      at all </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a small 
+      degree </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a less 
+      than normal degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to the 
+      normal / standard / usual degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a greater 
+      than normal degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a large 
+      degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a very 
+      large degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too much 
+      / overly</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>g</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>FLC</STRONG></DIV></TD>
+    <TD width="82%">Degree of Fluctuation/Stability</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">inherently 
+      and consistently unstable and random to a high degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">highly 
+      variable/random fluctuation or instability</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">moderately 
+      variable/random fluctuation or instability</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">increasing 
+      fluctuation or destabilization in pattern</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">tending 
+      toward fluctuations and periods of instability</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">decreasing 
+      fluctuation or instability in pattern = increasing stability</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">moderately 
+      stable and lacking in fluctuations</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">complete 
+      lack of fluctuation or instability; highly stable</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">inherently 
+      and consistently stable</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>f</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ICR</STRONG></DIV></TD>
+    <TD width="82%">Increase</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ft</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><STRONG>DCR</STRONG></TD>
+    <TD>Decrease</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ht</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><STRONG>ICD</STRONG></TD>
+    <TD>Increase then Decrease</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>kf</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><STRONG>DCI</STRONG></TD>
+    <TD>Decrease then Increase</TD>
+  </TR>
+  <TR>
+    <TD>-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>q<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><STRONG>IDR</STRONG></TD>
+    <TD>Random/Varying Increases and Decreases<FONT size="2" face="Arial, Helvetica, sans-serif">&nbsp;</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>Used with the following degrees, the above five affixes operate to expand Phase 
+  into showing increases or decreases (or wavering) of intensity of an action 
+  during its duration.</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%"><FONT size="2">Degree 1</FONT></TD>
+    <TD width="89%"><FONT size="2" face="Arial, Helvetica, sans-serif">so slowly 
+      as to seem immovable</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">very slowly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">slowly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat slower than 
+      normal </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">normal/usual/standard 
+      speed</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat faster than 
+      normal</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">fast/quickly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">very rapidly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD><FONT size="2" face="Arial, Helvetica, sans-serif">so rapidly as to be 
+      unable to follow</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>fs</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>MVT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Stillness/Movement</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unmovable 
+      – integrated</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unmovable 
+      due to mass</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not easily 
+      moved</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">inclined 
+      to stillness</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">holding 
+      still</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">moving 
+      around slightly, stirring</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">moving 
+      around in one place</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">moving 
+      around, agitated</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">highly agitated, unable to keep still</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<H3><FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  <BR>
+  <BR>
+  </FONT> 7.7.8 Qualifying Affixes</H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>x</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SIZ</STRONG></DIV></TD>
+    <TD width="82%">Degree of Size</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too small</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very small/ 
+      very little/ miniscule/ tiny/ itty-bitty;in a very small manner; barely/hardly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">small/little</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      on the small size / undersized / petite </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a little 
+      on the large size / oversized / jumbo </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">big/large; 
+      in a large manner </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very big/very 
+      large; in a very large manner </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">enormous(ly) 
+      / huge(ly) / humoungous(ly) / gigantic(ally)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too big 
+      / too large / too huge; in too large a manner</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SCO</STRONG></DIV></TD>
+    <TD width="82%">Dynamic Change of Size</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">smallest 
+      single manifestation of / particle of </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">runaway 
+      shrinkage of / rapid disappearance or diminishment of </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">solitary 
+      / only / sole / lone / unaccompanied; alone / by -self / on his own / unaccompanied 
+      / solely</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">decreasing 
+      / de-escalating / shrinking </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">compact/concentrated; 
+      in efficient or compact way [e.g., <EM>canyon</EM> <IMG src="assets/arrow.gif" width="17" height="9"> 
+      <EM>gorge</EM>]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">expanded/enhanced; 
+      in expanded or enhanced way [e.g., <EM>canyon</EM> <IMG src="assets/arrow.gif" width="17" height="9"> 
+      <EM>rift valley</EM>] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">growing, 
+      increasing, escalating </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">runaway 
+      / runaway growth, increase or expansion of </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">synergistic 
+      expansion e.g., hit (+ <FONT size="1">RCP</FONT> valence) <IMG src="assets/arrow.gif" width="17" height="9"> 
+      fight</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>h</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>AFT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Affect</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">cute/darling 
+      / in a cute or darling manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too cute 
+      / schmaltzy / in a maudlin way</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">kitschy 
+      / quaint(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">dear, endearing(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">lovely 
+      / elegant</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">esteemed</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">imperious 
+      / royal / most high / most excellent / revered </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too grand 
+      / too imperious</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">great / 
+      grand; in a great / grand / grandiose manner</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>QUA</STRONG></DIV></TD>
+    <TD width="82%">Degree of Quality, Effectiveness or Adequacy</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too poor(ly); 
+      too badly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very bad(ly) 
+      / very poor(ly) / very inadequate(ly) / intolerable / intolerably / terrible 
+      / terribly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">bad / poor 
+      / inadequate; badly / poorly / inadequately / wanting / lacking</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not-so-good 
+      / could be better; somewhat poor(ly) or bad(ly) / somewhat wanting or lacking 
+      / below average</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not-so-bad 
+      / average; could be worse; so-so / somewhat well / OK, I guess / adequate(ly) 
+      / acceptably </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">good/effective; 
+      well/effectively/ more than adequate / above-average</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very good 
+      / very effective(ly) / very well</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">excellent(ly) 
+      / superb(ly) / outstanding(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">astounding(ly) 
+      / amazing(ly) great or well / unbelievably excellent / absolutely superb(ly) 
+      / unsurpassable(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>UNQ</STRONG></DIV></TD>
+    <TD width="82%">Degree of Specialness or Uniqueness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">vulgar, 
+      trashy, too cheap / in a vulgar or trashy manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">cheap, 
+      tasteless, gaudy, gauche / in a cheap, gaudy, gauche or tasteless manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">run of 
+      the mill / unexceptional / average / commonplace / ordinary; in a commonplace 
+      or unexceptional manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      ordinary / somewhat common(place)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      special / somewhat out of the ordinary / interesting(ly) / intriguing(ly) 
+      / eye-catching / appealing(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">special; 
+      epecially</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">extraordinary 
+      / highly unusual; extraordinarily</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">(one and) 
+      only/unique; in the only way / uniquely / unparallelled</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">marvelous 
+      / wonderful / wondrous / awesome / awe-inspiring</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Gv.gif" width="12" height="21" align="absbottom"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CNQ</STRONG></DIV></TD>
+    <TD width="82%">Degree of Consequentiality, Finality or Irrevocability</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">inconsequential/sham/having 
+      no effect; like it didn’t even happen/with no effect</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">relatively 
+      inconsequential / having little effect / easily reversible or undone / to 
+      little effect / minor / to minor degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      inconsequential/having only some effect/reparable/reversible/to some effect 
+      / somewhat minor</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not so 
+      minor / somwhat significant degree / reversible with effort / having a somewhat 
+      significant impact or effect</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">consequential 
+      / having a fair effect / reversible only with concerted effort / to good 
+      effect</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Overall 
+      / signifcant degree of; all in all / for the most part/to great effect / 
+      on the whole</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">virtually 
+      total/near total; nearly for good/almost completely</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">utter / 
+      complete / total; altogether / completely / for good / utterly / irrevocably 
+      for all intents and purposes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for all 
+      time / forever / finally</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>NTR</STRONG></DIV></TD>
+    <TD width="82%">Degree of Notoriety, Acceptance, Respect, Honor</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">pariah-like 
+      / ostracized; in an alienating or self-ostracizing manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">infamous; 
+      infamously</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">frowned-upon 
+      / disapproved ; in a manner guaranteed to arouse disapproval</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">tolerated; 
+      in a tolerated manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">common 
+      / customary / expected / accepted; in an common, customary, expected, or 
+      accepted manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">notorious(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">well-known 
+      / well-liked / well thought of; in a totally appropriate way / in a manner 
+      befitting a gentleman or lady</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">respected 
+      / honored; respectfully / honorably</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">highly 
+      praised / highly honored / highly esteemed / highly respected / most excellent 
+      / most honorable</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom">t</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>APR</STRONG></DIV></TD>
+    <TD width="82%">Degree of Contextual Appropriateness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">contemptable(-ly) 
+      / utterly inappropriate(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">scandalous(ly) 
+      / trashy(-ly) / inappropriate(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> ill-mannered 
+      / boorish(ly) / improper(ly) / tasteless(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">eyebrow-raising 
+      / questionable(-ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      improper(ly) / unorthodox(ically) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">acceptable(-ly) 
+      / adequate(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">appropriate(ly) 
+      / proper(ly) / correct(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">utterly 
+      appropriate(ly), very proper(ly); strictly correct(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">stuffy 
+      / orthodox / old-fashioned; utterly predictable(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-bar.gif" width="9" height="11" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>HRC</STRONG></DIV></TD>
+    <TD width="82%">Position on Social, Occupational, or (Para-) Military Hierarchy</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">bottom 
+      rung / the “dregs”</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">rank &amp; 
+      file </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">lower echeleon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">lower-mid</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">mid-level</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">upper mid</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">upper echeleon</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">senior</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">head / 
+      chief / top / executive</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>This affix, for example, would be used to distinguish the names of the various 
+  ranks within a military or paramilitary organization such as <EM>private, corporal, 
+  sergeant, lieutenant</EM>, etc. all the way up to <EM>general</EM> and <EM>supreme 
+  commander</EM>.</P>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-dot.gif" width="9" height="15" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>FRM</STRONG></DIV></TD>
+    <TD width="82%">Degree of Formality</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too casual 
+      / overly casual</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very casual</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">casual</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      casual</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">neither 
+      casual nor formal </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      formal </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">formal</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very formal</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too formal 
+      / overly formal</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>j</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>TYP</STRONG></DIV></TD>
+    <TD width="82%">Degree of Typicalness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unique 
+      / never-before-seen / one of a kind / shocking</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">original 
+      / avante-garde; surprising(ly) / innovative(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">atypical(ly) 
+      / unusual(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      atypical(ly) or unusual(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">garden 
+      variety / run-of-the-mill / typical(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">expected 
+      / common; in a commonplace manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">disappointingly 
+      typical; very typically </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unoriginal 
+      / mundane; in an uninspired way</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">stereotyped 
+      / stereotypical(ly) </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/r-cedilla geminate.gif" width="16" height="12" align="absbottom"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PTY</STRONG></DIV></TD>
+    <TD width="82%">Degree of Prototypicalness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very dissimilar 
+      to prototype, very atypical member, closer to members of different set</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">dissimilar 
+      to prototype, atypical member </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">having 
+      noticeable dissimilarities from prototype </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      dissimilar to prototype</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">having 
+      unknown degree of closeness or similarity to prototype </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">adequately 
+      similar to prototype</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">as close 
+      to prototype as is typically found</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">as close 
+      to prototype as possible</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">prototype/archetype/model</FONT> 
+    </TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"></FONT><STRONG>’</STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ITG</STRONG></DIV></TD>
+    <TD width="82%">Degree of Intelligence Manifested</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">dumb / 
+      stupid / assinine; idiotic(ally) / moronic(ally)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">foolhearty 
+      / foolish(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ill-conceived(ly) 
+      / (in a) poorly thought out (way) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">naïve(ly) 
+      / simplistic(ally) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">well-intentioned 
+      but ill-conceived / reckless(ly); risky </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">well-reasoned 
+      / intelligent(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">innovative(ly) 
+      / daring [based on analysis and judgement] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ingenious 
+      / brilliant </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wise(ly); 
+      [V2c’ = ‘philosophical(ly)] </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT> </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-slash.gif" width="8" height="14"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>MDN</STRONG></DIV></TD>
+    <TD width="82%">Degree of Age or Modernity</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">prehistoric 
+      / proto-</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ancient</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">old (first) 
+      / archaic </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">classic(al) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">old-fashioned; 
+      in the old-fashioned way </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">“yesteryear”; 
+      in the era just passed; in the previous zeitgeist </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">modern, 
+      contemporary, present-day </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">innovative 
+      / trailblazing; innovatively, trailblazingly, cutting-edge </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">avant-garde 
+      </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<H3>7.7.9 Modifying Affixes<A name="Sec7o7o9"></A></H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="10%">-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>r</STRONG></FONT></TD>
+    <TD width="8%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>NA1</STRONG></DIV></TD>
+    <TD width="82%">Negation/affirmation of all morphological components</TD>
+  </TR>
+  <TR> 
+    <TD height="27">-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>l</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>NA2</STRONG></DIV></TD>
+    <TD>Negation/affirmation of stem + affixes but not adjunct information</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Rv.gif" width="7" height="16" align="absmiddle"></STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>NA3</STRONG></DIV></TD>
+    <TD>Negation/affirmation of all morphological components except Modality </TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">S</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/r-cedilla.gif" width="8" height="14" align="absbottom"></FONT></TD>
+    <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG>NA4</STRONG></DIV></TD>
+    <TD>Negation/affirmation of all but aspectual or Modality information </TD>
+  </TR>
+</TBODY></TABLE>
+<P> The above four affixes are used to affirm or negate a formative. Because much 
+  of the information associated with an Ithkuil formative is carried in adjuncts, 
+  the above affixes are used to indicate exactly which morpho-semantic information 
+  is being affirmed or negated. For example, in English the sentences <EM>I don’t 
+  want to stop eating, I want to not stop eating, and I want to stop not eating</EM> 
+  mean different things. The above four affixes are used with the following degrees. 
+</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="12%"><FONT size="2">Degree 1</FONT></TD>
+    <TD width="88%" colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">on 
+      the contrary…most cerainly does NOT/is NOT [absolute negation]; no 
+      X whatsoever; absolutely not = emphatic negation/denial</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">on the 
+      contrary…does NOT or is NOT [absolute negation contrary to expectation]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">on the 
+      contrary…does NOT or is NOT [relative negation contrary to expectation]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">no; not 
+      [absolute negation] = e.g.,<EM> I will not win the race (because I’m 
+      not in the race)</EM></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">no; not 
+      [relative negation] = e.g., <EM>I will not win the race (although I am in 
+      the race)</EM></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      / near(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hardly 
+      / barely</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">…does 
+      (too) / is (too) [= simple affirmation contrary to expectation]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">…is 
+      indeed / does indeed / most certainly is / most certainly does [emphatic 
+      affirmation]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DEV</STRONG></DIV></TD>
+    <TD width="82%">Degree of Development</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">reversal 
+      or undoing of process = ‘un-’ / ‘de-’ / ‘dis-’</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">reversal/undoing 
+      of process in large chunks = ‘un-’ / ‘de-’ / ‘dis-’</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">reversal 
+      little by little / a little at a time = entropic change in / slowly falling 
+      apart / unravelling</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">moribund 
+      / stagnant; in a moribund or stagnant manner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">well-maintained 
+      / well-kept / “healthy”; keep X going / maintain X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one by 
+      one / one at a time / one after another</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">little 
+      by little / a little at a time / bit by bit / a piece at a time</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by leaps 
+      and bounds / in large amounts at a time</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">complete 
+      achievement now irreversible / set in stone</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>pt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>REA</STRONG></DIV></TD>
+    <TD width="82%">Degree of Genuineness or Veracity</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">real / 
+      actual / true / genuine; truly, genuinely, really, actually, indeed [affirmation 
+      contrary to suggestion otherwise]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">real / 
+      actual / true / genuine; truly, genuinely, really, actually, indeed</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">apparent 
+      / seeming / looks like a; apparently / appears to have / seems to have</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">suspicious-looking 
+      / ”fishy” seeming; presumably /allegedly / gives the appearance 
+      of having</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ersatz 
+      / facsimile; as an equivalent to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">substitute 
+      / replacement / proxy / fill-in / placeholder; as a substitue or proxy for</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fake / 
+      pretend / mock; pretend to, fake X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">imaginary 
+      / unreal / made-up ; imagine X-ing, not really X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">imaginary 
+      / unreal / made-up ; imagine X-ing, not really X-ing [contrary to suggestion 
+      otherwise]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom">k</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SCS</STRONG></DIV></TD>
+    <TD width="82%">Degree of Success versus Failure</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">total failure 
+      in; completely fail to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">failed, 
+      would-be; unsuccessfully, fail to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">= INEFFECTUAL 
+      or INCOMPLETIVE version (see Sec. 5.3) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">certain 
+      to be a failed / certain to fail in</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">marginally 
+      successful(ly) / barely, hardly [in terms of adequacy or success] </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">certain 
+      to be a successful ; certain to succeed in </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">= POSITIVE 
+      or EFFECTIVE version (see Sec. 5.3)</FONT> </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">successful(-ly 
+      completed); successfully</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">overwhelmingly 
+      successful(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>v</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CAP</STRONG></DIV></TD>
+    <TD width="82%">Degree of Potential or Capability</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">utterly 
+      incapable / completely lacking in all necessary abilities or capacities</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">underqualified; 
+      almost totally lacking in necessary abilities or capacities</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">lacking 
+      in certain key capabilities; mostly inadequate to task</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">possible 
+      but less than likely due to underdeveloped capabilities</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unknown 
+      if capable or not</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      capable / has possible potential to perform</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">sufficiently 
+      capable / adequate potential to perform</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fully capable; 
+      well within abilities</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">overly 
+      qualified; more capable than necessary or required</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><STRONG><FONT face="Arial, Helvetica, sans-serif">v 
+      *</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PRB</STRONG></DIV></TD>
+    <TD width="82%">Degree of Probability or Likelihood<BR>
+      * <FONT size="2">This affix takes a -V3 affix form to apply its meaning 
+      to an adjacent suffix only.</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">impossible 
+      / hopeless / lost cause</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      no chance of / virtually impossible</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">highly 
+      unlikely </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unlikely 
+      / improbable(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">possible; 
+      possibly </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hopeful(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">probable; 
+      probably</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">highly 
+      probable / highly likely / certain to be a. . . certain to </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">forgone 
+      conclusion that / in the can / done deal</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<H3> 7.7.10 Adverbial Affixes</H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/h-cedilla.gif" width="10" height="19" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>STR</STRONG></DIV></TD>
+    <TD width="82%">Degree of Physical Strength Possible or Used</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">barely 
+      / hardly / very weak(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">weak(ly) 
+      / to small degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">soft(ly) 
+      / guarded(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">measured(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      strong(ly) / somewhat powerful(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">adequately 
+      strong; with adequate strength </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">strong(ly) 
+      / powerful(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very strong(ly) 
+      / very powerful(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with maximum 
+      power</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>FRC</STRONG></DIV></TD>
+    <TD width="82%">Degree of Physical Force Exerted</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too light(ly) 
+      / too soft(ly) / too delicate(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">light as 
+      a feather/ baby soft; extremely delicately or lightly or softly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">light/soft/hardly 
+      a; softly / lightly / delicately / gingerly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      on the light or soft side; somewhat softly / lightly / delicately / gingerly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">neither 
+      soft(ly) nor forceful(ly); with the right touch</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      violent(ly) / somewhat forceful(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">violent/forceful 
+      / rough; violently / with force / roughly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very violent(ly) 
+      / very forceful(ly) / very rough(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too violent(ly) 
+      / too forceful(ly) / too rough(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  <A name="ITYaffix"></A> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>sk</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ITY</STRONG></DIV></TD>
+    <TD width="82%">Degree of Speed (i.e., Intensity of Movement or Change)</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too slow(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very slow(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slow(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      slow(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">at just 
+      the right speed or intensity </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      fast / somewhat quick(ly) / somewhat rapid(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fast / 
+      quick(ly) / rapid(ly); at fast pace </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very fast 
+      / very quick(ly) / very rapid(ly); at fast pace </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too fast 
+      / too quick(ly) / too rapid(ly); at fast pace </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>st</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SPD</STRONG></DIV></TD>
+    <TD width="82%">Degree of Speed (i.e., Velocity = Distance Over Time)</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too slow(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very slow(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slow(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      slow(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">at just 
+      the right speed</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      fast / somewhat quick(ly) / somewhat rapid(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fast / 
+      quick(ly) / rapid(ly); at fast pace </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very fast 
+      / very quick(ly) / very rapid(ly)/; at fast pace </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too fast 
+      / too quick(ly) / too rapid(ly); at fast pace </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0<IMG src="assets/l-bar geminated.gif" width="13" height="12" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CFD</STRONG></DIV></TD>
+    <TD width="82%">Degree of Forthrightness, Confidence or Humility</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><P> <FONT size="2" face="Arial, Helvetica, sans-serif">too 
+        meek(ly) / too submissive(ly) / too obedient(ly) / too docile(ly)</FONT></P>
+</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very meek(ly) 
+      / very submissive(ly) / very obedient(ly) / very docile(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">meek(ly) 
+      / submissive(ly) / obedient(ly) / docile(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      meek(ly) / somewhat submissive(ly) / somewhat obedient(ly) / somewhat docile(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">properly 
+      humble / properly forthright ; with proper degree of humility or forthrightness</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      confident(ly) / somewhat strong(ly) / somewhat definite(ly) / somewhat definitive(ly) 
+      or authoritative(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">confident(ly) 
+      /strong(ly) / definite(ly)/ definitive(ly) / authoritative(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very confident(ly) 
+      / very strong(ly) / very definite(ly) / very definitive(ly) / very authoritative(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">over-confident(ly) 
+      / too strong(ly) / too definite(ly) / too definitive(ly) / too authoritative(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"><BR>
+  </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0<IMG src="assets/d-cedilla.gif" width="12" height="17" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>EFI</STRONG></DIV></TD>
+    <TD width="82%">Degree of Efficiency or Efficacy</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">destructively 
+      wasteful / disastrous(ly) / accomplishing the opposite of intention / making 
+      things worse</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very wasteful 
+      / accomplishing nothing / making a mess of it</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wasteful 
+      / accomplishing little</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      wasteful / accomplishing somewhat less than expected</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">adequate(ly) 
+      [in terms of efficiency]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">rather 
+      efficient(ly) / fairly efficient(ly) / accomplishing somewhat more than 
+      expected</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">efficient(ly) 
+      / with little or no waste(d effort)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">extremely 
+      efficient(ly) / with no waste(d effort) whatsoever</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a synergy 
+      of… / sum beyond total of parts / a synergistic composite of ; to 
+      X synergistically </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom">q</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ERR</STRONG></DIV></TD>
+    <TD width="82%">Degree of Correctness versus Error</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">totally 
+      wrong / totally mis- or mal-; totally in error / erroneous(ly) / incorrect(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wrong/incorrect(ly) 
+      / mis- / mal- ; in error / erroneous(ly) / incorrect(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fairly 
+      wrong / fairly incorrect(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      wrong / more wrong than right</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">so-so; 
+      barely adequate(ly) / barely correct(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      right / more right than wrong </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fairly 
+      right / fairly correct(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">right / 
+      correctly </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">totally 
+      right / totally correct(ly) / totally well-X’d </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>MAT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Maturation<A name="MATaffix" id="MATaffix"></A></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">undeveloped 
+      / immature(ly) / seed / embryo</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">under-developed 
+      / newborn [stage, not age] / seedling / baby</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">growing 
+      / budding / youthful / young</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">maturing 
+      / developing / getting stronger or bigger or more complex or sophisticated</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fully developed 
+      / fully mature(d) / robust / ripe</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">overly 
+      developed / overripe / showing signs of wear and tear / stressed / under 
+      stress / fatigued</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">declining/fading; 
+      trail off/fade / getting softer or weaker / faded / decrepit / has-been 
+      / past one’s prime</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">disintegrating 
+      / utterly deteriorated / beyond repair or rehabilitation / irreparable / 
+      dying</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">dead / 
+      defunct / disintegrated</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom">z</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SBT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Subtlety</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too subtle(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very subtle(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">subtle(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      subtle(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      unsubtle(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unsubtle(ly) 
+      / lumbering(ly) rather obvious/ fairly blatant / belabored ; belabor / lumber 
+      along X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">obvious(ly) 
+      / blatant(ly) / exaggerated(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very obvious(ly) 
+      / very blatant(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">over-the-top 
+      / in-your-face / to obvious(ly) / too blatant(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>kš</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DRC</STRONG></DIV></TD>
+    <TD width="82%">Degree of Directness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too indirect(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very indirect(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">indirect(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      indirect(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      direct(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fairly 
+      direct(ly) / rather direct(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">direct(ly) 
+      / straightforward </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very direct(ly) 
+      / very straightforward</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too direct(ly) 
+      / painfully straightforward</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>mš</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SUD</STRONG></DIV></TD>
+    <TD width="82%">Degree of Suddenness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too slow(ly) 
+      in happening, too long in X-ing, overdue, delayed</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very slow(ly) 
+      in happening or developing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slow(ly) 
+      ; long in developing or happening</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      slow(ly) ; somewhat long in developing or happening</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">taking 
+      just the right amount of time to develop or occur</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      immediate / somewhat sudden; somewhat imediately / somewhat suddenly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">immediate 
+      / sudden; imediately / suddenly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very immediate 
+      / very sudden; very imediately / very suddenly</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too immediate 
+      / too sudden; too imediately / too suddenly</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PCN</STRONG></DIV></TD>
+    <TD width="82%">Degree of Care, Precision or Scrutiny</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">utterly 
+      sloppy(ily) / totally careless(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> very sloppy(ily) 
+      / very careless(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> sloppy(ily) 
+      / careless(ly) / with poor attention to detail </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      sloppy(ily) / somewhat careless(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">less than 
+      careful(ly) / with only some degree of care </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      careful(ly) / fairly precise(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">precise(ly) 
+      / careful(ly) / detailed </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> extremely 
+      precise(ly) / with great care or precision or scrutiny / meticulous(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">overly 
+      precise(ly) / ‘nit-picky’ / with too much scrutiny / overly 
+      meticulous(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>kš 
+      </STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CNC</STRONG></DIV></TD>
+    <TD width="82%">Degree of Concern or Consideration </TD>
+  </TR>
+  <TR> 
+    <TD height="27"><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">…the 
+      hell…! / what the hell . . . / . . . who cares</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">self-centered(ly) 
+      / without thought or concern for others</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">at the 
+      very least / at the least level of concern required</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> without 
+      concern / indifferent(ly) / without consideration / unconcerned(ly) / thoughtless(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">reluctant(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">at best 
+      / with the most concern one can muster</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">concerned(ly) 
+      / with concern / with consideration for others</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very concerned(ly) 
+      / highly concerned(ly) / with great concern or consideration for others</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">overly 
+      concerned(ly) / worrisome(ly) / with too much concern or consideration for 
+      others / altruistically</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SPH</STRONG></DIV></TD>
+    <TD width="82%">Degree of Sophistication</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too crude(ly) 
+      / too primitive(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very crude(ly) 
+      / very primitive(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">crude(ly) 
+      / primitive(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      crude(ly) / somewhat primitive(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with expected/normal 
+      degree or level of sophistication</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      sophisticated or refined</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> sophisticated 
+      or refined </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very sophisticated 
+      or refined </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too sophisticated 
+      or refined </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>çt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CVT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Covertness versus Overtness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too secretive(ly) 
+      / overly covert(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very secretive(ly) 
+      / highly covert(ly) / hidden / well behind the scenes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">secretive(ly) 
+      / covert(ly) / behind the scenes / between the lines / under the table / 
+      “back-room”</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      secretive(ly) / somewhat covert(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not too 
+      secretive(ly) / not so open(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      open(ly) / somewhat “up front”</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">open(ly) 
+      / overt(ly) / “up front” / out in the open / honest / forthcoming(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very open(ly) 
+      / very overt(ly) / very “up front” / flaunting(ly) / brutally 
+      honest</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too open(ly) 
+      / too overt(ly) / overly flaunting(ly) / vulgar(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absmiddle"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>EFT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Effort</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too difficult 
+      / overly difficult</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very difficult 
+      / so difficult</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">strained 
+      / difficult; strain to / with difficulty / struggle to / to work at X-ing 
+      / to X hard</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      difficult / not that easy </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">neither 
+      easy nor difficult </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      easy; not so difficult </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> easy / 
+      certain / unhindered / with ease / without resistance / effortlessly </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very easy 
+      / so easy</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too easy 
+      / overly easy</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>m<IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DSG</STRONG></DIV></TD>
+    <TD width="82%">Degree of Design or Purposefulness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">purposeless(ly) 
+      /random(ly) / utterly unorganized / chaotic(ally)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">haphazard(ly) 
+      / without plan or guidance/ disorganized(ly) / poorly planned</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> fairly 
+      haphazard(ly) / not well-planned / not well-organized</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      haphazard(ly) / somewhat disorganized</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">slightly 
+      disorganized / less than well-planned </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      organized / somewhat well-planned </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">organized(ly) 
+      / purposeful(ly) / well-planned </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very organized 
+      / very structured</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too organized 
+      / overly structured / “anal(ly)” </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>sq</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DCS</STRONG></DIV></TD>
+    <TD width="82%">Degree of Decisiveness, Commitment or Emphasis</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">indecisive 
+      / meandering; indecisively / first one way then another</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wishy washy 
+      / flaky</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">some sort 
+      of / some kind of / sort of (like) / ”kind of”; in a way / halfway 
+      / does and doesn’t</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">apparent(ly); 
+      seeming(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">mere(ly) 
+      / only (a); merely / only</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">deliberate 
+      / decisive; deliberately / decisively / purposefully</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a real 
+      / certainly a ; really / certainly [emphasis, not genuineness or veracity]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> the (one); 
+      in the only way that counts</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">what (a) 
+      ...!; how . . .! ; Boy! Did (does) X ever …</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>št</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CTN</STRONG></DIV></TD>
+    <TD width="82%">Degree of Contrariness to Expectation(s) or Shift in Subject</TD>
+  </TR>
+  <TR> 
+    <TD height="24"><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">but X would… 
+      / if things were otherwise X WOULD… / on the contrary, X WOULD [affirmation 
+      of hypothetical contrary to statement/suggestion otherwise</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">but / X 
+      DOES/IS . . . / on the contrary … [affirmation of fact contrary to 
+      suggestion or statement otherwise]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">like it 
+      or not…/ well, as much as we didn’t want to think it would happen...</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">against 
+      expectation or belief ‘… after all’ ‘well, what 
+      do you know…X!’</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a genuine 
+      / real / true ; really do, [contrary to expectation]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">as a matter 
+      of fact</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">‘at 
+      least/at any rate’</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">‘by 
+      the way/ just to mention’</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not to 
+      change the subject but…/ sorry to change the subject, but…/ 
+      I don’t mean to change the subject, but…</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle">’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PHY</STRONG></DIV></TD>
+    <TD width="82%">Degree of Physical Control</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">uncontrolled/helpless(ly) 
+      ; without control/ out of control</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">almost 
+      completely out of control / almost totally helpless</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">losing 
+      control / losing the ability to…</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">insufficiently 
+      trained in...</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">amateur(ishly) 
+      / superficially able to… </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">learn(ing) 
+      to… / begin(ning) to be able to… </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">w/ growing 
+      proficiency or expertise (in) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">proficient(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">in full 
+      control / expert(ly)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<H3>7.7.11 Modality Affixes<A name="Sec7o7o11"></A></H3>
+<P>Many of these correspond to the vocalic modality suffixes used with valence 
+  or conflation adjuncts (see Sec. 5.5). The nine degrees associated with each 
+  affix allow a speaker control over the extent to which the modality category 
+  should apply to the utterance. These affix forms function, then, as an alternative 
+  to adjunct forms for greater nuance in the applicability of the modality category 
+  and to apply them to nouns. The nine degrees of each affix are as follows:</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="12%"><FONT size="2">Degree 1</FONT></TD>
+    <TD width="88%" colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not at 
+      all</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to too 
+      little a degree; to an insufficient degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hardly 
+      at all</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a small 
+      degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to a fair 
+      degree/somewhat</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">fairly 
+      much/more so than not</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very much 
+      so / decidedly so / to a great degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too much 
+      so / to too great a degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">to the 
+      exclusion of all else / without consideration for anything else</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>The specific modality affixes are as follows:</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>bb</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"></DIV></TD>
+    <TD width="82%">resigned to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>dd</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>devoted; committed to / devoted to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>desired / sought-after; want to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>attempted, attempt at a …; try to, attempt to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>çç 
+      </STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>capable, able; can / able to / capable of</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>cc</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>knowledgeable; can = know how to / familiar with</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ff</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>mandatory; must / have to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>xx</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>required; should / be to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>expected; be supposed to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>hh</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>intended; mean to / intend to / shall</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>gg</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>chosen, selected; choose to / elect to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot aspirated.gif" width="17" height="17" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>…on impulse; feel like X-ing</TD>
+  </TR>
+  <TR> 
+    <TD height="27">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/k-aspirated.gif" width="19" height="18" align="absmiddle"></STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD> promised; promise to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-aspirated.gif" width="15" height="19" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>well-liked; like (to)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/p-aspirated.gif" width="20" height="19" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>feared; fear (to)</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv-geminated.gif" width="19" height="18" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>willing; willing to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/q-aspirated.gif" width="19" height="18" align="absbottom"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>prepared / ready; prepared to/ready to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>necessary / needed; need to </TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/k-cedilla aspirated.gif" width="18" height="20" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>Daring; dare to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>hq</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>decided-upon; decide to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>pf</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>offered/offer of; offer to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3<FONT color="#FFFFFF">3</FONT></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>t<IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>aided / assisted; help to / aid in X-ing</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>hk</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>not unexpected; be prone to / be apt to / tend to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ç’ 
+      </STRONG> </FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>agreed-upon; agree to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>x’ 
+      </STRONG> </FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>responsible for/in charge of</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>remember to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv aspirated.gif" width="16" height="16" align="absmiddle"></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>feel a need to / feel one should / feel one must / feel driven to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><IMG src="assets/c-aspirated.gif" width="18" height="17" align="absmiddle"></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>to guess or think [that]…</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/x-cedilla.gif" width="10" height="14" align="absbottom">’ 
+      </STRONG> </FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>available; available to/for</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>kk</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>potential; can = have potential to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>tt 
+      </STRONG> </FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>permitted; can = permitted to</TD>
+  </TR>
+  <TR> 
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>qq 
+      </STRONG> </FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>hoped-for; hope/wish to</TD>
+  </TR>
+  <TR>
+    <TD>-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>pp</STRONG></FONT></TD>
+    <TD bgcolor="#CCCCCC">&nbsp;</TD>
+    <TD>X by inclination; be inclined to</TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT> </P>
+<H3>7.7.12 Agential/Participant Affixes<A name="Sec7o7o12"></A></H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>n</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>AGC</STRONG></DIV></TD>
+    <TD width="82%">Degree of Agency</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[AGENT] 
+      = one who forces/causes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[ENABLER] 
+      = one who enables to happen</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[INFLUENCE] 
+      = one who persuades/influences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ENABLER 
+      BY PERMISSION] = one who permits/allows/lets happen</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[PATIENT] 
+      = one who does/is made to do</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[EXPERIENCER] 
+      = one who undergoes/experiences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[INSTRUMENT] 
+      = instrument which causes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[STIMULUS] 
+      = one whose status is as stimulus of affective experience</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[SOURCE] 
+      = that which gives rise to, provides underlying reason for, source of</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>This affix and the following identify a formative as filling a specific semantic 
+  role corresponding in many cases to the semantic roles discussed in <A href="ithkuil-ch4-case.htm#Sec4o1o1">Sections 
+  4.1.1</A> and <A href="ithkuil-ch4-case.htm#Sec4o1o2">4.1.2</A>. In 
+  several instances, these affixes would translate the English “agentive” 
+  suffixes -<EM>er</EM>, or -<EM>or</EM>.</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>m</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ROL</STRONG></DIV></TD>
+    <TD width="82%">Role</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">that which 
+      contains or functions as the enclosure / container / house / shelter of 
+      or for</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">that which 
+      results from</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> [RECIPIENT] 
+      = one who receives / has / "-ee"</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one who 
+      is / acts as / functions as</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one who 
+      is characterized by / described by...</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one who 
+      is similar to/functions or acts similarly to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one whose 
+      responsibility is / who is responsible for / runs the business of (operationally 
+      speaking)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one who 
+      constructs / makes / creates</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one who 
+      manages / oversees / supervises / coordinates / runs the business of (managerially 
+      speaking)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>p<IMG src="assets/Sv.gif" width="8" height="16" align="absmiddle"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>UTE</STRONG></DIV></TD>
+    <TD width="82%">Utilitative or Enabling Means</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><P><FONT size="2" face="Arial, Helvetica, sans-serif">tool/device/apparatus 
+        specifically designed for X-ing</FONT></P>
+</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">medium 
+      by/through which one X’s</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">conduit-like 
+      tool/apparatus for X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural/standard 
+      body part for X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">object 
+      employed circumstantially as implement for X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">covering/protective 
+      element employed to allow/permit X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">enabling 
+      element/device/apparatus to allow/foster X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">environment/situaton/circumstances/setting 
+      which allows/fosters X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">FORCE which 
+      causes/permits X-ing</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P><TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ž</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CNS</STRONG></DIV></TD>
+    <TD width="82%">Degree of Consent</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">deliberately 
+      without consent of knowledge</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">without 
+      consent or knowledge as a precaution or “for their own good”</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">without 
+      consent or knowledge due to circumstances</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with their 
+      knowledge but w/o consent; against their will</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">consent 
+      obtained under pressure, threat, coercion</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">w/ reluctant 
+      consent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">willingly; 
+      with full consent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with enthusiastic 
+      approval and support</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">at their 
+      request</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>t</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>MEC</STRONG></DIV></TD>
+    <TD width="82%">Type of Mechanical Instrumentality = ‘by means of’ 
+    </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">the body’s 
+      natural method of doing so (e.g., on foot, by hand, etc.)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a manually 
+      manipulated generic tool or implement </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a specialized 
+      tool for that specific purpose or activity</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a machine 
+      or via mechanical means or process</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> a virtual, 
+      electronic means or via engineering</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">mental 
+      power, force of will, concentration </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a redirection 
+      or collation of energy specially applied</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a collective 
+      pooling of manual labor resources</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a collective 
+      pooling of electronic/mechanical/engineering resources</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>BOD</STRONG></DIV></TD>
+    <TD width="82%">Bodily Instrumentality = ‘by means of’ </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><P><FONT size="2" face="Arial, Helvetica, sans-serif">a hand</FONT></P>
+</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">an arm</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a foot</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a leg</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      eyes</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">both legs</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">both feet</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">both arms</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">both hands</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>mp</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DBI</STRONG></DIV></TD>
+    <TD width="82%">Additional Bodily Instrumentality = ‘by means of’ 
+    </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><P><FONT size="2" face="Arial, Helvetica, sans-serif">a finger</FONT></P>
+</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a thumb</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">a knee</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      head</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      teeth</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      lips</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      tongue</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      elbow</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">one’s 
+      fingers</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-cedilla.gif" width="5" height="17" align="absmiddle"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SOC</STRONG></DIV></TD>
+    <TD width="82%">Type of Social Instrumentality = ‘by means of’ 
+    </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">via lackeys, 
+      grunt labor, go-fors or henchmen</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by coercion, 
+      threat, blackmail</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> “fronts”, 
+      or disguised go-betweens </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">indirectly 
+      through actions of others (unbeknownst to them)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">indirectly 
+      through actions of others (with their knowledge) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by leveraging 
+      existing resources / personnel (deploying existing methods in a new application)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">via a proxy 
+      or proxies</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">hired help 
+      or staff</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by delegation 
+      of task to experts</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>šš</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>RSN</STRONG></DIV></TD>
+    <TD width="82%">Reason for an Emotional State or Motivation for an Action 
+    </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for evil 
+      or perverse reasons</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for foolish 
+      or naïve reason </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">due to 
+      deception by another</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">due to 
+      faulty information provided by another [no deception intended]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">due to 
+      or based on faulty perception or misinterpretation of information or evidence</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">despite 
+      negative circumstances or reasons not to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for no 
+      reason</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for appropriate 
+      reasons / for good reason</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">for virtuous, 
+      healthy reasons</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom">t</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>XPT</STRONG></DIV></TD>
+    <TD width="82%">Expectation of Outcome </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">shockingly 
+      unexpected; without precedent or rumour</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">surprise 
+      X / unexpected X; completely by surprise/ completely unexpected(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">manage 
+      to X despite inadequacy of preparation or effort</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">manage 
+      to X despite misguided or misdirected preparation or effort</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">managed 
+      to X despite hindrance(s) or obstacles; hard-won</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">manage 
+      to X due to hindrances or obstacles being overestimated; easier than thought 
+      to be</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">manage 
+      to X due to excellent preparation / planning / execution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">completely 
+      as expected / totally as anticipated / as predicted</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">pat; outcome 
+      pre-ordained or predetermined</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">3</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom">t</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DLB</STRONG></DIV></TD>
+    <TD width="82%">Degree of Deliberateness/Agency</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">accidental(ly) 
+      / inadvertent(ly) and unaware of consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unintended 
+      / unintentional(ly) / without meaning to and unaware of consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">accidental(ly) 
+      / inadvertent(ly) but now aware of consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unintended 
+      / unintentional(ly) / without meaning to but now aware of consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">unforseeable 
+      / unpredictable; unforeseeably / unpredictably</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">without 
+      realizing or considering potential consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">thinking 
+      one can get away without reaping consequences / furtive(ly)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">realizing 
+      potential risks or consequences / cognizant of potential risks or consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">intentional(ly) 
+      / deliberate(ly) / on purpose / by choice; choose to</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>mz</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>MOT</STRONG></DIV></TD>
+    <TD width="82%">Degree of Self-Conscious Deliberation or Motivation</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">affected, 
+      ostentatious; affectedly/ostentatiously</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">self-conscious(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">guilty 
+      / guiltily </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">half-hearted(ly) 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">against 
+      better judgement / can’t help but / can’t help it </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ingrained, 
+      by upbringing </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">learned 
+      / habitual; by habit / trained to </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural(ly) 
+      / un-self-conscious(ly) </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">autonomic 
+      / unaware, automatic </FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1<FONT color="#FFFFFF">1</FONT></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>k<IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ENB</STRONG></DIV></TD>
+    <TD width="82%">Degree of Enablement</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by inadvertent 
+      gesture/word/sign taken as order or permission </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by granting 
+      of permission </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by cajoling 
+      or persuasion </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by direct 
+      request or imploring </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by direct 
+      order based on one’s real or perceived authority</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by inadvertent 
+      removal of hindrance </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by inadvertent 
+      action that initiates a chain of events</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by deliberate 
+      removal of hindrance</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">by deliberate 
+      action that initiates a chain of events</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>ms</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>AGN</STRONG></DIV></TD>
+    <TD width="82%">Degree of Agency, Intent or Effectiveness</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with the 
+      anticipated max. resulting effect possible</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with the 
+      anticipated resulting effect to a high degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with the 
+      anticipated resulting effect to a moderate degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with the 
+      anticipated resulting effect but only to a marginal, superficial or baredly 
+      noticable degree</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with no 
+      noticeable effect or resulting change</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with only 
+      marginal, superficial, or barely noticeable effect or resulting change unanticipated</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with moderate 
+      effect or resulting change — unanticipated</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> with the 
+      resulting effect to a high degree — unanticipated</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">with the 
+      max. resulting effect possible — unanticipated</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2<FONT color="#FFFFFF">1</FONT></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>k<IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>IMP</STRONG></DIV></TD>
+    <TD width="82%">Degree of Impact on Patient/Target or Enablement of Outcome</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      can do nothing - utterly inevitable</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      chooses to do nothing - resigned to fate</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      tries to prevent/avoid but fails</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      tries to prevent/avoid and does so partially or mitigates impact somewhat</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      tries to prevent/avoid and succeeds</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      helps/enables outcome inadvertently</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      helps/enables outcome against own interest (i.e., without thinking)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      helps/enables outcome intentionally despite negative consequences</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">target 
+      helps/enables outcome intentionally for own benefit</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<H3>7.7.13 Miscellaneous Affixes<A name="Sec7o7o13"></A></H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1<FONT color="#FFFFFF">_</FONT></FONT><FONT size="4" face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>TPF</STRONG></DIV></TD>
+    <TD width="82%">Topic, Frame and Focus</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[sentence 
+      topic]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[end of 
+      frame]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[head of 
+      relative clause]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[sentence 
+      topic + head of relative clause]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[end of 
+      frame + head of relative clause]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[sentence 
+      topic + end of frame]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[sentence 
+      focus + end of frame + head of rel. clause]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[sentence 
+      focus]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">[sentence 
+      focus + end of frame]</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>The various functions of the above affix are explained in <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 
+  3.5</A> on Focus, <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7">Sec. 5.7</A> on 
+  Frames, and <A href="ithkuil-ch9-syntax.htm#Sec9o2">Sec. 9.2</A> on pragmatic roles 
+  including Sentence Topic.</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2<FONT color="#FFFFFF">_</FONT></FONT><FONT size="4" face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SWR</STRONG></DIV></TD>
+    <TD width="82%">Switch Reference &amp; Obviative Specification (For an explanation 
+      and illustration of this affix, see <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o1o7">Sec. 
+      8.1.1.7</A> and <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o4">Sec. 
+      8.1.4</A>)</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">nearest 
+      preceding referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd to 
+      nearest preceding referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3rd party 
+      not previously mentioned</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">referring 
+      to sentence focus</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">first referent 
+      mentioned</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">referring 
+      to sentence topic</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3rd party 
+      non-transrelative referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd order 
+      transrelative referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">higher 
+      order transrelative referent</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>s</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PLA</STRONG></DIV></TD>
+    <TD width="82%">Place, State, Setting Where… </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one learns to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one does, performs, carries out X</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one obtains</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one stores or inventories</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one keeps or shelters</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one sees or views</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural 
+      habitat or environment of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one deals with/ treats/ confronts</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place where 
+      one feels affected by</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>mm</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>APT</STRONG></DIV></TD>
+    <TD width="82%">Aspects</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">yet, still</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">‘even’ 
+      as in “I don’t even like them” = in the least bit, to 
+      the slightest extent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Contemplative: 
+      upon reflection/ in hindsight</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">upon deep 
+      introspection / following careful consideration or meditation on the matter</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">on first 
+      blush / at first / upon initial impression / [my] first thought is/was…</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural(ly) 
+      / obvious(ly) / clear(ly) [in terms of naturalness, not blatancy]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Experiential: 
+      ever</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Regressive: 
+      return to previous state</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Protractive: 
+      over a long period of time / long-delayed</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>mm</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>TEM</STRONG></DIV></TD>
+    <TD width="82%">Alternative Temporal Aspects </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Inceptive: 
+      begin to / start to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Resumptive: 
+      begin again / start again / resume</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Continuative: 
+      keep on / still / continue / stay / yet</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Incessative: 
+      to X away / not stop</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">tire of 
+      X-ing / get tired of X-ing / become weary of X-ing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Cessative: 
+      stop / discontinue / cease</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> Pausal: 
+      take a break from [stop with intention to re-sume]</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Recessative: 
+      stop again</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Terminative: 
+      finish / complete</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp; </P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DRV</STRONG></DIV></TD>
+    <TD width="82%">Format/Derivation Alternates </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Instrumentative 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Authoritative 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Precurrent 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Resultative 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Derivation: 
+      translative motion</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Subsequent 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Concommitant 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Objective 
+      Format</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Derivation: 
+      attend to, deal with</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> The above affix forms function as alternates to the Format infix of a conflation 
+  or valence adjunct (see Sec. 5.4.2). The <FONT size="2">SCHEMATIC</FONT> format 
+  is considered the default and therefore has no affix. Additionally, two of the 
+  affixes refer to two common derivations (see Sec. 5.4.3).<BR>
+  <FONT size="2" face="Arial, Helvetica, sans-serif"><A name="ILLaffix"></A> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/t-cedilla.gif" width="7" height="16" align="absbottom"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"><DIV align="center"><STRONG>ILL</STRONG></DIV></TD>
+    <TD width="82%">Illocution/Mood/Validation Alternates </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Directive 
+      Illocution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Commissive 
+      Illocution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Expressive 
+      Illocution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Declarative 
+      Illocution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Interrogative 
+      Illocution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Admonitive 
+      Illocution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Subjunctive 
+      Mood</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Inferential 
+      Validation </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Hortative 
+      Validation</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/s-cedilla.gif" width="8" height="14" align="absbottom"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PTF</STRONG></DIV></TD>
+    <TD width="82%">Part/Whole Functional Metaphors<A name="PTFaffix"></A></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">engine 
+      / motor / heart / pump / core / driver mechanism</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">brain / 
+      computer / chip / instruction set</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">input / 
+      feeder / access point</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">exit point 
+      / anus / exhaust / tailpipe / smokestack / vent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wing/ arm 
+      / branch / extensor / manipulator</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">support 
+      / leg / stand / base</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">skeleton 
+      / frame</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">wiring 
+      / conduits / plumbing</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">sensor 
+      / eye / ear / antennae</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>š</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PTG</STRONG></DIV></TD>
+    <TD width="82%">Part/Whole Gestalt Componential Metaphors </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">“base”portion 
+      (e.g., upper arm)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">“extension” 
+      portion (e.g., forearm) or “flange”</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">“trunk” 
+      or central bulk portion</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">middle 
+      or divisional segment or joint</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">top/upper 
+      component relative to gravity or natural vector of movement</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">bottom/lower 
+      component relative to gravity or natural vector of movement </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">side/flank/ 
+      lateral component</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">“head” 
+      extension or main interface area</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">extension/”arm”</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>qt</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>MET</STRONG></DIV></TD>
+    <TD width="82%">Metonymic Categories <A name="METaffix"></A></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">part for 
+      whole</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">producer 
+      for product</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">object 
+      used or owned for user/owner</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">controller 
+      for controlled</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">institution 
+      for people responsible</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place for 
+      inhabitants/occupants</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place for 
+      event </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">place for 
+      institution</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">attribute 
+      or characteristic for owner</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>Metonymy is the reference to an entity via one of its attributes, associations 
+  or activities, as in <EM><STRONG>The ham-and-cheese</STRONG> wants fries with 
+  his order</EM> or <EM><STRONG>The White House</STRONG> has its nose in our business.</EM><BR>
+  <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT><BR>
+</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>t’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SSD</STRONG></DIV></TD>
+    <TD width="82%">Stem-Specific Derivatives<A name="SSDaffix"></A></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      1</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      2</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      3</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      4</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      5</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      6</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      7</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      8</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">derivative 
+      9</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P> This affix is used to distinguish particular instantiations of a more generic 
+  entity; their meaning is semantically specific to the particular stem. <BR>
+  <FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>t’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SBS</STRONG></DIV></TD>
+    <TD width="82%"> Subset of Configurative Set </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">single 
+      specific member (random, i.e., any given member)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural 
+      first level subset, e.g., <EM>a cell among a network, a clique within a 
+      club, a row of an orchard</EM></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">natural 
+      2nd level subset, e.g., <EM>a section of a network, a subcommittee within 
+      a club, a section of an orchard</EM></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">complex 
+      natural system or pattern within a set (e.g., <EM>the circulatory system, 
+      the heating system</EM>)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">subset 
+      of set (unknown if natural or select subconfiguration)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">complex/circumstantial 
+      select pattern/arrangement within a set (e.g., <EM>the parts/things of a 
+      house damaged by fire</EM>)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd level 
+      subset (externally determined), e.g., <EM>select section of trees of an 
+      orchard</EM></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">first level 
+      subset (externally determined), e.g., <EM>select rocks from a pile, select 
+      trees of an orchard</EM></FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">single 
+      select member (externally determined)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>k’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>ATN</STRONG></DIV></TD>
+    <TD width="82%">Degree of Attention or Determination</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">concentrate 
+      fully upon; pay utmost attention to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">concentrate 
+      to point of distraction, to be ‘lost’ in X-ing </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">pay strict 
+      attention to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">determined 
+      to</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">pay attention 
+      to; attend to; be careful that you…; heed</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">keep an 
+      eye on </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">take some 
+      notice of</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">barely 
+      notice; take little notice of </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ignore 
+      completely</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<BR>
+<P></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>šk</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>DPR</STRONG></DIV></TD>
+    <TD width="82%">Dispersion or Separability of a Configurative Set</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">in total 
+      contact / contiguous mass of; pile, “ball of…”</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">non-contiguous 
+      but closely connected, interlinked, each linked to adjacent via connecting 
+      medium (like web); cluster</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">connected 
+      via intervening central medium (like a vine or branches); bunch</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not physically 
+      connected but with immediate accessibility and knowledge of other member 
+      actions</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">scattered 
+      - contact with nearest member possible but less possible with others</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">“virtual” 
+      association only</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">temporal 
+      (iterative) set – iteration at long intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">temporal 
+      (iterative) set – iteration at frequent intervals</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">temporal 
+      (iterative) set – iteration at very short, immediate intervals / one 
+      after another</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>nd</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SEP</STRONG></DIV></TD>
+    <TD width="82%">Spatio-Temporal Separability of a Configurative Set</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><P><FONT size="2" face="Arial, Helvetica, sans-serif">Logical 
+        connectedness only (spatial)</FONT></P>
+</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Loosely 
+      integrated spatially – one positioned far away from another</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Loosely 
+      integrated spatially – one positioned a little ways away from another</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Well-integrated 
+      spatially – one positioned right next to or behind another</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Both spatially 
+      and temporally well-integrated (one right after another)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Well-integrated 
+      temporally – one right after the other</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Loosely 
+      integrated temporally – one a little while after the other</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Loosely 
+      integrated temporally – one a long while after the other</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">Logical 
+      connectedness only (temporal)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P></P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0<IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom"></FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SDP</STRONG></DIV></TD>
+    <TD width="82%">Subset of Duplex Set</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">first, 
+      top, front, lefthand or lead “half” of duplex set or pair (e.g., 
+      upper lip, inhale/inhalation, left hand)</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">beginning 
+      or leading “edge” of the first, top, front, lefthand or lead 
+      “half” of a duplex event or object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">middle 
+      section of the first, top, front, lefthand or lead “half” of 
+      a duplex event or object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ending 
+      or trailing “edge” of the first, top, front, lefthand or lead 
+      “half” of a duplex event or object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">midpoint, 
+      peak, or lull between the 2 halves of a duplex set or pair</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">beginning 
+      or leading “edge” of 2nd, bottom, back, righthand or trailing 
+      “half” of a duplex event or object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">middle 
+      section of 2nd, bottom, back, righthand or trailing “half” of 
+      a duplex event or object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">ending 
+      or trailing “edge” of 2nd, bottom, back, righthand or trailing 
+      “half” of a duplex event or object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd, bottom, 
+      back, righthand or trailing “half” of duplex set or pair (e.g., 
+      lower lip, exhale/exhalation, right hand)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR>
+    <TD width="11%">-V<FONT size="1">0</FONT><STRONG><FONT face="Arial, Helvetica, sans-serif">xt</FONT></STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"><DIV align="center"><STRONG>NEW</STRONG></DIV></TD>
+    <TD width="82%">Degree of Newness/Revision </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2">new = original + new, i.e., never before seen </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2">new = never before seen within current context, e.g., a new student </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2">new = role, i.e., never functioning/existing in this capacity/manner before </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2">new/other = replacement + new </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2">new/other = additional instance + new </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2">new/other = revision + additional </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2">new/other = revision + replacement </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2">new/other/different = different, not seen/used before within current context; status as addition/replacement unknown </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2">new/other/different = different + new; status as addition/replacement unknown </TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR>
+    <TD width="11%">-V<FONT size="1">0  </FONT><STRONG><FONT face="Arial, Helvetica, sans-serif">ln</FONT></STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"><DIV align="center"><STRONG>SPR</STRONG></DIV></TD>
+    <TD width="82%">Spread/wake/trail/area/expanse created by passage of entity </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">quasi-linear “trail” or wake left behind on path of linear       movement; trail or wake is not composed of the moving entity itself but       shows effect of its passage (e.g., slime trail left by snail, footprints       left on snow, mowed down foliage left by moving convoy, etc.)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">quasi-linear spread of entity stretching behind linearly moving       “head” (e.g., a line of soldiers put in place to create a front, a line       left on a piece of paper as written by an ink pen, path of a ball of       string or skein of yarn as it unravels while rolling down an incline)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">quasi-linear trail/wake/spread left behind passage as line of       demarcation/boundary/barrier</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2-d quasi-planar wake left behind on path of movement; wake is       not composed of the moving entity itself but shows effect of its passage       (e.g., aftermath of a forest fire, cleaned area of dirty floor or wall       after it has been wiped by a mop or dustcloth)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2-d quasi-planar spread stretching behind moving front (e.g.,       area of spreading flames in a forest fire, area being inundated by a       flood, area of a wall being covered up by plaster by workmen, coating of       an apple dipped in chocolate, area of floor covered up by a rug)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2-d quasi-planar wake/spread left behind passage as area of       demarcation/zone/restricted area</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3-d volume left behind a moving front; volume is not composed       of or inundated with the moving entity itself but shows effect of its       passage (e.g., area left behind the passage of a tidal wave, column of       superheated air left behind the passage of a rocket</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3-d volume inundated by spread of moving front (e.g., spread of       a gas within a room, area inundated by fog, volume of a container taken up       by substance placed/poured/stuffed into it)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3-d volume left behind passage of moving front as       volume/spatial area of demarcation/zone/restricted space</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>The above affix distinguishes movement of  an entity from the “trail” or spread left behind, e.g., movement which leaves behind  a wake or affected area; used with motion roots as well as roots  designating shapes/forms. Use of the above suffixes in  conjunction with the various roots pertaining to paths of translative movement  allows for very nuanced translations of English words such as <EM>surround, cover,  inundate, enclose, expand, spread out, encompass</EM>, etc.</P>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR>
+    <TD width="11%">-V<FONT size="1">0 </FONT><STRONG><FONT face="Arial, Helvetica, sans-serif">ld</FONT></STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"><DIV align="center"><STRONG>TRA</STRONG></DIV></TD>
+    <TD width="82%">Degree of  Shift/Change/Transition (used for both spatial and temporal contexts)</TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">sharp break, sudden shift from one state/form/shape/set of       circumstances to another with no discernible transition period/zone (i.e.,       point-like/instantaneous transition)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">disjointed/non-contiguous/non-continuous break/shift from one       state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">extremely brief/small/barely discernible transition period or       zone from one state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat brief/small/discernible transition period or zone from       one state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">normal/standard/expected transition period or zone from one       state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat variable/changing/fluctuating transition period/zone       from one state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">highly variable/chaotic transition period/zone from one       state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">smooth, gradual transition period/zone from one       state/form/shape/set of circumstances to another</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">very gradual/almost imperceptible rate/degree of       change/transition from one state/form/shape/set of circumstances to       another</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR>
+    <TD width="11%">-V<FONT size="1">0 </FONT><STRONG><FONT face="Arial, Helvetica, sans-serif">lm</FONT></STRONG></TD>
+    <TD width="7%" bgcolor="#CCCCCC"><DIV align="center"><STRONG>NNN</STRONG></DIV></TD>
+    <TD width="82%">N-numbered angles/facets/faces/sides/points/forms </TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">uneven /assymmetrical n–sided 2-D obtusely angled form (e.g.,       quadrilateral, pentagonoid, hexagonoid</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">uneven/assymetrical n-pointed 2-D acutely angled “star”       formation</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">uneven/assymetrical n-faceted 3-D solid</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">uneven/assymmetrical n-faced 3-D solid (e.g., n-hedron-like       solid)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">having n number of 3-D projections/spikes/pointed surfaces</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">symmetrical n-faced 3-D solid (e.g., tetrahedron, dodecahedron)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">symetrical n-faceted 3-D solid</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">symetrical n-pointed 2-D acutely angled “star” formation (can       be used with numbers as low as 2, which would refer to an elongated       diamond shape)</FONT></TD>
+  </TR>
+  <TR>
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">symmetrical n–sided 2-D form (e.g., square, pentagon, hexagon)</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>The above affix is used with the number stems (<A href="ithkuil-ch12-numbers.html">see Chapter 12</A>) to provide words for forms, shapes, and solids bearing a distinct number of angles, points, sides, facets, etc. </P>
+<H3><BR>
+  7.7.14 Locational Affixes</H3>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="12%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>çç</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>LCT</STRONG></DIV></TD>
+    <TD width="81%">Locational Quadrant Markers for Object Being Located (These 
+      affixes will be explained and illustrated in <A href="ithkuil-ch10-lexicosemantics.html">Chapter 
+      10</A>.)</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">+X / +Y 
+      / +Z = “right / ahead / above” = Quadrant 1</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">+X / +Y 
+      / -Z = “right / ahead / below” = Quadrant 2 </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">+X / -Y 
+      / +Z = “right / behind / above” = Quadrant 3</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">+X / -Y 
+      / -Z = “right / behind / below” = Quadrant 4</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">object 
+      at rest relative to other object</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">-X / +Y 
+      / +Z = “left / ahead / above” = Quadrant 5</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">-X / +Y 
+      / -Z = “left / ahead / below” = Quadrant 6</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">-X / -Y 
+      / +Z = “left / behind / above” = Quadrant 7</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">-X / -Y 
+      / -Z = “left / behind / below” = Quadrant 8</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>p’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>PRX</STRONG></DIV></TD>
+    <TD width="82%">Degree of Proximity</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too close 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> as close 
+      as possible without contact </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif"> very close 
+      to </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">close to 
+      </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">somewhat 
+      close to </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">not very 
+      close to / somewhat far from </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">far from 
+      / distant from </FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">far away 
+      / very far from</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">too far 
+      away</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%">-V<FONT size="1">0</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-cedilla.gif" width="14" height="15" align="absbottom"></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>CTC</STRONG></DIV></TD>
+    <TD width="82%">Degree of Contact</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">melded 
+      with / blended with / fused</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">inseparable(ly) 
+      / locked together / bonded</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">linked 
+      / attached / connected / joined</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">touching 
+      intimately / touching all over / in close contact with</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">deliberately 
+      touching at several spots or places or over a fair area</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">deliberately 
+      touching at one spot or place</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">casually 
+      or incidentally touching at several spots or places or over a fair area</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">casually 
+      or incidentally touching at one spot or place</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">barely 
+      touching / hardly touching at all / touching at one small spot</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>&nbsp;</P>
+<P align="right"><FONT size="2" face="Arial, Helvetica, sans-serif"> </FONT><FONT face="Arial, Helvetica, sans-serif"> 
+  <A href="ithkuil-ch8-adjuncts.html"><STRONG>Proceed to Chapter 8: 
+  Adjuncts &gt;&gt;</STRONG></A></FONT></P>
+<P></P>
+<P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch7b-affixes2.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<BR>
+<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><BR>
+</P><P></P>
+<P></P>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0043)ithkuil-ch8-adjuncts.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>A Philosophical Grammar of Ithkuil, a Constructed Language - Chapter 8: Adjuncts</TITLE>
+<META name="resource-type" content="document">
+<META name="description" content="A constructed philosophical language design showing NOT how artificial languages do function, but rather how they COULD function.">
+<META name="keywords" content="constructed language, conlang, philosophical language, hypothetical language, fictional language, artificial language, constructed languages, conlangs, philosophical languages, hypothetical languages, fictional languages, artificial languages">
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+<!--
+//-->
+</SCRIPT>
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 8: Adjuncts</H2>
+<DIV align="center">
+  <TABLE width="63%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="209"><FONT size="2"><A href="ithkuil-ch8-adjuncts.htm#Sec8o1">8.1 Personal Reference 
+        Adjuncts </A></FONT></TD>
+      <TD width="267"><FONT size="2"><A href="ithkuil-ch8-adjuncts.htm#Sec8o4">8.4 Affixual Adjuncts</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch8-adjuncts.htm#Sec8o2">8.2 Subsidiary Adjuncts</A></FONT></TD>
+      <TD width="267"><FONT size="2"><A href="ithkuil-ch8-adjuncts.htm#Sec8o5">8.5 Alternate Indicators 
+        for Vocalic Mutation</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch8-adjuncts.htm#Sec8o3">8.3 Combination Adjuncts</A></FONT></TD>
+      <TD width="267"><FONT size="2"><A href="ithkuil-ch8-adjuncts.htm#Sec8o6">8.6 Additional Information 
+        on Bias</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><BR>
+  The notion of adjuncts was introduced in <A href="ithkuil-ch2-morphophonology.htm#Sec2o6o2">Section 
+  2.6.2</A>. We have already discussed some details of various kinds of adjuncts: 
+  valence adjuncts and conflation adjuncts were introduced in <A href="ithkuil-ch5a-verbs.htm#Sec5o2">Secs. 
+  5.2</A> and <A href="ithkuil-ch5a-verbs.htm#Sec5o4">5.4</A>, modality 
+  adjuncts were mentioned in <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A>, 
+  and aspectual adjuncts were described in <A href="ithkuil-ch6-moreverbs.html">Chapter 
+  6</A>. In this chapter, more information is given about these adjuncts and several 
+additional types of adjuncts are introduced.</P>
+<P>&nbsp;</P>
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>8.1 PERSONAL REFERENCE ADJUNCTS</STRONG></FONT><A name="Sec8o1"></A></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The first type of adjunct we will analyze are those relating 
+  to personal reference. By “personal reference” is meant the grammatical 
+  description of nouns by abbreviated forms of reference. In most languages, this 
+  is accomplished by means of personal pronouns (e.g., English he, she, it, I, 
+  you, him, her, mine, ours, etc.). Generally, personal pronouns are distinguished 
+  by “person” (1st, 2nd , or 3rd) and case (e.g., compare English 
+  we, us, and ours). Ithkuil accomplishes the equivalent function by means of 
+  personal reference adjuncts, of which there are two types: single-referent and 
+  dual-referent. </P>
+<P align="justify">Like all adjuncts in Ithkuil, personal reference adjuncts are 
+  highly synthetic in their structure, comprised of at least two morphemes and 
+  usually more. Before we examine the componential structure of personal reference 
+  adjuncts themselves, we must first introduce the personal reference categories 
+  they refer to. </P>
+<H3 align="justify"><BR>
+  8.1.1 Personal Reference Categories<A name="Sec8o1o1"></A></H3>
+<P align="justify">The morpho-semantic delineations of Ithkuil personal reference 
+  categorization are based on inclusion or exclusion in relation to an utterance. 
+  These delineations begin with identifying whether or not the party speaking 
+  is included or excluded in relation to the utterance. The next delineation made 
+  is whether the party being addressed (i.e., the audience/listener) is included 
+  or excluded, then finally whether any third party (i.e., a party other than 
+  the speaker and the addressee) is included or excluded.</P>
+<P align="justify">There are 46 personal reference categories in Ithkuil, each 
+  of which is represented by a single consonant affix plus a corresponding falling 
+  or high tone as shown in Table 22 below. The various terms and abbreviations 
+  used in the table are explained following the table.<BR>
+</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 22(a) 
+  and (b): Personal Reference Categories<A name="Table22"></A></FONT></STRONG></P>
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="50%"><IMG src="assets/8-1-1a.gif" width="371" height="655"></TD>
+      <TD width="50%"><IMG src="assets/8-1-1b.gif" width="378" height="655"></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Explanation of abbreviations and terms in the above table:</P>
+<BLOCKQUOTE>
+<P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>1 
+    </STRONG> = Inclusion of speaker <BR>
+    <STRONG>2</STRONG> = Inclusion of addressee <BR>
+    <STRONG>m</STRONG> = monadic (single party) <BR>
+    <STRONG>u</STRONG> = unbounded (more than one party) <BR>
+    <STRONG>a</STRONG> = animate 3rd party <BR>
+    <STRONG> i</STRONG> = inanimate 3rd party<BR>
+    </FONT><FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>E</STRONG> 
+    = universal ('everyone/everything')<BR>
+    <STRONG>M</STRONG> = mixed combination of 3rd parties (including animate+inanimate 
+    or <FONT size="1">MONADIC</FONT>+<FONT size="1">UNBOUNDED</FONT>)<BR>
+    <STRONG>IP</STRONG> = Impersonal ('one')<BR>
+    <STRONG>ID</STRONG> = Indefinite ('anyone/anything')<BR>
+    <STRONG>Obv</STRONG> = Obviative (see Sec. 8.1.1.7 below)<BR>
+    <STRONG>Col</STRONG> = Collective (see Sec. 8.1.1.5 below)<BR>
+    <STRONG>Abt</STRONG> = Abstract (see Sec. 8.1.1.6 below)<BR>
+    </FONT></P>
+</BLOCKQUOTE>
+<P align="justify">The following sections explain the terminology in the above 
+  table.</P>
+<P align="justify"><STRONG>8.1.1.1 <IMG src="assets/8-1-1-1a.gif" width="23" height="20" align="absbottom"> 
+  <IMG src="assets/8-1-1-1b.gif" width="19" height="20" align="absbottom"> 
+  Monadic vs. Unbounded</STRONG>. These terms were discussed in detail in <A href="ithkuil-ch3-morphology.htm#Sec3o3">Sec. 
+  3.3</A> on Perspective. For simplicity’s sake, the difference between 
+  a <FONT size="2">MONADIC</FONT> third party versus an <FONT size="2">UNBOUNDED</FONT> 
+  third party can be thought of as the difference between ‘he/she/it’ 
+  and ‘they.’</P>
+<P align="justify"><STRONG>8.1.1.2 <IMG src="assets/8-1-1-2a.gif" width="16" height="19" align="absbottom"> 
+  <IMG src="assets/8-1-1-2b.gif" width="15" height="19" align="absbottom"> 
+  Speaker and Addressee</STRONG>. These terms refer respectively to the party 
+  speaking (in Western grammar the first person), the party being spoken to (the 
+  second person), and a third party being considered or mentioned (the third person). 
+  Unlike the standard six-person matrix common in Western grammar (the three persons 
+  divided into singular and plural), Ithkuil divides personal reference along 
+  logical lines of inclusion versus exclusion in the speaker’s utterance. 
+</P>
+<P align="justify">From the viewpoint of Ithkuil grammar, only a single individual 
+  can speak. Even if there are two or more persons speaking the same utterance 
+  simultaneously it is but a collection of single individuals, each of which is 
+  one speaker. Therefore, the “first person” of Ithkuil, the speaker, 
+  can be only <FONT size="2">MONADIC</FONT>, never <FONT size="2">UNBOUNDED</FONT>. 
+  Thus, in Ithkuil, there is no true equivalent to the word “we,” 
+  since inherent in the various categories which translate “we” is 
+  the concept of “I plus some other entity or entities.” From this 
+  we can begin to see how it is the idea of inclusion or exclusion in the speaker’s 
+  utterance that determines the various personal reference categories.</P>
+<P align="justify">The “second person” in Ithkuil is the addressee, 
+  the person(s) being addressed or spoken to. There can be one addressee, or more 
+  than one addressee, i.e., <FONT size="2">MONADIC</FONT> or <FONT size="2">UNBOUNDED</FONT>.</P>
+<P align="justify">The “third person” in Ithkuil is where things get 
+  very complicated, in that a party being referenced who is not the speaker or 
+  the addressee can have many distinctions, including the presence or absence 
+  of animacy, being <FONT size="2">MONADIC</FONT> versus <FONT size="2">UNBOUNDED</FONT>, 
+  being referred to as a collective entity, being an intangible abstraction, being 
+  indefinite, being an impersonal generic reference, or being a combination of 
+  two or more of these categories. These distinctions are explained below.</P>
+<P align="justify"><STRONG>8.1.1.3 <IMG src="assets/8-1-1-3a.gif" width="18" height="20" align="absbottom"> 
+  <IMG src="assets/8-1-1-3b.gif" width="14" height="20" align="absbottom"> 
+  Animate vs. Inanimate</STRONG>. This is as it sounds. As we saw in earlier chapters, 
+  particularly <A href="ithkuil-ch4-case.htm#Sec4o1">Sec. 4.1</A>, several 
+  important morphological categories in Ithkuil are dependent on whether the party 
+  to the act, condition, or event is a living entity or inanimate. Note that the 
+  distinction between gender (he vs. she) found in most Western languages does 
+  not exist in the Ithkuil personal reference system. </P>
+<P align="justify"><STRONG>8.1.1.4 <IMG src="assets/8-1-1-4.gif" width="26" height="20" align="absbottom"> 
+  “Mixed” Third-Party Reference</STRONG>. It is possible for the third 
+  party being referenced to be two or more entities of different natures. For 
+  example a speaker could make reference to “I, you, and they” where 
+  “they” consists of a group consisting of one person (i.e., a monadic 
+  animate entity), three boxes (i.e., a polyadic inanimate entity), and an intangible 
+  concept such as ‘happiness’ (i.e., an abstract entity). In such 
+  cases, Ithkuil personal reference categories provide for such “mixed” 
+  parties to be included in a particular personal referent.</P>
+<P align="justify"><STRONG>8.1.1.5 <IMG src="assets/8-1-1-5.gif" width="25" height="20" align="absbottom"> 
+  Collective Reference</STRONG>. This corresponds to the <FONT size="2">NOMIC</FONT> 
+  Perspective in which a noun can be spoken of as a generic collective. For example, 
+  the word ‘dog’ in the sentence <EM>The dog is a noble beast</EM> 
+  refers to all dogs in a collective sense, not any dog in particular. This <FONT size="2">COLLECTIVE</FONT> 
+  category has its own set of personal reference affixes in Ithkuil, depending 
+  on what other entities are included in the context of the utterance.</P>
+<P align="justify"><STRONG>8.1.1.6 <IMG src="assets/8-1-1-6.gif" width="27" height="20" align="absbottom"> 
+  Abstract Reference</STRONG>. This corresponds to the <FONT size="2">ABSTRACT</FONT> 
+  perspective, equivalent to derivational abstract forms such as English nouns 
+  ending with -<EM>hood</EM>, -<EM>ness</EM>, etc. In Ithkuil, all nouns can be 
+  spoken of in this abstract sense (e.g., <EM>“bookhood”</EM> = the 
+  sense of being or functioning as a book), and the personal reference system 
+  provides affixes for this category whose form again depends on what other entities 
+  are included in the context of the utterance.</P>
+<P align="justify"><STRONG><A name="Sec8o1o1o7"></A>8.1.1.7 <IMG src="assets/8-1-1-7.gif" width="31" height="20" align="absbottom"> 
+  Obviative (4th Person) Reference</STRONG>. This category has no equivalent in 
+  Western languages, although it is found in various Native American languages. 
+  It refers to a third party referent other than one previously mentioned, which 
+  would otherwise be identically marked. In Native American grammatical treatises, 
+  this category is usually termed the obviative or “fourth” person. 
+  For example, the English sentence <EM>He saw his book</EM> is ambiguous because 
+  we are uncertain whether ‘he’ and ‘his’ refer to the 
+  same person or to two different persons (i.e., one who did the seeing and another 
+  who owns the book). In Ithkuil, no such ambiguity occurs because the latter 
+  third person referent, if a distinct person from the initial third person referent, 
+  would be marked using the <FONT size="2">OBVIATIVE</FONT>, not the third person. 
+  This disambiguation of third person referents is the purpose of the <FONT size="2">OBVIATIVE</FONT>. 
+  Its translation into English is therefore dependent on a preceding personal 
+  referent. (See <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o4">Sec. 8.1.4</A> below for more information 
+  about the <FONT size="2">OBVIATIVE</FONT>).</P>
+<P align="justify"><STRONG>8.1.1.8 <IMG src="assets/8-1-1-8a.gif" width="28" height="20" align="absbottom"> 
+  Indefinite Reference</STRONG>. This category indicates that the third party 
+  refers to any third party within the specified parameters. For example, the 
+  referent <EM></EM> <IMG src="assets/8-1-1-8b.gif" width="47" height="20" align="absbottom"> 
+  indicates an indefinite animate party, i.e., English ‘anyone’ or 
+  ‘anybody,’ while the referent <IMG src="assets/8-1-1-8c.gif" width="48" height="20" align="absbottom"> 
+  indicates an indefinite inanimate party, i.e., English ‘anything.’ 
+</P>
+<P align="justify"><STRONG>8.1.1.9 <IMG src="assets/8-1-1-9a.gif" width="20" height="20" align="absbottom"> 
+  Universal Reference</STRONG>. This category indicates that the third party refers 
+  to every third party within the specified parameters. For example, the referent 
+  <STRONG> <EM>-l</EM></STRONG> <IMG src="assets/8-1-1-9b.gif" width="20" height="20" align="absbottom"> 
+  indicates a universal animate party, i.e., English ‘everyone’ or 
+  ‘everybody,’ while the referent <EM><STRONG>-l¯</STRONG></EM> 
+  <IMG src="assets/8-1-1-9c.gif" width="16" height="20" align="absbottom"> 
+  indicates a universal inanimate party, i.e., English ‘everything.’ 
+</P>
+<P align="justify"><STRONG>8.1.1.10 <IMG src="assets/8-1-1-10.gif" width="26" height="20" align="absbottom"> 
+  Impersonal Reference</STRONG>. This category corresponds to the German pronoun 
+  <EM>man</EM> or French pronoun <EM>on</EM>, as well as the various circumlocutions 
+  used in English to describe impersonal reference (e.g., ‘one,’ ‘you,’ 
+  ‘they,’ the passive voice, and certain usages of ‘someone’). 
+  Such impersonal reference is illustrated in the following English sentences:</P>
+<BLOCKQUOTE>
+<P align="justify"><EM><STRONG>·</STRONG> <STRONG>One</STRONG> should 
+    never speak to clowns alone.<BR>
+    <STRONG>·</STRONG> To dance the tango <STRONG>you</STRONG> need a partner.<BR>
+    <STRONG>·</STRONG> <STRONG>They</STRONG> say it never rains in August.<BR>
+    <STRONG>·</STRONG> That town <STRONG>is said</STRONG> to be haunted.<BR>
+    <STRONG>·</STRONG> She just wants to talk to <STRONG>someone</STRONG> 
+    without being criticized.</EM></P>
+</BLOCKQUOTE>
+<P align="justify"><STRONG>8.1.1.11 Inclusivity vs. Exclusivity</STRONG>. Since 
+  Ithkuil personal reference adjuncts are designed to specify who among the speaker, 
+  addressee(s), and any third party is included or excluded in the context of 
+  the utterance, there are many possible personal reference distinctions possible 
+  in Ithkuil for which English has no equivalent pronouns. Such exacting distinctions 
+  would have to be made periphrastically in English, e.g., instead of saying ‘we,’ 
+  the speaker would have to specify ‘the two of us,’ or ‘I and 
+  he but not you,’ or ‘I, you, and they.’ Similarly, the English 
+  word ‘you’ breaks down into specific meanings equivalent to ‘you 
+  (singular),’ ‘you (plural),’ ‘you (singular) and it,’ 
+  ‘you and those people,’ ‘you and those things,’ etc.</P>
+<H3 align="justify"><BR>
+8.1.2 Single-Referent Personal Reference Adjuncts<A name="Sec8o1o2"></A></H3>
+<P align="justify">Adjuncts with one personal referent are termed single-referent 
+  adjuncts and have three forms: (1) a short form, (2) a long form, and (3) a 
+  conjunct form, as shown in Table 23 below. <BR>
+</P>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 23: 
+  Morphological Structure of a Single-R<IMG src="assets/8-1-2b.gif" width="155" height="23" align="absbottom">eferent Personal Reference Adjunct<A name="Table23"></A></STRONG></FONT> 
+<TABLE width="76%" border="1" cellpadding="3">
+  <TBODY><TR valign="top"> 
+    <TD width="46%" height="41" valign="middle"><STRONG>Form 1:</STRONG> <IMG src="assets/8-1-2a.gif" width="54" height="18" align="absbottom"></TD>
+    <TD>Example: </TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="53" valign="middle"><STRONG>Form 2:</STRONG> <IMG src="assets/8-1-2c.gif" width="139" height="18" align="absbottom"></TD>
+    <TD>Examples: <IMG src="assets/8-1-2d.gif" width="183" height="18" align="absbottom"><BR>
+      <IMG src="assets/8-1-2e.gif" width="357" height="19"></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="55" valign="middle"><STRONG>Form 3:</STRONG> <IMG src="assets/8-1-2f.gif" width="260" height="20"></TD>
+    <TD>Example: <IMG src="assets/8-1-2g.gif" width="374" height="21"></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD colspan="2"><TABLE width="99%" border="0" cellpadding="3">
+        <TBODY><TR> 
+          <TD width="12%"><STRONG>Where:</STRONG></TD>
+          <TD width="88%">&nbsp;</TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">consonant indicating 
+            Referent 1 [from <A href="ithkuil-ch8-adjuncts.htm#Table22">Table 22</A> above]</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2i.gif" width="20" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">short form of 
+            vocalic infix indicating case of Referent 1[see <A href="ithkuil-ch8-adjuncts.htm#Table24">Table 
+            24</A> below]</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic prefix 
+            showing Configuration, Affiliation, Designation &amp; Focus of Referent 
+            1 <BR>
+            <FONT color="#FFFFFF">_____</FONT> (see <A href="ithkuil-ch8-adjuncts.htm#Table25">Table 25</A> 
+            below)</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">long form of 
+            vocalic infix indicating case of Referent 1 [see <A href="ithkuil-ch8-adjuncts.htm#Table24">Table 
+            24</A> below]</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2m.gif" width="18" height="15" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic suffix 
+            (+ stress) showing Context: <BR>
+            <STRONG><FONT color="#FFFFFF">_____</FONT>-a</STRONG> = EXS; <STRONG>-u</STRONG> 
+            = FNC; <STRONG>-a</STRONG> + ultimate stress = SYM; <STRONG>-u</STRONG> 
+            + ultimate stress = AMG</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2n.gif" width="17" height="15" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic infix 
+            showing degree of <IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom">(see 
+            <A href="ithkuil-ch8-adjuncts.htm#Table26">Table 26</A> below)</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">consonantal suffix 
+            for Referent 1 from standard suffix tables</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic suffix 
+            showing Context for Referent 1: <STRONG>-a</STRONG> = EXS; <STRONG>-u</STRONG> 
+            = FNC; <STRONG>-û</STRONG> = SYM; <STRONG>-â</STRONG> 
+            = AMG</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD height="38"> 
+            <DIV align="right"><IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">consonantal bias 
+            suffix (see Table 20 in <A href="ithkuil-ch6-moreverbs.htm#Sec6o6">Sec. 
+            6.6</A>))</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><FONT size="2" face="Arial, Helvetica, sans-serif">Form 
+              3: </FONT></DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Stress pattern 
+            shows affix-type: penultimate = <STRONG>V<FONT size="1">1</FONT>C</STRONG>, 
+            ultimate = <STRONG>V<FONT size="1">2</FONT>C</STRONG>, antepenultimate 
+            = <STRONG>V<FONT size="1">3</FONT>C</STRONG></FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> 
+            <DIV align="right"><FONT size="2" face="Arial, Helvetica, sans-serif">Forms 
+              <BR>
+              1, 2, &amp; 3:</FONT></DIV></TD>
+          <TD valign="bottom"><FONT size="2" face="Arial, Helvetica, sans-serif">Tone 
+            shift shows RPV essence for Referent 1: falling<IMG src="assets/arrow.gif" width="17" height="9"> 
+            broken, high <IMG src="assets/arrow.gif" width="17" height="9"> 
+            rising</FONT></TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE></P>
+<P align="justify">The short form of the adjunct consists of a single consonant 
+  (labeled <STRONG>C<FONT size="1">R</FONT></STRONG> in the diagram) plus tone, 
+  corresponding to one of the 46 particular referents (as described in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o1">Sec. 
+  8.1.1</A> above). This is followed by a single vocalic suffix <STRONG>V<FONT size="1">C</FONT></STRONG> 
+  indicating the case of the personal referent (see Chapter 4 on Case). The 81 
+  possible values for this suffix are shown in Table 24 below. <BR>
+</P>
+<STRONG><FONT face="Arial, Helvetica, sans-serif">Table 24: Case Suffixes/Infixes 
+for Personal Reference Adjuncts <A name="Table24"></A><BR>
+</FONT></STRONG> 
+<TABLE width="59%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD width="14%">&nbsp;</TD>
+    <TD width="86%"><IMG src="assets/8-1-2r.gif" width="359" height="554"></TD>
+  </TR>
+  <TR>
+    <TD>&nbsp;</TD>
+    <TD><IMG src="assets/8-1-2s.gif" width="359" height="525"></TD>
+  </TR>
+  <TR>
+    <TD>&nbsp;</TD>
+    <TD><IMG src="assets/8-1-2t.gif" width="359" height="551"></TD>
+  </TR>
+  <TR>
+    <TD>&nbsp;</TD>
+    <TD><IMG src="assets/8-1-2u.gif" width="359" height="525"></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">As for the long form of the adjunct, the first part is an optional 
+  vocalic prefix<STRONG> <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"></STRONG> 
+  which indicates the Configuration, Affiliation, and Designation of the personal 
+  referent (see <A href="ithkuil-ch3-morphology.html">Chapter 3</A> 
+  for a discussion of these morphological categories). The possible values for 
+  <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+  are shown in Tables 25(a) and (b) below.</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif"><BR>
+  Table 25(a) and (b): <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom">Prefixes 
+  for Single-Referent Personal Reference Adjuncts<A name="Table25"></A></FONT></STRONG></P>
+<P><FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>25(a) Designation 
+  of Referent 1 = INFORMAL<BR>
+  <IMG src="assets/8-1-2v.gif" width="594" height="202"><BR>
+  </STRONG></FONT><BR>
+  <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>25(b) Designation 
+  of Referent 1 = FORMAL<BR>
+  <IMG src="assets/8-1-2w.gif" width="594" height="203"> </STRONG></FONT></P>
+<P align="justify"><BR>
+  The second part of the long form of the adjunct is the single consonant (<IMG src="assets/8-1-2h.gif" width="20" height="16" align="absbottom">) 
+  plus tone shown previously in <A href="ithkuil-ch8-adjuncts.htm#Table22">Table 22</A>, corresponding 
+  to the personal referent. The third part of the long form of the adjunct is 
+  a syllabic infix (<IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom">) 
+  which shows the case of the personal referent; it is a combination of a vowel 
+  or diphthong followed by the consonant <STRONG>y</STRONG> or <STRONG>w</STRONG>. 
+  The 81 possible values for this <IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"> 
+  infix are shown in the last column of <A href="ithkuil-ch8-adjuncts.htm#Table24">Table 24</A> above. 
+  The final term of the long form of the adjunct is a single vowel suffix -<IMG src="assets/8-1-2m.gif" width="18" height="15" align="absbottom"> 
+  which, in conjunction with syllabic stress, indicates the Context of the personal 
+  referenct (see <A href="ithkuil-ch3-morphology.htm#Sec3o6">Sec. 
+  3.6</A> on Context). The four values for this -<IMG src="assets/8-1-2m.gif" width="18" height="15" align="absbottom"> 
+  suffix are shown in <A href="ithkuil-ch8-adjuncts.htm#Table23">Table 23</A> above. </P>
+<P align="justify">As for the third type, or conjunct form of the adjunct, the 
+  first three terms of are identical to those of the long-form. The new terms 
+  are <IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom">, 
+  which is merely a standard suffix used with formatives, as analyzed in <A href="ithkuil-ch7a-affixes.htm#Sec7o7">Sec. 
+  7.7</A>, and a vocalic infix, <IMG src="assets/8-1-2n.gif" width="17" height="15" align="absbottom">, 
+  which indicates the degree of <IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom">. 
+  The values of <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/8-1-2n.gif" width="17" height="15" align="absmiddle"></FONT></STRONG> 
+  are shown in Table 26 below. The affix-type <IMG src="assets/8-1-2o.gif" width="17" height="14" align="absbottom"> 
+  of is shown by the adjunct’s stress pattern. Optional terms are <IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom">, 
+  one of four vocalic suffixes showing the Context of the personal referent, and 
+  <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom">, 
+  a consonantal bias affix previously introduced in <A href="ithkuil-ch6-moreverbs.htm#Sec6o6">Sec. 
+  6.6</A>. The use of <IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom"> 
+  is optional if the context of the referent is already known (or can be inferred) 
+  from the utterance. The appearance of the <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+  bias suffix is dependent on the appearance of <IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom">, 
+  i.e., <IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom"> 
+  must appear if <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+  is to appear, although <IMG src="assets/8-1-2p.gif" width="23" height="16" align="absbottom"> 
+  can appear in word-final position without any <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+  bias suffix.<BR>
+</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 26: 
+  Values for <IMG src="assets/8-1-2n.gif" width="17" height="15" align="absmiddle"><A name="Table26"></A></FONT></STRONG></P>
+<TABLE width="29%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD width="15%">&nbsp;</TD>
+    <TD width="85%"><TABLE width="82%" border="1" cellpadding="3">
+        <TBODY><TR> 
+          <TD width="54%">Degree 1</TD>
+          <TD width="46%"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ï</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 2</TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">u</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 3</TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ë</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 4</TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">e</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 5 </TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">a</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 6 </TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ö</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 7</TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">o</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 8</TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ä</FONT></STRONG></DIV></TD>
+        </TR>
+        <TR> 
+          <TD>Degree 9 </TD>
+          <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">i</FONT></STRONG></DIV></TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">For all three forms of the adjunct, shift from falling to broken 
+  tone, or from high to rising, indicates the <FONT size="2">REPRESENTATIVE</FONT> 
+  essence of the personal referent. </P>
+<P align="justify"><STRONG>8.1.2.1 Use of the Short Form</STRONG>. The short form 
+  of a single-referent personal reference adjunct is used when it is clear from 
+  the surrounding context of the utterance which previously identified noun participant 
+  is being referred to, so that it is unnecessary to indicate the Configuration, 
+  Affiliation, Designation, Focus, and Context of the referent. The short form 
+  of the adjunct merely indicates the party itself and its case. </P>
+<P align="justify"><STRONG>8.1.2.2 Use of the Long Form</STRONG>: The long form 
+  of the adjunct is used when necessary to indicate the context and/or the Configuration, 
+  Affiliation, Designation, and Focus of the referent when the surrounding sentences 
+  do not provide or make clear this information. </P>
+<P align="justify"><STRONG>8.1.2.3 Use of the Conjunct Form</STRONG>: Form 3 of 
+  the adjunct, the conjunct form, is a single-referent adjunct which combines 
+  with a standard formative affix, allowing an affix category to be applied to 
+  a personal referent, just as an affix category would normally apply to the formative 
+  to which it is affixed. This allows personal referents to be spoken of in contexts 
+  created by affix categories, such as when combining -<STRONG>V<FONT size="1">1</FONT><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">/7</STRONG> 
+  ‘there (by addressee)’ with <STRONG><FONT face="Arial, Helvetica, sans-serif">paw(a)</FONT></STRONG> 
+  <IMG src="assets/8-1-2-3.gif" width="49" height="18" align="absbottom"> 
+  to give the form <STRONG><FONT face="Arial, Helvetica, sans-serif">pawo<IMG src="assets/Cv.gif" width="9" height="15" align="baseline"></FONT></STRONG> 
+  meaning ‘you people there.’ </P>
+<DIV align="justify"><STRONG>8.1.2.4 Examples of Single-Referent Personal Reference 
+  Adjuncts in Use </STRONG> 
+  <BLOCKQUOTE> <IMG src="assets/8-1-2-4a.gif" width="433" height="682"><BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-6-2.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-6-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+    <BR>
+    <IMG src="assets/8-1-2-4b.gif" width="281" height="296"><BR>
+  </BLOCKQUOTE>
+</DIV>
+<H3 align="justify">8.1.3 Dual-Referent Personal Reference Adjuncts <A name="Sec8o1o3"></A></H3>
+<P align="justify">Ithkuil allows a personal reference adjunct to show the personal 
+  reference category and associated case for two separate parties all in one adjunct. 
+  This is called a dual-referent adjunct and serves to combine two unrelated personal 
+  referents into one adjunct, no matter what their associated cases may be. There 
+  is only one form of a dual-referent adjunct, shown in Table 27 below.</P>
+<P align="justify"><BR>
+  <FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 27: Morphological Structure 
+  of a Dual-Referent Personal Reference Adjunct<A name="Table27" id="Table27"></A></STRONG></FONT> 
+</P>
+<TABLE width="76%" border="1" cellpadding="3">
+  <TBODY><TR valign="top"> 
+    <TD width="46%" height="55" valign="top"><STRONG>Form 3:</STRONG> <BR>
+      <IMG src="assets/8-1-3a.gif" width="331" height="19"> </TD>
+    <TD><P>Examples: <STRONG>p’awik</STRONG><BR>
+        <FONT color="#FFFFFF">Examples: </FONT><STRONG>ûksaiwénz</STRONG><BR>
+        <FONT color="#FFFFFF">Examples: </FONT><STRONG>ççäyokluss</STRONG></P>
+    </TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="369" colspan="2"> 
+      <TABLE width="99%" border="0" cellpadding="3">
+        <TBODY><TR> 
+          <TD width="12%"><STRONG>Where:</STRONG></TD>
+          <TD width="88%">&nbsp;</TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic prefix 
+            showing Configuration, Affiliation, Designation &amp; Focus of Referent 
+            1 <BR>
+            <FONT color="#FFFFFF">_____</FONT> (see <A href="ithkuil-ch8-adjuncts.htm#Table25">Table 25</A> 
+            above and <A href="ithkuil-ch8-adjuncts.htm#Table28">Table 28</A> below)</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <IMG src="assets/8-1-3c.gif" width="28" height="15" align="absbottom">=</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">consonant(s) 
+            indicating Referent 1 and Referent 2 [see <A href="ithkuil-ch8-adjuncts.htm#Table30">Table 
+            30</A>]</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <IMG src="assets/8-1-2k.gif" width="26" height="16" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">long form of 
+            vocalic infix indicating case of Referent 1 [see <A href="ithkuil-ch8-adjuncts.htm#Table24">Table 
+            24</A> above]</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <IMG src="assets/8-1-3d.gif" width="14" height="17"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic infix 
+            showing Context &amp; Designation of Referent 2 (see <A href="ithkuil-ch8-adjuncts.htm#Table29">Table 
+            29</A> below)</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <IMG src="assets/8-1-3f.gif" width="21" height="14" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">consonantal suffix 
+            showing Case and Configuration of Referent 2 (see <A href="ithkuil-ch8-adjuncts.htm#Table31">Table 
+            31</A>; 9 degrees of case suffix correspond to the 9 configurations)</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom"> 
+              =</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">vocalic suffix 
+            showing Affiliation of Referent 2: -<STRONG>a</STRONG> = CSD, -<STRONG>u</STRONG> 
+            = ASO, -<STRONG>û</STRONG> = VAR, -<STRONG>â</STRONG> 
+            = COA</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD height="42"> 
+            <DIV align="right"> <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom">=</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">consonantal bias 
+            suffix (see Table 20 in <A href="ithkuil-ch6-moreverbs.htm#Sec6o6">Sec. 
+            6.6</A>)</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD height="42"> <DIV align="right"> <FONT size="2" face="Arial, Helvetica, sans-serif">Tone 
+              </FONT>=</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Combinations 
+            of Ref. 1&amp; 2: <BR>
+            <FONT color="#FFFFFF">_____</FONT> falling + falling = falling, high 
+            + high = high, falling + high = rising, <BR>
+            <FONT color="#FFFFFF">_____</FONT> high + falling = broken</FONT></TD>
+        </TR>
+        <TR valign="top"> 
+          <TD> <DIV align="right"> <FONT size="2" face="Arial, Helvetica, sans-serif">Stress 
+              </FONT>=</DIV></TD>
+          <TD><FONT size="2" face="Arial, Helvetica, sans-serif">shows Ref. 2 
+            Essence &amp; Focus: penultimate = -RPV/-FC, ultimate = -RPV/+FC, 
+            antepenult = +RPV/-FC, preantepenult = +RPV/+FC</FONT></TD>
+        </TR>
+      </TBODY></TABLE></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+  represents the same optional vocalic prefix as used with single-referent adjuncts 
+  (see <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Section 8.1.2</A>) and is used to give Configuration, 
+  Affiliation, Focus, and Designation information about the first referent, Referent-1; 
+  the values for <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+  when Referent-1 is in the NORMAL essence are as shown in <A href="ithkuil-ch8-adjuncts.htm#Table25">Tables 
+  25(a) and (b)</A>. For dual-referent adjuncts where the essence of Referent-1 
+  is the REPRESENTATIVE, the values for <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+  are given in the Tables 28(a) and (b)below.</P>
+<P><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 28(a) - (b): <IMG src="assets/8-1-2j.gif" width="19" height="16" align="absbottom"> 
+  Prefixes for Dual-Referent Pers. Ref. Adjuncts<A name="Table28"></A><BR>
+  <FONT color="#FFFFFF">_______________</FONT>( <FONT size="2">Where Essence of 
+  Referent-1 = RPV)</FONT></FONT></STRONG></P>
+<P> <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">28(a) Designation 
+  of Referent 1 = INFORMAL<BR>
+  <IMG src="assets/8-1-3g.gif" width="574" height="202"> </FONT></STRONG></P>
+<P><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">28(b) Designation 
+  of Referent 1 = FORMAL<BR>
+  <IMG src="assets/8-1-3h.gif" width="573" height="203"> </FONT></STRONG></P>
+<P>&nbsp;</P>
+<P><FONT face="Arial, Helvetica, sans-serif"><STRONG>Table 29: Values for</STRONG></FONT> 
+  <IMG src="assets/8-1-3d.gif" width="14" height="17" align="absbottom"><A name="Table29"></A></P>
+<TABLE width="50%" border="1" cellpadding="3">
+  <TBODY><TR bgcolor="#CCCCCC"> 
+    <TD width="31%"> 
+      <DIV align="center"><STRONG><FONT size="2">DESIGNATION</FONT></STRONG></DIV></TD>
+    <TD width="32%"> 
+      <DIV align="center"><STRONG><FONT size="2">CONTEXT</FONT></STRONG></DIV></TD>
+    <TD width="37%"> 
+      <DIV align="center"><IMG src="assets/8-1-3d.gif" width="14" height="17" align="absbottom"></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="4"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">-FR<BR>
+        INFORMAL</FONT></DIV></TD>
+    <TD><DIV align="center">EXS</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">a</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">FNC</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">e</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">RPS</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">o</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">AMG</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ä</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD rowspan="4"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif">+FR<BR>
+        FORMAL</FONT></DIV></TD>
+    <TD><DIV align="center">EXS</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ï</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">FNC</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">i/u</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">RPS</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ë</FONT></STRONG></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center">AMG</DIV></TD>
+    <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">ü</FONT></STRONG></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> <IMG src="assets/8-1-3d.gif" width="14" height="17" align="absbottom"> 
+  is a vocalic suffix indicating the Context and Designation of Referent-2; its 
+  values are shown in Table 29 immediately above. The composite prefix (labeled 
+  <IMG src="assets/8-1-3c.gif" width="28" height="15" align="absbottom">) 
+  is a synthetic consonantal prefix formed from the combination of the Referent-1 
+  prefix and the Referent-2 prefix. For example, the combination of the prefix 
+  <STRONG> <FONT face="Arial, Helvetica, sans-serif">s</FONT></STRONG>- with the 
+  prefix <FONT face="Arial, Helvetica, sans-serif"><STRONG>f</STRONG></FONT>- 
+  renders the composite prefix <FONT face="Arial, Helvetica, sans-serif"><STRONG>sf</STRONG></FONT>-, 
+  while the combination of the prefix <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG>- 
+  with the prefix <FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT>- 
+  gives the composite <FONT face="Arial, Helvetica, sans-serif"><STRONG>t’</STRONG></FONT>-. 
+  Table 30 below illustrates how the 23 single-consonant prefixes combine with 
+  each other.</P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif">Table 30: Personal Reference 
+  Adjunct Prefixes</FONT></STRONG><A name="Table30"></A><BR>
+  <IMG src="assets/8-1-3n.gif" width="771" height="594"></P>
+<P align="justify">Explanation of abbreviations and terms in the above table:</P>
+<BLOCKQUOTE>
+  <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>1 
+    </STRONG> = Inclusion of speaker <BR>
+    <STRONG>2</STRONG> = Inclusion of addressee <BR>
+    <STRONG>m</STRONG> = monadic (single party) <BR>
+    <STRONG>u</STRONG> = unbounded (more than one party) <BR>
+    <STRONG>a</STRONG> = animate 3rd party <BR>
+    <STRONG> i</STRONG> = inanimate 3rd party<BR>
+    </FONT><FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>E</STRONG> 
+    = universal ('everyone/everything')<BR>
+    <STRONG>M</STRONG> = mixed combination of 3rd parties (including animate+inanimate 
+    or <FONT size="1">MONADIC</FONT>+<FONT size="1">UNBOUNDED</FONT>)<BR>
+    <STRONG>IP</STRONG> = Impersonal ('one')<BR>
+    <STRONG>ID</STRONG> = Indefinite ('anyone/anything')<BR>
+    <STRONG>Obv</STRONG> = Obviative (see Sec. 8.1.1.7 below)<BR>
+    <STRONG>Col</STRONG> = Collective (see Sec. 8.1.1.5 below)<BR>
+    <STRONG>Abt</STRONG> = Abstract (see Sec. 8.1.1.6 below)</FONT></P>
+</BLOCKQUOTE>
+<P align="justify">Note that when combining two referent prefixes to form the 
+  composite <IMG src="assets/8-1-3c.gif" width="28" height="15" align="absbottom"> 
+  prefix the tones associated with each referent must also be combined (remember 
+  it is the distinction between low and high tone that expands the 23 single-consonant 
+  referents into 46). Since all single-referent adjuncts are either of falling 
+  or high tone, their combination proceeds as follows:</P>
+
+<BLOCKQUOTE>
+<P align="justify"><FONT face="Arial, Helvetica, sans-serif">falling</FONT><FONT face="Arial, Helvetica, sans-serif"> 
+    + falling<IMG src="assets/arrow.gif" width="17" height="9"> 
+    falling<BR>
+    high + high <IMG src="assets/arrow.gif"> high <BR>
+    falling + high <IMG src="assets/arrow.gif"> rising <BR>
+    high + falling<IMG src="assets/arrow.gif"> broken</FONT></P>
+</BLOCKQUOTE>
+<P align="justify">As for the Referent-1 case infix, this is the same vocalic 
+  case-affix (VC1) we saw for single-referent adjuncts in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 
+  8.1.2</A> above (with the vocalic increment ending in -<STRONG><FONT face="Arial, Helvetica, sans-serif">y</FONT></STRONG>- 
+  or -<FONT face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT>-). The 
+  forms for these case infixes were given in <A href="ithkuil-ch8-adjuncts.htm#Table24">Table 24</A>.</P>
+<P align="justify">Deferring for a moment the explanation of the Referent-2 consonantal 
+  case suffix (<IMG src="assets/8-1-3f.gif" width="21" height="14" align="absbottom">), 
+  the last two terms of the dual-referent adjunct are <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom"> 
+  and <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom">. 
+  The former is one of four vocalic affixes representing the affiliation of Referent-2, 
+  while the latter is the consonantal bias affix previously introduced in <A href="ithkuil-ch6-moreverbs.htm#Sec6o6">Sec. 
+  6.6</A>. The use of <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom"> 
+  is optional if the affiliation of the referent is already known (or can be inferred) 
+  from the context of the utterance. The appearance of the <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+  bias suffix is dependent on the appearance of <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom">, 
+  i.e., <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom"> 
+  must appear if <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+  is to appear, although <IMG src="assets/8-1-3e.gif" width="16" height="15" align="absbottom"> 
+  can appear in word-final position without any <IMG src="assets/8-1-2q.gif" width="17" height="15" align="absbottom"> 
+  bias suffix. </P>
+<P align="justify">The four-way combination of Essence and Focus for Referent-2 
+  is shown by the four available stress patterns: penultimate stress indicates 
+  <FONT size="2">NORMAL</FONT> + <FONT size="2">UNFOCUSED</FONT>, ultimate stress 
+  indicates <FONT size="2">NORMAL</FONT> + <FONT size="2">FOCUSED</FONT>, antepenultimate 
+  indicates <FONT size="2">REPRESENTATIVE</FONT> + <FONT size="2">UNFOCUSED</FONT>, 
+  and preantepenultimate indicates <FONT size="2">REPRESENTATIVE</FONT> + <FONT size="2">FOCUSED</FONT>. 
+  (See <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sec. 3.8</A> on 
+  Essence, and <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 3.5</A> 
+  on Focus.)</P>
+<P align="justify">The Referent-2 consonantal case suffix (<IMG src="assets/8-1-3f.gif" width="21" height="14" align="absbottom">) 
+  is a consonantal suffix associated with each of the 81 noun cases. Note that 
+  each of these case-frame adjunct markers has nine forms (a default form and 
+  eight mutations). These nine variants are used to indicate the configuration 
+  of Referent-2 (see <A href="ithkuil-ch3-morphology.htm#Sec3o1">Sec. 
+  3.1</A> on Configuration). The values for are shown in Tables 31 below.</P>
+<P align="justify"><STRONG><FONT face="Arial, Helvetica, sans-serif"><BR>
+  Table 31: <IMG src="assets/8-1-3f.gif" width="21" height="14" align="absbottom"> 
+  Suffixes for Dual-Referent Personal Reference Adjuncts<A name="Table31"></A></FONT></STRONG></P>
+<TABLE width="70%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD valign="top"><IMG src="assets/8-1-3i.gif" width="635" height="700"></TD>
+  </TR>
+  <TR>
+    <TD valign="top"><IMG src="assets/8-1-3j.gif" width="635" height="671"></TD>
+  </TR>
+  <TR>
+    <TD valign="top"><IMG src="assets/8-1-3k.gif" width="635" height="599"></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><BR>
+  <STRONG>8.1.3.1 Special Use of Short Adjunct Form.</STRONG> The short form of 
+  the single-referent adjunct discussed in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A> 
+  above (utilizing the abbreviated <STRONG></STRONG> <IMG src="assets/8-1-2i.gif" width="20" height="16" align="absbottom"> 
+  suffix from <A href="ithkuil-ch8-adjuncts.htm#Table24">Table 24</A>) can be used with the special dual-referent 
+  <IMG src="assets/8-1-3c.gif" width="28" height="15" align="absbottom"> 
+  composite prefixes from <A href="ithkuil-ch8-adjuncts.htm#Table30">Table 30</A> under the following 
+  circumstance: to show that two different parties are governed by the same case 
+  and participate equally with the verb, equivalent to connecting two pronouns 
+  in English by ‘and’ as in <EM>He and I went to the store</EM> or 
+  <EM>The man looked at them and me</EM>. Examples: <STRONG><FONT face="Arial, Helvetica, sans-serif">ksau¯</FONT></STRONG>, 
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>xnû</STRONG></FONT>, 
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>hhea<IMG src="assets/tone-rising.gif" width="10" height="10" align="top"></STRONG></FONT>. 
+  Note in the last example <FONT face="Arial, Helvetica, sans-serif"><STRONG>hhea<IMG src="assets/tone-rising.gif" width="10" height="10" align="top"></STRONG></FONT> 
+  how the combination of a low-toned referent and a high-toned referent combines 
+  to give a rising-toned adjunct.</P>
+<P align="justify"> <STRONG>8.1.3.2 Illustration of a Dual-Referent Adjunct</STRONG>: 
+  Based on the above information, we can now analyze an example dual-referent 
+  adjunct — <STRONG><FONT face="Arial, Helvetica, sans-serif"><EM>diawàsmûç</EM></FONT></STRONG><IMG src="assets/tone-rising.gif" width="10" height="10" align="top">:</P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR valign="top"> 
+    <TD width="8%" height="39"> <DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>( 
+        )-</STRONG></FONT></DIV></TD>
+    <TD width="7%"> <DIV align="center">=</DIV></TD>
+    <TD width="85%"><FONT size="2">INFORMAL</FONT> designation, <FONT size="2">UNIPLEX</FONT> 
+      configuration, <FONT size="2">CONSOLIDATIVE</FONT> affiliation, <FONT size="2">NORMAL</FONT> 
+      essence and negative <FONT size="2">FOCUS</FONT> for Referent No. 1</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-d<IMG src="assets/tone-rising.gif" width="10" height="10" align="top"> 
+        -</STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD>combination of Referent No. 1, <STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG>- 
+      <IMG src="assets/8-1-3-2a.gif" width="24" height="21" align="absbottom">, 
+      plus Referent No. 2, <FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/n-cedilla.gif" width="10" height="14" align="absbottom">¯</STRONG></FONT>- 
+      <IMG src="assets/8-1-3-2b.gif" width="46" height="21" align="absbottom"> 
+    </TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-iaw-</STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><FONT size="2">PROLATIVE</FONT> case infix (meaning “along [the 
+      surface of] X”) for Referent No. 1</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-a-</STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><FONT size="2">INFORMAL</FONT> designation and <FONT size="2">EXISTENTIAL</FONT> 
+      context for Referent No. 2</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-sm-</STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><FONT size="2">POSSESSIVE</FONT> case and <FONT size="2">MULTIFORM</FONT> 
+      configuration for Referent No. 2</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-û-</STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><FONT size="2">VARIATIVE</FONT> affiliation for Referent No. 2</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>-ç</STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><FONT size="2">REACTIVE</FONT> bias</TD>
+  </TR>
+  <TR valign="top"> 
+    <TD><DIV align="right"><FONT size="2" face="Arial, Helvetica, sans-serif">[stress]</FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD>ultimate stress indicating <FONT size="2">NORMAL</FONT> essence and positive 
+      <FONT size="2">FOCUS</FONT> for Referent No. 2</TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> <STRONG>Approximate translation</STRONG>: <EM>over me</EM> 
+  [= along my body] + <EM>what belongs to a rag-tag amalgamation of you</EM> (singular) 
+  <EM>and all those things</EM> + [sense of surprise].</P>
+<P align="justify">While such a word might seem contrived at first, it nevertheless 
+  proves quite functional in a sentence such as the following (which a Star Trek<FONT size="2">©</FONT> 
+  character might say to a Borg after the latter has produced an “assimilated” 
+  spider from its pocket and let it loose during the night):</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/8-1-3-2d.gif" width="136" height="25"><BR>
+    <IMG src="assets/8-1-3-2c.gif" width="622" height="69"><BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Intro-2.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Intro-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<P>Other examples of the use of dual-referent personal reference adjuncts are 
+  given below.</P>
+<BLOCKQUOTE> 
+  <P><STRONG><IMG src="assets/8-1-3o.gif" width="605" height="695"><BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-8-1.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-8-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+    </STRONG></P>
+</BLOCKQUOTE>
+<H3><BR>
+  8.1.4 Use of the Switch Reference Suffix<A name="Sec8o1o4"></A></H3>
+<P align="justify">In <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o13">Section 
+  7.7.13</A>, the <FONT size="2">SWR</FONT> switch reference suffix was introduced. 
+  This affix works with the <FONT size="2">OBVIATIVE</FONT> personal referent 
+  (see <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o1o7">Sec. 8.1.1.7</A>) to specifically indicate which 
+  party is being referred to. The following is a review of this affix for all 
+  nine degrees. By use of this affix, reference can be made immediately to any 
+  party relevant to a discourse, even to a third party not previously mentioned.</P>
+<TABLE width="75%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="11%" height="29">-V<FONT size="1">2<FONT color="#FFFFFF">_</FONT></FONT><FONT size="4" face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT></TD>
+    <TD width="7%" bgcolor="#CCCCCC"> <DIV align="center"><STRONG>SWR</STRONG></DIV></TD>
+    <TD width="82%">Switch Reference &amp; Obviative Specification </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 1</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">nearest 
+      preceding referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd to 
+      nearest preceding referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3rd party 
+      not previously mentioned</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">referring 
+      to sentence focus</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">first referent 
+      mentioned</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">referring 
+      to sentence topic</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">3rd party 
+      non-transrelative referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">2nd order 
+      transrelative referent</FONT></TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2" face="Arial, Helvetica, sans-serif">higher 
+      order transrelative referent</FONT></TD>
+  </TR>
+</TBODY></TABLE>
+<P>The following example illustrates the use of the switch reference suffix:</P>
+<P><IMG src="assets/Clown4.GIF" width="93" height="70" border="0" align="top"></A><BR>
+  <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-8-2.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+  <A href="Sound_Files/Ch-8-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+<P>&nbsp; </P>
+<H3 align="justify">8.1.5 Details of Personal Reference Suffixes<A name="Sec8o1o5"></A></H3>
+<P align="justify"><A href="ithkuil-ch7a-affixes.htm#Sec7o4">Sec. 7.4</A> described 
+  the existence of a special group of specialized suffixes derived from personal 
+  reference adjunct consonantal infixes. As previously discussed in <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o1">Sec. 
+  8.1.1</A>, there are 23 single consonants associated with 46 single-referent 
+  personal reference categories (based on a distinction between low and high tone). 
+  These 23 consonants can be combined with Type 3 vocalic infix patterns (see 
+  <A href="ithkuil-ch2-morphophonology.htm#Sec2o7o2">Sec. 2.7.2</A>) to correspond 
+  to certain Associative and Appositive noun cases. The low versus high tone distinction 
+  for these 23 consonants (from which the 46 categories are derived) is shown 
+  by distinguishing between the V+C standard form of the suffix and its reversed 
+  C+V form (see <A href="ithkuil-ch7a-affixes.htm#Sec7o5o2">Sec. 7.5.2</A> on 
+  the “reversed” form of suffixes). Unlike other -V<FONT size="1">3</FONT>C 
+  suffixes, there are no -V<FONT size="1">1</FONT>C or -V<FONT size="1">2</FONT>C 
+  counterparts to these suffixes (or rather, the -V<FONT size="1">1</FONT>C or 
+  -V<FONT size="1">2</FONT>C counterparts have completely different meanings and 
+  uses). The use of these suffixes is optional, since they are merely substitutes 
+  for single-referent personal reference adjuncts. The noun cases associated with 
+  the nine suffix degrees are as follows:</P>
+<TABLE width="54%" border="1" cellpadding="3">
+  <TBODY><TR> 
+    <TD width="21%"><FONT size="2">Degree 1</FONT></TD>
+    <TD width="79%" colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o1">POSSESSIVE</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 2</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o2">PROPRIETIVE</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 3</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o3">GENITIVE</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 4</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o4">ATTRIBUTIVE</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 5</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o5">ORIGINATIVE</A></FONT> 
+      Case </TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 6</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o6">PRODUCTIVE</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 7</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o4o7">INTERPRETATIVE</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 8 </FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o5o3">INHERENT</A></FONT> 
+      Case</TD>
+  </TR>
+  <TR> 
+    <TD><FONT size="2">Degree 9</FONT></TD>
+    <TD colspan="2"><FONT size="2"><A href="ithkuil-ch4-case.htm#Sec4o5o4">CONDUCTIVE</A></FONT> 
+      Case</TD>
+  </TR>
+</TBODY></TABLE>
+<P>Examples of Use: </P>
+<P align="left"><FONT color="#FF0000"><IMG src="assets/8-1-5a.gif" width="429" height="132"> 
+  <A href="Sound_Files/Ch-4-8.mp3"><IMG src="assets/Clown3.GIF" width="86" height="99" border="0" align="top"></A><BR>
+  <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-4-8.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+  <A href="Sound_Files/Ch-4-8.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  <BR>
+  </FONT></P>
+<P align="left"><FONT color="#FF0000"><IMG src="assets/8-1-5b.gif" width="476" height="388"></FONT></P>
+<P>&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>8.2 SUBSIDIARY ADJUNCTS</STRONG></FONT><A name="Sec8o2"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"> Subsidiary adjuncts refer to adjuncts which are essentially 
+  subsets or “pieces” of the conflation adjunct first introduced in 
+  Chapter 5. Conflation adjuncts comprise the morphological categories of Derivation, 
+  Valence, Version, Format, Modality and Level, and are of the form <STRONG>CN 
+  + VV + CK + Vm [+ tone]</STRONG>, exemplified by the word <STRONG>t’uillia¯ 
+  = t’+ui+ll+ia+¯</STRONG>.<BR>
+  However, it is possible to take this same adjunct and present only select portions 
+  of it. We already saw this in Sec. 5.2 when we were introduced to valence adjuncts, 
+  which are essentially composed of the VV + CK “subset” of a conflation 
+  adjunct. Similarly we can have simple modality adjuncts of the form <STRONG>Vm 
+  [+ tone]</STRONG> as in the word <STRONG>ia¯</STRONG> which also shows 
+  the category of Level (via the tone indication). A simple format adjunct is 
+  possible by simply using CK by itself as a word, e.g., <STRONG>ll</STRONG>. 
+  To this can be added the <STRONG>Vm [+ tone]</STRONG> increment to provide a 
+  subsidiary adjunct showing Format, Modality and Level, as in <STRONG>llia¯</STRONG>.</P>
+<P align="justify">&nbsp;</P>
+
+<DIV align="justify">
+  <TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>8.3 COMBINATION ADJUNCTS</STRONG></FONT><A name="Sec8o3"></A></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">Combination adjuncts refer to adjuncts which start with an 
+  autonomous consonantal form indicating Mood (see <A href="ithkuil-ch6-moreverbs.htm#Sec6o5">Sec. 
+  6.5</A>), then add on various morphological categories other than those combinations 
+  seen in conflation, subsidiary, and aspectual adjuncts. The use combination 
+  adjuncts is optional, determined primarily by euphonic (i.e., phonotactical 
+  and phonaesthetic) concerns in order to decrease the number of syllables which 
+  a formative might otherwise have due to multiple affixation and mutation of 
+  its phonemes. The various combination adjunct structures are de-tailed in the 
+  sections below.</P>
+<H3 align="justify"><BR>
+  8.3.1 Mood + Aspect Adjuncts</H3>
+<P align="justify">The most basic combination adjunct combines Aspect with Mood. 
+  In this adjunct, Mood is indicated by an initial <FONT face="Arial, Helvetica, sans-serif"><STRONG>w</STRONG></FONT>- 
+  or <FONT face="Arial, Helvetica, sans-serif"><STRONG>y</STRONG></FONT>- plus 
+  tone (the tone pattern is shown in Table 32 below). This is followed by one 
+  of the 32 aspect suffixes from <A href="ithkuil-ch6-moreverbs.htm#Table19">Table 
+  19 in Sec. 6.4.1</A>. Examples: <STRONG><FONT face="Arial, Helvetica, sans-serif">wea</FONT></STRONG>¯, 
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>yaï</STRONG></FONT><IMG src="assets/tone-broken.gif" width="10" height="10" align="top">. 
+  Note that, in the absence of an aspectual adjunct (which normally shows mood), 
+  this simple element can function by itself as a <STRONG>mood adjunct</STRONG> 
+  by simply using the neutral -<STRONG>V<FONT size="1">S</FONT></STRONG> suffix, 
+  e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">wa</FONT></STRONG>, 
+  <FONT face="Arial, Helvetica, sans-serif"> <STRONG>ya</STRONG></FONT>¯.</P>
+<H3 align="justify"><FONT face="Arial, Helvetica, sans-serif"><STRONG><BR>
+  Table 32: Consonant + Tone Values for Mood Adjuncts and Mood+Aspect Adjuncts</STRONG></FONT><BR>
+  <BR>
+  <IMG src="assets/8-3-1.gif" width="319" height="212"><BR>
+  <BR>
+  <BR>
+  8.3.2 Phase/Validation + Format + Level + Mood + Bias Adjuncts<A name="Sec8o3o2"></A></H3>
+<P align="justify">This combination adjunct has the form <FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="2">j 
+  </FONT>+ w/y + V<FONT size="1">F </FONT>(+C<FONT size="2">b</FONT>) + [tone 
+  &amp; stress]</STRONG></FONT>, where:</P>
+<TABLE width="95%" border="0" cellpadding="0">
+  <TBODY><TR valign="top"> 
+    <TD width="6%" height="68"> <DIV align="right"><STRONG><FONT face="Arial, Helvetica, sans-serif">V<FONT size="2">j</FONT></FONT></STRONG></DIV></TD>
+    <TD width="5%"> <DIV align="center">=</DIV></TD>
+    <TD width="89%"><DIV align="justify">an initial vowel indicating either one 
+        of the nine phases or one of the nine validations, as shown in Table 33 
+        below; a following -<STRONG>w</STRONG>- infix indicates that <STRONG>V<FONT size="2">j</FONT></STRONG> 
+        shows Phase, while a following -<STRONG>y</STRONG>- infix indicates <STRONG>V<FONT size="1">j</FONT></STRONG> 
+        shows Validation</DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="29"> <DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>V<FONT size="1">F</FONT></STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><DIV align="justify">a vowel form indicating one of eight Formats and 
+        four Levels (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o6">Sec. 5.6</A>), 
+    as shown in Table 34 below</DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD height="31"> <DIV align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG>C<FONT size="2">b</FONT></STRONG></FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><DIV align="justify">one of the 48 optional Bias affixes from <A href="ithkuil-ch6-moreverbs.htm#Sec6o6">Table 
+    20 in Sec. 6.6</A></DIV></TD>
+  </TR>
+  <TR valign="top"> 
+    <TD> <DIV align="right">t<FONT size="2" face="Arial, Helvetica, sans-serif">one+ 
+        stress</FONT></DIV></TD>
+    <TD> <DIV align="center">=</DIV></TD>
+    <TD><DIV align="justify">The combination of four tones with ultimate versus 
+        antepenultimate stress signifies one of the eight moods, consistent with 
+        the tone/stress pattern for mood used with aspectual adjuncts, as described 
+        in Section 6.5</DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P> Example: <FONT face="Arial, Helvetica, sans-serif"><STRONG>oweiç<IMG src="assets/tone-rising.gif" width="10" height="10" align="top"></STRONG></FONT>.</P>
+<P><BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">Table 33: V<FONT size="2">j</FONT> 
+  Format + Level Vocalic Infixes for Combination Adjuncts</FONT></STRONG><BR>
+  <BR>
+  <IMG src="assets/8-3-2.gif" width="560" height="259"></P>
+<P>&nbsp;</P>
+<H3>8.3.3 Affix + Format + Mood + Bias Adjuncts</H3>
+<P align="justify">This combination adjunct is structured identically to the immediately 
+  preceding adjunct form except that the adjunct adds a word-initial affix (one 
+  of the consonantal affix forms from <A href="ithkuil-ch7a-affixes.htm#Sec7o7">Sec. 
+  7.7</A>) and <STRONG>V<FONT size="2">j</FONT></STRONG> now indicates one of 
+  the nine affix-degrees associated with this affix. Additionally, the first three 
+  forms of the Format/Focus infix from Table 33 above are now used to indicate 
+  <A href="ithkuil-ch2-morphophonology.htm#Sec2o7o1">affix-type</A> instead of Level. 
+  Examples: <STRONG><FONT face="Arial, Helvetica, sans-serif">psiyoul</FONT></STRONG>, 
+  <STRONG> <FONT face="Arial, Helvetica, sans-serif">juwä’mm</FONT></STRONG>. 
+</P><P>&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>8.4 AFFIXUAL ADJUNCTS</STRONG></FONT><A name="Sec8o4"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Any single formative affix, or any two such affixes, may be 
+  removed from the formative and positioned as an adjacent adjunct for purposes 
+  of euphony. Additionally, since affix categories represent common concepts generally 
+  applicable to many contexts, an affixual adjunct can also be informally used 
+  as a “short cut” method of conveying a notion, essentially as an 
+  abbreviated one-word sentence somewhat like an interjection or exclamation in 
+  English, thus conveying the concept of the affix category. For example, the 
+  affix -<STRONG>V<FONT size="1">1</FONT><IMG src="assets/Jv.gif" width="9" height="20" align="absmiddle">/7</STRONG> 
+  connotes disappointing typicality, but as an affixual adjunct, <FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Jv.gif" width="9" height="20" align="absmiddle">ï<FONT color="#FFFFFF" size="1">.</FONT>’a</STRONG></FONT>, 
+  it can be used by itself as an informal expression translatable by the English 
+  phrase <EM>How typical!</EM></P>
+<H3 align="justify"><BR>
+  8.4.1 Forms for Single- and Dual-Affix Adjuncts </H3>
+<P align="justify">The form of a single-affix affixual adjunct is <FONT face="Arial, Helvetica, sans-serif"><STRONG>CV’a</STRONG></FONT>, 
+  where <FONT face="Arial, Helvetica, sans-serif">CV</FONT> represents the word-final 
+  “reversed” form of a standard suffix for formatives from <A href="ithkuil-ch7a-affixes.htm#Sec7o7">Sec. 
+  7.7</A> (see <A href="ithkuil-ch2-morphophonology.htm#Sec2o7o2">Secs. 2.7.2</A> 
+  and <A href="ithkuil-ch7a-affixes.htm#Sec7o5o2">7.5.2</A> on the alternate 
+  “reversed” forms of suffixes). So, for example, the suffix -<STRONG><FONT face="Arial, Helvetica, sans-serif">eu</FONT></STRONG><IMG src="assets/Cv.gif" width="9" height="15" align="baseline"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’/<IMG src="assets/Cv.gif" width="9" height="15" align="baseline"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’</STRONG></FONT>iu 
+  </STRONG></FONT>(i.e., -<STRONG>V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="baseline"><FONT face="Arial, Helvetica, sans-serif">’</FONT></FONT>/4</STRONG>) 
+  becomes the autonomous word <IMG src="assets/Cv.gif" width="9" height="15" align="baseline"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’iu’a</STRONG></FONT>, 
+  meaning ‘scattered all around here.’</P>
+<P align="justify">The form for a dual-affix affixual adjunct is <FONT face="Arial, Helvetica, sans-serif"><STRONG>CV’’VC</STRONG></FONT>, 
+  where the first part, <FONT face="Arial, Helvetica, sans-serif">CV</FONT>, is 
+  the same reversed form of a standard suffix as for the single-affix adjunct 
+  above. The second part, <FONT face="Arial, Helvetica, sans-serif">VC</FONT>, 
+  represents the “normal,” unreversed form of a standard suffix. When 
+  pronouncing such an adjunct, it is important to geminate (i.e., double) the 
+  glottal stop, so as not to confuse the word with a simple formative in Secondary 
+  Mode, Series B vowel mutation (see <A href="ithkuil-ch2-morphophonology.htm#Sec2o5">Sec. 
+  2.5</A>). So, combining the two suffixes -<STRONG>V<FONT size="1">2</FONT><FONT face="Arial, Helvetica, sans-serif">v</FONT>/7</STRONG> 
+  and -<STRONG>V<FONT size="1">1</FONT><FONT face="Arial, Helvetica, sans-serif">kt</FONT>/9</STRONG> 
+  would give the adjunct <STRONG><FONT face="Arial, Helvetica, sans-serif">vë’’ukt</FONT></STRONG>, 
+  meaning ‘probably this one.’</P>
+<H3 align="justify"><BR>
+  8.4.2 Combining Mood with Affixual Adjuncts</H3>
+<P align="justify">Using stress and tone, it becomes possible to combine Mood 
+  with both single- and dual-affix affixual adjuncts (with the exception of the 
+  default FACTUAL mood which is unmarked). Because the standard forms for both 
+  types of affixual adjuncts have at least two syllables, the regular indicators 
+  for Mood used with aspectual adjuncts as described in <A href="ithkuil-ch6-moreverbs.htm#Sec6o6o5">Sec. 
+  6.5</A> (four tones + two stress patterns = 8 moods) can be applied to affixual 
+  adjuncts as well.</P>
+<P align="justify">&nbsp;</P>
+
+<DIV align="justify">
+  <TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+    <TBODY><TR> 
+      <TD><P><FONT size="4"><STRONG>8.5 ALTERNATE INDICATORS FOR VOCALIC MUTATION<A name="Sec8o5"></A></STRONG></FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">In looking at the tables in <A href="ithkuil-ch2-morphophonology.htm#Sec2o5">Sec. 
+  2.5</A>, one can see that several vocalic mutational series cause an additional 
+  syllable to be added to a formative (e.g., <STRONG><FONT face="Arial, Helvetica, sans-serif">kad</FONT></STRONG> 
+  <IMG src="assets/arrow.gif" width="17" height="9"> <FONT face="Arial, Helvetica, sans-serif"><STRONG>ka’wed</STRONG></FONT>). 
+  For phonaesthetic purposes (see <A href="ithkuil-ch1-phonology.htm#Sec1o4o5">Sec. 
+  1.4.5</A>), it may become desirable to eliminate this extra syllable in the 
+  formative by indicating the vocalic mutation series elsewhere. Ithkuil allows 
+  this to be done by using word-initial vocalic prefixes to certain adjuncts as 
+  an alternate way of indicating the vocalic mutation series of an adjacent formative. 
+  As a result, the formative itself displays the default Series A form. The two 
+  types of adjuncts which can take such prefixes are affixual adjuncts (both single- 
+  and dual-affix types) and conflation adjuncts. The specific prefixes used with 
+  the adjunct are shown in Table 34 below. </P>
+<P><STRONG><FONT face="Arial, Helvetica, sans-serif"><BR>
+  Table 34: Alternate Vocalic Mutation Prefixes For Affixual Adjuncts</FONT></STRONG></P>
+<TABLE width="65%" border="1" cellpadding="3">
+  <TBODY><TR bgcolor="#CCCCCC"> 
+    <TD> 
+      <DIV align="center"><FONT size="2">Series A</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series B</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series C</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series D</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series E</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series F</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series G</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series H</FONT></DIV></TD>
+    <TD> 
+      <DIV align="center"><FONT size="2">Series J</FONT></DIV></TD>
+  </TR>
+  <TR> 
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>—</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>a-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>i-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>e-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>u-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>o-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ö-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ë-</STRONG></FONT></DIV></TD>
+    <TD><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>ä-</STRONG></FONT></DIV></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><FONT size="2"> </FONT> To illustrate this process for the 
+  two example adjuncts <IMG src="assets/Cv.gif" width="9" height="15" align="baseline"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’iu’a 
+  </STRONG></FONT>and<FONT face="Arial, Helvetica, sans-serif"><STRONG> <FONT face="Arial, Helvetica, sans-serif">vë’’ukt</FONT></STRONG></FONT>, 
+  adding Series B and Series G mutation respectively results in the forms <FONT face="Arial, Helvetica, sans-serif"><STRONG>a</STRONG></FONT><IMG src="assets/Cv.gif" width="9" height="15" align="baseline"><FONT face="Arial, Helvetica, sans-serif"><STRONG>’iu’a 
+  </STRONG></FONT>and<FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"> 
+  övë’’ukt</FONT></STRONG></FONT>. Illustrating the process 
+  for conflation adjuncts, the adjunct <FONT face="Arial, Helvetica, sans-serif"><STRONG>p’uim<IMG src="assets/m-acute.gif" width="12" height="17" align="absmiddle">û</STRONG></FONT> 
+  plus Series C mutation becomes <STRONG><FONT face="Arial, Helvetica, sans-serif">i</FONT></STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>p’uim<IMG src="assets/m-acute.gif" width="12" height="17" align="absmiddle">û</STRONG></FONT>.</P>
+<P>&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>8.6 ADDITIONAL INFORMATION ON BIAS<A name="Sec8o6"></A> 
+        </STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify"><A href="ithkuil-ch6-moreverbs.htm#Sec6o6o1">Section 
+  6.6.1</A> describes the standard ways in which Bias is shown on aspectual adjuncts 
+  and on formatives. In <A href="ithkuil-ch8-adjuncts.htm#Sec8o1o2">Sec. 8.1.2</A>, we saw how the conjunct 
+  form of a single-referent personal reference adjunct can take an optional affix, 
+  <STRONG><FONT face="Arial, Helvetica, sans-serif">C<FONT size="2">b</FONT></FONT></STRONG>, 
+  to indicate Bias. And in <A href="ithkuil-ch8-adjuncts.htm#Sec8o3o2">Sec. 8.3.2</A>, we saw how a Bias 
+  suffix can be added to a Mood-based combination adjunct. In the absence of these 
+  possibilities, the following sections offer additional ways to display Bias.</P>
+<H3 align="justify"><BR>
+  8.6.1 Adding Bias to Valence, Conflation or Subsidiary Adjuncts</H3>
+<P align="justify">Both valence and conflation adjuncts (see <A href="ithkuil-ch5a-verbs.htm#Sec5o2">Secs. 
+  5.2</A> and <A href="ithkuil-ch5a-verbs.htm#Sec5o4">5.4</A>), as well 
+  as their subsidiary adjuncts (see <A href="ithkuil-ch8-adjuncts.htm#Sec8o2">Sec. 8.2</A>) can take a 
+  word-final Bias suffix if needed, as long as there is a vocalic Modality suffix 
+  present as part of the adjunct. The Bias suffix is the same consonantal form 
+  shown in Table 20 of <A href="ithkuil-ch6-moreverbs.htm#Sec6o6o1">Sec. 
+  6.6.1</A>. As an example, adding the <FONT size="2">SUGGESTIVE</FONT> bias suffix 
+  -<FONT face="Arial, Helvetica, sans-serif"><STRONG>ps</STRONG></FONT> to the 
+  valence adjunct <STRONG><FONT face="Arial, Helvetica, sans-serif">oi<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">iu</FONT></STRONG> 
+  gives the resulting forms <STRONG><FONT face="Arial, Helvetica, sans-serif">oi<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">iups</FONT></STRONG>.</P>
+<H3 align="justify"><BR>
+  8.6.2 Informal Bias Adjuncts<A name="Sec8o6o2"></A></H3>
+<P align="justify">Just as affixual adjuncts can stand on their own as informal 
+  expressions, so can the consonantal Bias affixes (shown Table 20 of <A href="ithkuil-ch6-moreverbs.htm#Sec6o6o1">Sec. 
+  6.6.1</A>) be used autonomously to informally convey one’s attitude toward 
+  a situation. For example, if one wishes to convey a sense of awe, one could 
+  state the Ithkuil equivalent to the sentence, <EM>I feel a sense of awe!</EM> 
+  or one can simply hiss out a long <STRONG>s</STRONG>-sound, ‘<FONT face="Arial, Helvetica, sans-serif"><STRONG>ss</STRONG></FONT>,’ 
+  which is the intensive form of the affix for the <FONT size="2">STUPEFACTIVE</FONT> 
+  bias category, whose translation can be approximated by the English expressions 
+  ‘Well, I’ll be!’ or ‘Who would’ve thought?!’</P>
+<P align="justify">Other examples would be the expression <IMG src="assets/r-cedilla geminate.gif" width="16" height="12" align="absbottom"> 
+  to signify fulfillment and contentment, the equivalent to a long sigh of satisfaction 
+  ‘ahhh’ in English; or the expression <FONT face="Arial, Helvetica, sans-serif"><STRONG>kšš</STRONG></FONT> 
+  to convey contempt and disgust, similar to English ‘Poppycock!’ 
+  or ‘What bullshit!’</P>
+<P align="justify">It is even possible to combine two biases into a single bias 
+  adjunct, using the form <STRONG>C+ï+C</STRONG>, where each <STRONG>C</STRONG> 
+  represents a single consonantal bias affix. For example, combining the intensive 
+  forms of the <FONT size="2">REVELATIVE</FONT> and the <FONT size="2">ASSURATIVE</FONT> 
+  biases gives the adjunct <FONT face="Arial, Helvetica, sans-serif"><STRONG>llïnn</STRONG></FONT>, 
+  translatable as ‘Aha! I told you so!’</P>
+<P align="justify">&nbsp;</P>
+<P align="right"><FONT face="Arial, Helvetica, sans-serif"><STRONG><A href="ithkuil-ch9-syntax.html">Proceed 
+to Chapter 9: Syntax &gt;&gt;</A></STRONG></FONT></P>
+<P align="right"><BR>
+</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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><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>
+
+
+</BODY></HTML>
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+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif"><BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">Chapter 9: Syntax</H2>
+<DIV align="center">
+  <TABLE width="37%" border="0" cellspacing="1" cellpadding="1">
+    <TBODY><TR> 
+      <TD width="280"><FONT size="2"><A href="ithkuil-ch9-syntax.htm#Sec9o1">9.1 Word Order</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch9-syntax.htm#Sec9o2">9.2 Semantic Focus and Pragmatic Relations</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD><FONT size="2"><A href="ithkuil-ch9-syntax.htm#Sec9o3">9.3 Morpho-Semantic Considerations</A></FONT></TD>
+    </TR>
+    <TR> 
+      <TD height="17"><FONT size="2"><A href="ithkuil-ch9-syntax.htm#Sec9o4">9.4 The “Carrier” 
+        Root</A></FONT></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify"><BR>
+  Syntax refers to the rules for sequencing the order of words 
+  within a phrase or sentence, including rules permitting more than one possible 
+  sequential ordering of words. To understand the following discussion of Ithkuil 
+  syntax it is necessary to have a cursory understanding of the notions of <EM>semantic 
+  role</EM>, <EM>pragmatic role</EM>, and <EM>grammatical</EM> (or <EM>syntactical</EM>) 
+  <EM>relations</EM>:</P>
+<DIV align="justify">
+  <UL>
+    <LI><STRONG>Semantic role</STRONG>: This refers to the underlying semantic 
+      function of a particular word, irrespective of overt morphological category. 
+      We have already seen how Ithkuil marks its noun cases to reflect semantic 
+      roles, not grammatical relations. Such roles include Agent, Patient, Experiencer, 
+      Recipient, Instrument, etc., as previously explained in <A href="ithkuil-ch4-case.htm#Sec4o1">Section 
+      4.1</A> et seq.<BR>
+    </LI>
+    <LI><STRONG>Pragmatic role</STRONG>: This refers to the function of a word 
+      or phrase in relation to its predicate or the rest of the sentence in terms 
+      of whether and how it represents “given” versus “new” 
+      information, i.e., whether or not the word or phrase represents background 
+      information already known to the addressee, or whether it represents new 
+      information previously unknown to the addressee. Three such roles or relations 
+      are generally delineated: <STRONG>topic</STRONG>, <STRONG>comment</STRONG>, 
+      and <STRONG>focus</STRONG>. The <EM>topic</EM> of a sentence is the word 
+      or phrase about which the speaker has been asked or is expected by the addressee 
+      to talk about. The <EM>comment</EM> is the information (usually a predicate) 
+      given by the speaker about the particular topic. The term <EM>focus</EM> 
+      refers to whatever information in a sentence is new to the addressee, (i.e., 
+      not previously known), and has been discussed in detail in <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 
+      3.5</A>. To illustrate these concepts, consider the sentence <EM>I can see 
+      why Mary’s angry, but what about Bill?</EM> (i.e., <EM>What happened 
+      to make Bill angry, too?</EM>). In the hypothetical answer <EM>Bill (or 
+      He) is angry because he lost his keys</EM>, ‘Bill’ (or ‘he’) 
+      is the topic, ‘is angry because he lost his keys’ is the comment, 
+      and ‘he lost his keys’ is the focus.<BR>
+    </LI>
+    <LI><STRONG>Grammatical </STRONG>(or<STRONG> syntactical</STRONG>)<STRONG> 
+      relations</STRONG>: the arbitrary word-ordering rules of a language, irrespective 
+      of semantic or pragmatic roles, e.g., the subject of the sentence in English 
+      normally precedes the main verb and the direct object normally follows the 
+      main verb.</LI>
+  </UL>
+</DIV>
+<P align="justify">In general, the syntax of a language either (1) establishes 
+  the permissible grammatical relations of the language, (2) reflects and/or reinforces 
+  semantic roles, (3) reflects and/or reinforces pragmatic roles, or (4) any combination 
+  of these. As one might surmise from the above, English syntax is weighted heavily 
+  toward establishing grammatical relations at the near-total expense of identifying 
+  semantic roles. As for pragmatic roles, English rarely reflects these in its 
+  syntax (one exception is the strong tendency for placing <EM>wh</EM>- question 
+  words in sentence-initial position in specialized questions, even if they represent 
+  a direct object, e.g., <EM>What have you done?</EM> or <EM>Who[m] are they talking 
+  about?</EM>), however, such roles do tend to be marked “supra-segmentally” 
+  by inflection of vocal pitch and tone of voice. </P>
+<P align="justify">We have already seen the extreme to which Ithkuil marks semantic 
+  roles morphologically as opposed to syntactically. And since grammatial relations 
+  in and of themselves are relatively arbitrary within language, Ithkuil uses 
+  pure word order constraints only to an extent necessary to ensure avoidance 
+  of ambiguity in determining which nouns belong as participants to a verb, which 
+  nouns lie in apposition to their head, and which words of a compound sentence 
+  lie within a case-frame as opposed to outside the case-frame. As for pragmatic 
+  roles, we have already seen that semantic focus and optional topicalization 
+  are accomplished morphologically in Ithkuil (see <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 
+  3.5</A> and the TPF affix in <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o13">Sec. 
+  7.7.13</A>). As a result, Ithkuil has relatively free word order which, subject 
+  to a few constraints, is manipulated for euphonic and phonaesthetic reasons. 
+  Those constraints on word order which do exist are explained below.</P>
+<P>&nbsp;</P>
+<TABLE width="97%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD bgcolor="#CCCCCC"><P><FONT size="4"><STRONG>9.1 WORD ORDER<A name="Sec9o1"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">The highly inflected nature of Ithkuil morphology allows the 
+  order of words within a sentence to be quite flexible. Nevertheless, two neutral 
+  or “default” patterns exist, one for main clauses, the other for 
+  case frames. </P>
+<H3 align="justify"><BR>
+  9.1.1 Word Order Within Main Clauses</H3>
+<P align="justify">The default word-order for a main clause is as follows: </P>
+<DIV align="justify">
+  <BLOCKQUOTE>&nbsp; </BLOCKQUOTE>
+</DIV>
+<BLOCKQUOTE>
+  <P align="justify"><STRONG>Nt1/R (Nt2) (Na) (Ns) (A) (Cv) (Co) Vb</STRONG>, 
+    where:</P>
+</BLOCKQUOTE>
+<P align="justify"><STRONG>Nt1/R</STRONG> = first transrelative participant or 
+  a personal reference adjunct<BR>
+  <STRONG>Nt2</STRONG> = second transrelative participant<BR>
+  <STRONG>Na</STRONG> = attributive/associative/adverbial nouns<BR>
+  <STRONG>Ns</STRONG> = spatio-temporal nouns<BR>
+  <STRONG>A</STRONG> = aspectual adjunct<BR>
+  <STRONG>Cv</STRONG> = conflation or valence adjunct<BR>
+  <STRONG>Co</STRONG> = other adjuncts (e.g., affixual adjunct or combination 
+  adjunct)<BR>
+  <STRONG>Vb</STRONG> = verb</P>
+<P align="justify">Thus we see that a main clause normally starts with the highest-order 
+  transrelative noun (see <A href="ithkuil-ch4-case.htm#Sec4o2">Sec. 4.2</A>) 
+  or any personal reference adjunct, followed by any nouns in lower-order transrelative 
+  cases, followed by nouns in non-transrelative cases. The last part of the clause 
+  consists of the verb in final position preceded by any aspectual adjunct, conflation 
+  (or valence) adjunct, and combination or affixual adjunct, in that order. As 
+  for “higher-” versus “lower-” order transrelative nouns, 
+  this refers to the hierarchy or sequence of transrelative cases in which certain 
+  cases take precedence over others. This hierarchy is as follows:</P>
+<P align="justify"><FONT size="2">ERGATIVE <IMG src="assets/arrow.gif" width="17" height="9"> 
+  EFFECTUATIVE <IMG src="assets/arrow.gif" width="17" height="9"> 
+  INDUCIVE <IMG src="assets/arrow.gif" width="17" height="9"> ABSOLUTIVE 
+  <IMG src="assets/arrow.gif" width="17" height="9"> DERIVATIVE 
+  <IMG src="assets/arrow.gif" width="17" height="9"> <BR>
+  SITUATIVE <IMG src="assets/arrow.gif" width="17" height="9"> 
+  AFFECTIVE <IMG src="assets/arrow.gif" width="17" height="9"> 
+  DATIVE <IMG src="assets/arrow.gif" width="17" height="9"> INSTRUMENTAL 
+  <IMG src="assets/arrow.gif" width="17" height="9"> OBLIQUE</FONT></P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">9.1.2 Word-order within Case-Frames</H3>
+<P align="justify">Within a case-frame (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o7">Section 
+  5.7</A>), a different default order is used in order to identify the clause 
+  as a case frame:</P>
+<P align="justify"><STRONG>Vc (A) (Cv) (Co) (Na) (Ns) (Nt2) Nt1/R</STRONG>, where:</P>
+<P align="justify"><STRONG>Vc</STRONG> = verb inflected for case-frame<BR>
+  <STRONG>A</STRONG> = aspectual adjunct <BR>
+  <STRONG>Cv</STRONG> = conflation or valence adjunct<BR>
+  <STRONG>Co</STRONG> = other adjuncts (e.g., affixual adjunct or combination 
+  adjunct)<BR>
+  <STRONG>Na</STRONG> = attributive/associative/adverbial nouns<BR>
+  <STRONG>Ns</STRONG> = spatio-temporal nouns<BR>
+  <STRONG>Nt2</STRONG> = second transrelative participant <BR>
+  <STRONG>Nt1/R</STRONG> = first transrelative participant or a personal reference 
+  adjunct</P>
+<P align="justify">This is nearly the reverse order of the main clause, with the 
+  case-marked verb appearing initially within the case-frame followed by its attendant 
+  adjuncts, then any secondary nouns, followed by any transrelative nouns with 
+  the highest-order transrelative noun or any personal reference adjunct in final 
+  position within the case-frame. Additionally, the last noun within the case-frame 
+  will usually take one of the <STRONG>–V<FONT size="1">1</FONT>’</STRONG> 
+  suffixes (see <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o13">Sec. 7.7.13</A>) 
+  signifying the end of the case-frame unless this is clear without the suffix 
+  (e.g., because the case-frame is in sentence-final position). </P>
+<P align="justify"></P>
+<P align="justify"></P>
+<H3 align="justify">9.1.3 Flexibility and Constraints in Word Order</H3>
+<P align="justify">Despite there being a normal word-order for main clauses and 
+  case-frames, these are by no means grammatically required. In general, the order 
+  of most words can be changed for purposes of euphony. Nevertheless, Ithkuil 
+  word order is not completely free. The following word-order constraints exist 
+  in order to avoid potential ambiguity or semantic incoherence.</P>
+<DIV align="justify">
+  <UL>
+    <LI>Nouns in Attributive, Associative and Adverbial cases (see <A href="ithkuil-ch4-case.htm#Sec4o3">Secs. 
+      4.3</A>, <A href="ithkuil-ch4-case.htm#Sec4o4">4.4</A> and <A href="ithkuil-ch4-case.htm#Sec4o5">4.5</A>) 
+      which are dependent on, or in apposition to a “head” noun, must 
+      immediately precede or follow that head noun, unless the relationship between 
+      the two nouns is readily ascertainable without the two being in apposition.<BR>
+    </LI>
+    <LI>Sentences containing case-frames are most likely to follow the default, 
+      normal word-order, in order to avoid ambiguity as to which formatives and 
+      adjuncts belong to the main clause and which to the case-frame. Case-frames 
+      especially often reflect a verb-initial pattern, in order to easily signify 
+      the beginning of the case-frame.<BR>
+    </LI>
+    <LI>A case-frame cannot be broken apart into segments within a main sentence, 
+      i.e., the case-frame must constitute a single cohesive clause and not contain 
+      elements of the main clause within it. It is possible to “nest” 
+      a second case-frame within a case-frame, similar to the way in which subordinate 
+      or relative clauses can be nested in English and other Western languages, 
+      e.g., <EM>[Despite owning a Picasso [that comes from his Blue period] [of 
+      which I, [a mere student,] am fond,]] Joe is actually a very humble person</EM>.<BR>
+    </LI>
+  </UL>
+</DIV>
+<H3 align="justify"> 9.1.4 Phonotactically-Induced Syntactic Modifications </H3>
+<P align="justify">As mentioned above, word-order can shift in an Ithkuil sentence 
+  to accommodate phonotactic or phonaesthetic ends, i.e., for purposes of euphony. 
+  This is because suffixes on a formative, as well as morphemes associated with 
+  categories of Bias and Mood, can be transformed into autonomous adjuncts (see 
+  <A href="ithkuil-ch8-adjuncts.htm#Sec8o3">Secs. 8.3</A>, <A href="ithkuil-ch8-adjuncts.htm#Sec8o4">8.4</A> 
+  and <A href="ithkuil-ch8-adjuncts.htm#Sec8o6o2">8.6.2</A>). As 
+  was described in <A href="ithkuil-ch1-phonology.htm#Sec1o4o5">Sec. 1.4.5</A>, words 
+  of six syllables or more are generally undesirable, therefore any formative 
+  with numerous affixes is potentially subject to having several of its morphemes 
+  redistributed to adjuncts. As an example, the word <STRONG><FONT face="Arial, Helvetica, sans-serif">umreiquçî<IMG src="assets/Qv.gif" width="10" height="18" align="absmiddle">îmšën</FONT></STRONG> 
+  ‘series of bombs’ can separate out two of its four suffixes into 
+  a separate word <FONT face="Arial, Helvetica, sans-serif"><STRONG>çu’’î<FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18" align="absmiddle"></FONT></STRONG></FONT> 
+  to give the form <FONT face="Arial, Helvetica, sans-serif"><STRONG>çu’’î<FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18" align="absmiddle"></FONT></STRONG></FONT><FONT color="#FFFFFF">_</FONT><FONT face="Arial, Helvetica, sans-serif"><STRONG>umreiqîmšën</STRONG></FONT> 
+  whose morphological structure is <IMG src="assets/9-1-4.gif" width="331" height="21" align="absmiddle">.</P>
+<P align="justify">When ordering such phonaesthetically-induced adjuncts, it is 
+  important that they can be easily associated with the formative to which they 
+  apply. Generally, this means that they will be adjacent to the formative, or 
+  occur on either side of other adjuncts associated with the formative.</P>
+<H3 align="justify"><BR>
+  9.1.5 Iconicity </H3>
+<P align="justify">English and other languages generally display phrase-structure 
+  patterns and word-order patterns which reinforce, or even reflect, a cognitive 
+  understanding of what is being described, i.e., the order of the words themselves 
+  reflects information about how we are to understand the utterance. Such a phenomenon 
+  is known as <STRONG>iconicity</STRONG>. In English and other Western languages, 
+  the most common way in which iconicity is manifested is what is termed “sequential 
+  order iconicity,” the idea that the actual sequential order of words in 
+  a phrase or sentence reflects the sequential order of the events they describe. 
+  For example, the phrases ‘eye it, try it, buy it,’ ‘I came, 
+  I saw, I conquered,’ or ‘dine and dash’ describe sequential 
+  events where the sequence of the words reflect the sequence of the events. What 
+  is most important is that re-ordering of the words either changes the meaning 
+  of the phrase or leads to semantic nonsense, e.g., ‘buy it, eye it, try 
+  it’ implies that a different sequence of events actually takes place than 
+  ‘eye it, try it, buy it.’ This can be more dramatically illustrated 
+  with the following pair of sentences.</P>
+<BLOCKQUOTE>
+  <P align="justify">1) <EM>Jane got married and had a baby.</EM><BR>
+    2) <EM>Jane had a baby and got married.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">In English, the ambiguous word ‘and’ is interpreted 
+  as connecting a sequence of events, i.e., ‘and’ is interpreted to 
+  mean sequential ‘then’ (= ‘and following that,’ ‘then 
+  next’ or ‘then later’). As a result, the meanings of the two 
+  sentences imply very different social interpretations about Jane.</P>
+<P align="justify">Besides the reflection of sequential order, other types of 
+  word-order iconicity are possible. For example, compare the subtle difference 
+  in meaning between the following two sentences:</P>
+<BLOCKQUOTE>
+  <P align="justify">3) <EM>Sam painted the fence white.</EM><BR>
+    4) <EM>Sam painted the white fence.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">In the first sentence, we do not know what color the fence 
+  was prior to being painted, or even if it was a new fence that had never been 
+  painted before. In the second sentence, not only do we know what color the fence 
+  had been, but also that it was not previously unpainted, however, we do not 
+  necessarily know what its new color is. This sort of iconicity is used to convey 
+  a resultative state of affairs, i.e., by placing the adjective ‘white’ 
+  after the word ‘fence’ (seemingly in violation of the usual adjective-before-noun 
+  word order used in English), we describe a resulting state of affairs.</P>
+<P align="justify">Yet another type of word-order iconicity is displayed in comparing 
+  the following two sentences.</P>
+<BLOCKQUOTE>
+  <P align="justify">5) <EM>Loretta gave Sue a wedding gift.</EM><BR>
+    6) <EM>Loretta gave a wedding gift to Sue.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Most grammar textbooks would state that these two sentences 
+  are semantically equivalent, the first employing a “ditransitive” 
+  pattern (i.e., juxtaposing an indirect object ‘Sue’ with a direct 
+  object ‘wedding gift’), while the second uses a “complement” 
+  pattern in which the indirect object follows the direct object and is changed 
+  to a prepositional phrase using ‘to.’ However, there is a subtle 
+  semantic distinction between the two sentences. The first strongly implies that 
+  the wedding gift is for Sue, i.e., Sue is the bride and intended recipient. 
+  The second sentence, however, invites the possibility that Sue is only a temporary 
+  or circumstantial goal for the act of giving, but not the bride and intended 
+  recipient. For example, if Sue is merely a guest at the wedding and Loretta 
+  needed Sue’s help carrying an armload of wedding gifts, she might give 
+  a wedding gift <EM>to Sue</EM>, but that does not mean she would <EM>give Sue</EM> 
+  a wedding gift. This type of iconicity distinguishing a recipient from a directional 
+  goal is an example of what is termed “distance iconicity,” because 
+  the two linked words are made more “distant” from each other in 
+  the sentence as a reflection of their more circumstantial association.</P>
+<P align="justify">Ithkuil does not display iconicity. While the order of words 
+  in an Ithkuil phrase or sentence may coincidentally reflect a temporal or causative 
+  sequence of events, this is not by syntactic design. Because of the myriad means 
+  available in Ithkuil to morphologically distinguish sequence, cause-and-effect, 
+  resulting states, and the distinction of recipients from directional goals, 
+  no iconicity patterns are required.</P>
+<P align="justify">For example, we saw in sentences (1) and (2) above how English 
+  ‘and’ can be used to convey not just mere coordination, but also 
+  a sequencing function. In <A href="ithkuil-ch7a-affixes.htm#Sec7o7o3">Sections 
+  7.7.3</A> and <A href="ithkuil-ch7a-affixes.htm#Sec7o7o4">7.7.4</A>, we saw 
+  that Ithkuil has no less than thirty-six suffixes (four suffix categories, each 
+  with nine different degrees) which convey various coordinative and sequencing 
+  patterns with great specificity. Thus, Ithkuil has no morpheme directly equivalent 
+  to the ambiguous English word ‘and.’ There is an affix corresponding 
+  to ‘and’ in its use as a mere additive listing device (e.g., ‘pears 
+  and apples and bananas’), another corresponding to its use as an indicator 
+  of simultaneity (e.g., ‘I clenched my fists and scowled’), another 
+  corresponding to its use as an indicator of additional information (e.g., ‘The 
+  clown likes children and loves to eat’), another to its use as an indicator 
+  of parallel description or activity (e.g., ‘We went dancing and so did 
+  they’), and yet another as a temporal sequencing indicator (e.g., ‘I 
+  went to the window and looked out’).</P>
+<P align="justify">&nbsp;</P>
+<TABLE width="99%" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR>
+    <TD><P><FONT size="4"><STRONG>9.2 SEMANTIC FOCUS AND PRAGMATIC RELATIONS<A name="Sec9o2"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">We first discussed semantic focus in <A href="ithkuil-ch3-morphology.htm#Sec3o5">Section 
+  3.5</A>, describing it as a means to distinguish new from background information 
+  in a sentence. In languages like English, such distinctions are generally accomplished 
+  syntactically by means of word order, as illustrated by the distinction between 
+  <EM>The clown selected a redheaded girl from the audience</EM> versus <EM>It 
+  was a redheaded girl the clown selected from the audience</EM>. Because semantic 
+  focus (along with optional topicalization) is shown morphologically (with affixes) 
+  in Ithkuil, word order changes are not necessary to distinguish new from background 
+  information in a sentence. Comparison between the word-order based system of 
+  English and the morphology based system of Ithkuil is analyzed in Sec. 9.2.1 
+  below. Additionally, while Ithkuil’s system for indicating topics and 
+  semantic focus does not require changes in word order <EM>per se</EM>, it does 
+  allow for significant word deletion, creating abbreviated sentences which, in 
+  effect, modify the default word order of a sentence. Such word deletion is analyzed 
+  in <A href="ithkuil-ch9-syntax.htm#Sec9o2o2">Sec. 9.2.2</A>.</P>
+<H3 align="justify"><BR>
+  9.2.1 Using Focus and Sequencing Affixes in Lieu of Word-Order Changes</H3>
+<P align="justify">Focus, in conjunction with the sequencing affixes described 
+  in <A href="ithkuil-ch7a-affixes.htm#Sec7o7o3">Sec. 7.7.3</A>, can be used 
+  to subtle effect in Ithkuil, providing semantic nuance. For example, compare 
+  the following English sentences:</P>
+<DIV align="justify">
+  <UL>
+    <LI><EM>After I shopped, I went home.</EM></LI>
+    <LI><EM> I went home after I shopped.</EM></LI>
+    <LI><EM> I shopped before I went home.</EM></LI>
+    <LI><EM>Before I went home, I shopped.</EM></LI>
+  </UL>
+</DIV>
+<P align="justify">All four sentences indicate two sequential events: shopping, 
+  then going home. The difference between them is one of focus and viewpoint. 
+  In the first two sentences, going home has semantic focus, as that is the new 
+  information being conveyed, while in the latter two sentences it is shopping 
+  that has focus. The first and third sentence have a “prospective” 
+  viewpoint in that the sentence conveys the events in the same sequence in which 
+  they occurred, looking upon the events from the viewpoint of the one that occurred 
+  first. However, the second and fourth sentences have a “retrospective” 
+  viewpoint, conveying the two events in a reverse order from how they occurred, 
+  looking back on the events from the viewpoint of the event which occurred last.</P>
+<P align="justify">In Ithkuil, the distinction in focus and viewpoint in these 
+  four sentences would be accomplished morphologically, not syntactically. Positive 
+  Focus would be used to identify those parts of the sentence which present new 
+  information, while the two viewpoints would be accomplished using the aforementioned 
+  sequencing suffixes.<STRONG><FONT color="#FF0000"></FONT></STRONG><BR>
+</P>
+<P align="justify"></P>
+<H3 align="justify">9.2.2 Abbreviated Sentences Using Focus and Topicalization<A name="Sec9o2o2"></A></H3>
+<P align="justify">Focus and topicalization allow Ithkuil, as with other languages, 
+  to provide abbreviated sentences in direct answer to commands, the equivalent 
+  of questions (see <A href="ithkuil-ch5a-verbs.htm#Sec5o1o6">Sec. 5.1.6</A>), 
+  or to comment on a topic already under discussion. Because the topic is already 
+  known within the contextual discourse, only the portion of the new sentence 
+  carrying semantic focus need be spoken. Similarly, the <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o13">topicalization 
+  suffix</A> in conjunction with the <FONT size="2"><A href="ithkuil-ch5a-verbs.htm#5o1o6">INTERROGATIVE</A></FONT> 
+  illocution affix, allows for abbreviated inquiries within a known contextual 
+  discourse, similar to such abbreviated sentences in English, e.g., ‘and 
+  Bill?’ in lieu of the full sentence ‘Comment on how this applies 
+  to Bill.’</P>
+<P>&nbsp;</P>
+<TABLE width="99%" height="23" border="0" cellpadding="0" bgcolor="#CCCCCC">
+  <TBODY><TR> 
+    <TD height="19"> <P><FONT size="4"><STRONG>9.3 MORPHO-SEMANTIC CONSIDERATIONS<A name="Sec9o3"></A></STRONG></FONT></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">It should be noted that when structuring an Ithkuil sentence, 
+  particularly when translating from other languages such as English, care must 
+  be given to avoid capturing irrelevant semantic information reflected by the 
+  morphology of the source language and trying to find an equivalent or parallel 
+  way to reflect those irrelevancies in the Ithkuil sentence. This can have a 
+  profound effect on the morpho-syntactical structure of the resulting Ithkuil 
+  sentence.</P>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">9.3.1 Arbitrary Delineations of Perspective or Point of View</H3>
+<P align="justify">One area where word-choice in English and other Western languages 
+  arbitrarily affects sentence structure is in the unintentional schematicization 
+  of a particular perspective or point of view. For example, consider the following 
+  pair of sentences in English.</P>
+<BLOCKQUOTE>
+  <P align="justify">1) <EM>The path climbs steeply out of the canyon.</EM><BR>
+    2) <EM>That path descends steeply into the canyon.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Both of these sentences are describing the same property of 
+  the path — its steepness. The distinction in the sentences comes from 
+  the point of view being reflected by the speaker. In sentence (1) the implied 
+  point of view is from the bottom of the canyon upward, while in sentence (2) 
+  the viewpoint is from the top of the canyon downward. What is important is that, 
+  semantically, the point of view is of no relevance to the steepness of the path 
+  <EM>per se</EM>. So if the cognitive intent of the utterance is simply to describe 
+  the vertical gradient of the path within the canyon, there would be only one 
+  Ithkuil translation for both of these sentences, eschewing the point of view 
+  entirely and restating the sentence to read: </P>
+<DIV align="justify">
+</DIV>
+<BLOCKQUOTE> 
+  <P align="justify"><IMG src="assets/9-3a.gif" width="443" height="108"> 
+    <BR>
+    <FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-9-1.mp3"><FONT color="#FFFFFF">_</FONT>Listen!</A> 
+    <A href="Sound_Files/Ch-9-1.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT> 
+  </P>
+</BLOCKQUOTE>
+<P align="justify">&nbsp;</P>
+<H3 align="justify">9.3.2 Masking of Semantic or Participatory Roles</H3>
+<P align="justify">Similarly, care must be made, when comparing Ithkuil sentence 
+  structure with other languages, to note that Ithkuil grammar allows for a more 
+  overt reflection of the underlying semantic roles inherent in a given sentence. 
+  As a result, sentence structures in Western languages which “mask” 
+  potentially anomalous semantic structures are avoided in Ithkuil. For example, 
+  compare the following pairs of sentences.</P>
+<DIV align="justify">
+  <TABLE width="88%" border="0" cellpadding="0">
+    <TBODY><TR> 
+      <TD width="4%">&nbsp;</TD>
+      <TD width="50%">3a) <EM>He supplied a report to the analyst.</EM></TD>
+      <TD width="46%">4a) <EM>She applied a solvent to the stain.</EM></TD>
+    </TR>
+    <TR> 
+      <TD>&nbsp;</TD>
+      <TD>3b) <EM>He supplied the analyst a report.</EM></TD>
+      <TD>4b) <EM>*She applied the stain a solvent.</EM></TD>
+    </TR>
+  </TBODY></TABLE>
+</DIV>
+<P align="justify">The syntactical patterns of these two pairs of sentences are 
+  identical, yet the word-order in sentence (4b) is ungrammatical (as indicated 
+  by the asterisk), while the same word-order in sentence (3b) presents no problem. 
+  The underlying reason for the difference is one of semantic role. While ‘analysts’ 
+  can function in the role of Recipients, ‘stains’ cannot (they are 
+  merely directional Goals, i.e., where the solvent gets applied). Cognitively, 
+  stains cannot “possess” a solvent the way analysts can “possess” 
+  a report. In Ithkuil, the semantic roles would be clearly defined by the case-markings 
+  of the participants. Therefore, syntactically inconsistent pairs such as (3b) 
+  and (4b) do not occur.</P>
+<P align="justify">Sometimes, rather than semantic role, it is a participant’s 
+  relationship to an underlying clause that presents the problem. For example, 
+  <EM>He’s a tall president</EM> means ‘He’s a president who 
+  is tall.’ So why doesn’t <EM>He’s a likely president</EM> 
+  mean ‘*He’s a president who is likely’? The reason is that, 
+  while ‘tall’ describes its adjacent referent ‘president,’ 
+  ‘likely’ does not describe its adjacent referent. Rather, ‘likely’ 
+  describes an underlying process in which that referent is or will be engaged, 
+  i.e., ‘running for president.’ Therefore, while these two sentences 
+  are morpho-syntactically identical in English, their Ithkuil translations are 
+  quite different from one another morpho-syntactically: <BR>
+</P>
+<BLOCKQUOTE> 
+  <P><IMG src="assets/9-3b.gif" width="520" height="112"><BR>
+    [literally: <EM>There is much height to him who formally presides</EM>.]<FONT size="1" face="Arial, Helvetica, sans-serif"><A href="Sound_Files/Ch-9-2.mp3"><FONT color="#FFFFFF"> 
+    _______</FONT>Listen!</A> <A href="Sound_Files/Ch-9-2.mp3"><IMG src="assets/Audio_icon.gif" width="19" height="16" border="0" align="absbottom"></A></FONT></P>
+  <P></P>
+  <P><IMG src="assets/9-3c.gif" width="322" height="102"><BR>
+    [literally: <EM>He is one who probably will begin to formally preside</EM>.] 
+  </P>
+  <P>&nbsp; </P>
+</BLOCKQUOTE>
+<H3>9.3.3 Negation</H3>
+<P align="justify">Negation is another morpho-semantic area where translation 
+  from English or other Western languages can be tricky. Consider the English 
+  sentence <EM>Shelly doesn’t think they like her cooking</EM>. Note this 
+  sentence does not mean what a literal word-for-word analysis implies, i.e., 
+  ‘That they like her cooking is not something that Shelly is thinking.’ 
+  Rather, the correct meaning is ‘Shelly thinks that they don’t like 
+  her cooking.’ Ithkuil is very precise in specifying exactly what components 
+  of a sentence are to be negated. Use of the four affirmation/negation affixes 
+  from <A href="ithkuil-ch7b-affixes-contd.htm#Sec7o7o9">Sec. 7.7.9</A> (<IMG src="assets/9-3d.gif" width="154" height="25" align="absmiddle">) 
+  in conjunction with a formative carries very specific information as to what 
+  morphological components of a sentence are being affirmed or negated and to 
+  what degree. Using these four affixes alone, Ithkuil can distinguish between 
+  the following four sentences without any syntactic rearrangement of the words:</P>
+<BLOCKQUOTE>
+  <P align="justify"><EM>I don’t want to begin singing.</EM></P>
+  <P align="justify"><EM>I’m beginning to not want to sing.</EM></P>
+  <P align="justify"><EM>I want to not begin singing.</EM></P>
+  <P align="justify"><EM>I’m beginning to want to not sing.</EM></P>
+</BLOCKQUOTE>
+<P align="justify">Thus when translating negative sentences into Ithkuil, care 
+  must be taken to not syntactically “rearrange” a sentence as with 
+  <EM>Shelly doesn’t think they like her cooking</EM>. Additionally, Ithkuil 
+  makes a morpho-semantic distinction not found in Western languages: the difference 
+  between <STRONG>absolute negation</STRONG> and <STRONG>relative negation</STRONG>. 
+  Absolute negation implies that the non-existence or non-occurrence of an entity, 
+  state, or event is due to contextual inapplicability, while relative negation 
+  indicates that the non-existence or non-occurrence is circumstantial. This distinction 
+  is illustrated in the two sentences below:</P>
+<P><BR>
+  <IMG src="assets/9-3e.gif" width="340" height="27"><BR>
+  <EM>The girl doesn’t sing</EM> [because she can’t, i.e., she is 
+  mute].</P>
+<P><BR>
+  .<IMG src="assets/9-3f.gif" width="338" height="26"><BR>
+  <EM>The girl doesn’t sing </EM>[even though she can, i.e., she chooses 
+  not to].</P>
+<P>&nbsp; </P>
+<TABLE width="98%" border="0" cellpadding="0">
+  <TBODY><TR>
+    <TD bgcolor="#CCCCCC"> <P><FONT size="4"><STRONG>9.4 THE “CARRIER” 
+        ROOT</STRONG></FONT><A name="Sec9o4"></A></P></TD>
+  </TR>
+</TBODY></TABLE>
+<P align="justify">Since the Ithkuil declensional and conjugational system is 
+  based on predictable multi-level patterns of consonant and vowel mutation, proper 
+  nouns such as personal and place names, as well as non-Ithkuil words from other 
+  languages are by nature morpho-phonologically incompatible with such as system. 
+  Nevertheless, such words can be declined or conjugated like any other Ithkuil 
+  formative by means of the “carrier” root <FONT face="Arial, Helvetica, sans-serif"><STRONG>k-r</STRONG></FONT>. 
+  In addition to this use, the carrier root is employed in certain other contexts 
+  as well, as described below.</P>
+<H3 align="justify"><BR>
+  9.4.1 Words that Cannot Take Affixes or Be Mutated</H3>
+<P align="justify">The six primary stems of the carrier root (<STRONG><FONT face="Arial, Helvetica, sans-serif">kar, 
+  kur, kir</FONT></STRONG> and their Form II counterparts <FONT face="Arial, Helvetica, sans-serif"><STRONG>kâr, 
+  kûr, kîr</STRONG></FONT>) are respectively associated with animate 
+  beings (the two complementary derivatives being humans versus non-humans or 
+  figuratively/metaphorically animate entities); inanimate entities (the two complementary 
+  derivatives being objectively concrete entities versus subjective entities such 
+  as thoughts, emotions, sensations, etc.); and finally intangible abstract referents 
+  (the two complementary derivatives being place names and abstractions). The 
+  carrier stem is placed immediately before the proper noun or foreign word or 
+  phrase, then declined or conjugated normally for any desired morphological categories, 
+  even verbal categories. The proper noun or foreign word or phrase itself is 
+  left unchanged. <BR>
+</P>
+<DIV align="justify">
+  
+</DIV>
+<H3 align="justify">9.4.2 Emphasizing or Highlighting a Particular Category</H3>
+<P align="justify">Another use of the carrier root is to emphasize or topicalize 
+  a particular affix or grammatical element associated with a word. For example, 
+  in English we can say ‘a <EM>big</EM> house’ with extra intonation 
+  on the word ‘big’ to emphasize that word. To accomplish such emphasis 
+  in Ithkuil, the carrier root is used with the augmentative suffix in conjunction 
+  with the noun ‘house’ as opposed to simply using the augmentative 
+  suffix on the stem for ‘house.’ No change in vocal pitch or intonation 
+  is required, as the grammatically unnecessary use of the carrier root serves 
+  to accomplish the required emphasis. Any morphological category manifested by 
+  a carrier root rather than an adjunct or mutation serves to emphasize that category. 
+  (It should be noted that the use of optional combination and euphonic adjuncts 
+  do not accomplish such emphasis. Their use versus non-use imparts no difference 
+  in emphasis for the particular morphological categories contained in the adjunct.) 
+</P>
+<P align="justify"></P>
+<H3 align="justify">9.4.3 Titles of Address</H3>
+<P align="justify">It should be noted that the use of the carrier root in front 
+  of the names of persons serves to function as a title of address corresponding 
+  to English <EM>Mister</EM>, Ms. or <EM>Miss</EM>. There is no distinction of 
+  gender or marital status conveyed by the term. </P>
+<P align="right"> </P>
+<P align="right"><A href="ithkuil-ch10-lexicosemantics.html"><STRONG><FONT face="Arial, Helvetica, sans-serif">Proceed 
+  to Chapter 10: Lexico-Semantics &gt;&gt;</FONT></STRONG></A> </P>
+<P>&nbsp;</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <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>
+<BR>
+<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>
+
+
+</BODY></HTML>
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+<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<!-- saved from url=(0038)ithkuil-lexicon.htm -->
+<HTML><HEAD><META http-equiv="Content-Type" content="text/html; charset=ISO-8859-1">
+<TITLE>Untitled Document</TITLE>
+
+</HEAD><BODY>
+<DIV align="center"><FONT color="#999999" face="Verdana, Arial, Helvetica, sans-serif"><STRONG>Ithkuil: 
+  A Philosophical Design for a Hypothetical Language</STRONG></FONT><BR>
+  <IMG src="assets/Title-Script5.gif" width="534" height="46"> 
+  <BR>
+  <BR>
+</DIV>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
+    <!-- <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>
+<H2 align="center">&nbsp;</H2>
+<H2 align="center">The Lexicon </H2>
+<P align="justify">Currently, the lexicon  lists <STRONG>16200</STRONG> stems as derived from <STRONG>900</STRONG> roots (see 
+  Sections <A href="ithkuil-ch2-morphophonology.htm#Sec2o2">2.2</A>, <A href="ithkuil-ch2-morphophonology.htm#Sec2o3">2.3</A>, 
+  and <A href="ithkuil-ch10-lexicosemantics.htm#Sec10o1o1">10.1.1</A> for an explanation 
+  of the structure of individual roots and their 18 stems). This represents only 
+  a random sampling from the 17 different morpho-semantic classes of Ithkuil roots 
+  (see Sec. <A href="ithkuil-ch10-lexicosemantics.htm#Sec10o2">10.2</A> for an explanation 
+  of these classes). Additional roots and their stems will be periodically added 
+to this list as the author finds time to convert his handwritten notes. The most recently added roots (August 2008) are marked in blue-colored font.</P>
+<P>The reader should be aware that the glosses (i.e., the English translations 
+  or definitions) for each of the stems below are at times somewhat arbitrary, 
+  as Ithkuil roots and their stems have been conceptualized from the cognitive 
+  level up, without regard as to whether they correspond necessarily to an existing 
+  word or phrase in English or other languages. As a result, some of the English 
+  glosses chosen as representations for the Ithkuil stems are approximations at 
+  best. This is especially true for verbal glosses, since the translation of an 
+  Ithkuil verbal formative is usually dependent on the specific Conflation, Format 
+  or Derivation (see <A href="ithkuil-ch5a-verbs.htm#Sec5o4">Sec. 5.4</A>). 
+</P>
+<P>Ideally, the best way to represent the meanings of Ithkuil stems would be to 
+  use a semantic “meta-language” comprised of a closed set of semantically 
+  universal (or near-universal) “primitives” to create semantic “formulas” 
+  which define the use of a particular stem. (The design and use of such a meta-language 
+  to translate the meanings of words from one language to another can be found 
+  in the writings of linguist Anna Wierzbicka.) However, the author has chosen 
+  not to pursue such an effort for the sake of time, as such an analysis for all 
+  of the 3600 roots and their 64,800 stems would likely take decades to complete.</P>
+<P>In regard to the list below, note that in some cases both a nominal (i.e., 
+  noun) and verbal gloss have been provided, while in others only one or the other 
+  is present. Nevertheless, the reader should keep in mind at all times that Ithkuil 
+  stems always convey both a nominal and verbal meaning, as explained in detail 
+  in <A href="ithkuil-ch2-morphophonology.htm#Sec2o6o1">Section 2.6.1</A>.</P>
+<P>&nbsp;</P>
+<P><STRONG>CLASS 1 ROOTS: numerical concepts, quantification, comparison, mathematics 
+  </STRONG> </P>
+<BLOCKQUOTE> 
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">H-Š ‘WHOLE NUMBER/INTEGER’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. a (whole) number, numeral,    digit, integer</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but    applied to formal, authoritative, permanent context as per Section 3.7</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. having more than one aspect;    multifaceted</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. numerical series/sequence</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. multiply (by)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. divide (by)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. consisting of more than    instance; multiple instance(s) of</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. having more than one part;    consisting of parts; non-unitary; non-unified</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. exponential/logarithmic    progression</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. negative    exponential/logarithmic progression</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">L-S&nbsp;&nbsp; ‘ONE/UNITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. one</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. single entity / single / singular</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. (something) alone/lone/sole</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. (something) isolated / apart / separate</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. (something) unique</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. 9something) independent / self-reliant /    self-sufficient</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. unit (in terms of being unduplicated, copied, or their    being no other instance/example thereof) </P></TD>
+      <TD width="185" valign="top"><P>1. unify/unite; unit (in terms of being indivisible)</P></TD>
+      <TD width="185" rowspan="3" valign="top"><P>Same as above 3 stems in terms of there being no other    instance/example thereof</P></TD>
+      <TD width="185" rowspan="3" valign="top"><P>Same as above 3 stems in terms of entity being indivisible</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. alone/lone/sole (in terms of being unduplicated,    copied, or their being no other instance/example thereof)</P></TD>
+      <TD width="185" valign="top"><P>2. alone/lone/sole (in terms of being indivisible)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. unique (in terms of being unduplicated, copied, or    their being no other instance/example thereof)</P></TD>
+      <TD width="185" valign="top"><P>3. unique (in terms of being indivisible)</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLES OF MORPHOLOGICAL DERIVATIONS:&nbsp; individual(ity), solitude, lonely, loneliness</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">K-S&nbsp;&nbsp; ‘TWO/DUALITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. a set of two / a duo; to be two in number</P></TD>
+      <TD width="370" rowspan="7" valign="top"><P>FORMAL stems for this root have the same meanings as the    INFORMAL stems except that they are applied in official, authorized,    permanent contexts as described in Section 3.7</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. be/make dual / having 2 uses or aspects / bi- / twofold</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. second one in a sequence; be/make second in a sequence</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. twice the number of something; to double / multiply by    two</P></TD>
+      <TD width="185" valign="top"><P>1. half; halve / divide by or into two</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. two times [= iterations] / twice; to be/make/do twice</P></TD>
+      <TD width="185" valign="top"><P>2. be of or make into two parts; bifurcate(d)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. to the second power / squared; to square / raise to the    second power</P></TD>
+      <TD width="185" valign="top"><P>3. to the negative second power / inverse square; to    divide by the square of</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">N-S&nbsp;&nbsp; ‘SEVEN’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. a set or group of 7 / a septet; to be 7 in number</P></TD>
+      <TD width="370" rowspan="7" valign="top"><P>FORMAL stems for this root have the same meanings as the    INFORMAL stems except that they are applied in official, authorized,    permanent contexts as described in Section 3.7</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. be/make seven-faceted / having 7 uses or aspects / septi-    / sevenfold</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. seventh one in a sequence; be/make seventh in a    sequence</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. 7 times the number of something; to septuple / multiply    by 7</P></TD>
+      <TD width="185" valign="top"><P>1. a seventh / divide by 7 or into 7 parts</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. 7 times [= iterations]; to be/make/do 7 times</P></TD>
+      <TD width="185" valign="top"><P>2. be of or make into 7 parts; separate(d) into 7 parts</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. to the 7th power; raise to the 7th power</P></TD>
+      <TD width="185" valign="top"><P>3. to the negative 7th power; to divide by the 7th power    of</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>THE ABOVE PATTERN FOR ‘TWO’ AND ‘SEVEN’ APPLIES TO THE REMAINING NUMBER  ROOTS AS FOLLOWS:<BR>
+  Š-S&nbsp;&nbsp;&nbsp;&nbsp; ‘3’<BR>
+    P-S&nbsp;&nbsp;&nbsp; ‘4’<BR>
+  &#354;-S&nbsp;&nbsp;&nbsp; ‘5’<BR>
+    T-S&nbsp;&nbsp;&nbsp; ‘6’<BR>
+    X-S&nbsp;&nbsp;&nbsp; ‘8’<BR>
+    F-S&nbsp;&nbsp;&nbsp; ‘9’<BR>
+    M-S&nbsp;&nbsp; ‘10’<BR>
+    R-S&nbsp;&nbsp;&nbsp; ‘100’<BR>
+    Q-S&nbsp;&nbsp;&nbsp; ‘10,000’<BR>
+  Ç-S&nbsp;&nbsp; ‘100,000,000’<BR>
+  &#266;-S&nbsp;&nbsp;&nbsp; ‘10 QUADRILLION’<BR>
+  </P>
+</BLOCKQUOTE>
+<P><BR>
+  <STRONG>CLASS 2 ROOTS: intellectual concepts, thought, ideation</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">H-P&nbsp;&nbsp; ‘FACT/KNOW/LEARN/UNDERSTAND/EXPERTISE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. ontological fact;&nbsp;    observe/notice an ontological fact</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. study/practice [= formal process to acquire skill or    knowledge]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. epistemological/conventionalized fact; know fact</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. realize/understand/comprehension via act of insight</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. experience/proficiency [= know via familiarity]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. understand [= know via sharing/communication of    knowledge]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus on act or faculty of    knowing</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus on the fact itself, the    thing known</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus on act or faculty of    study/understanding</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus on the fact itself, the    thing studied or understood </P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>INFORMAL Stem Derivations:&nbsp;  find out, discover, determine, wisdom<BR>
+    FORMAL Stem Derivations:&nbsp;  learn, insight, enlightenment, education, school, scholar, student</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">H-T&nbsp; - ‘(CRIMINAL)    LAW/ADJUDICATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. statute, a particular law</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. act of official law    enforcement (enforcement authority + manifested act of    enforcement/administration)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. applicability of a statute,    law to a particular situation or geopolitical area, rule of law</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. jurisdiction/applicability of    enforcement powers to particular situation or geopolitical area</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. investigate an alleged    violation of law; act of criminal investigation</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. try/adjudicate a criminal    complaint, go to trial</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. statement (the wording) of a    law or statute</P></TD>
+      <TD width="185" valign="top"><P>1. application of, or compliance    with a law or statute</P></TD>
+      <TD width="185" valign="top"><P>1. authority to enforce law or    statute</P></TD>
+      <TD width="185" valign="top"><P>1. act/manifestion of    enforcing/administering law or statute</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. applicability of a statute or    law</P></TD>
+      <TD width="185" valign="top"><P>2. state of being subject to, or    required to obey/ comply w/ a statute or law</P></TD>
+      <TD width="185" valign="top"><P>2. jurisdiction of law    enforcement powers</P></TD>
+      <TD width="185" valign="top"><P>2. state of being subject to the    jurisdiction of a law enforcement entity</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. gather material evidence as    part of criminal investigation, e.g., questioning of witnesses, viewing of    records, inspecting clues and material evidence</P></TD>
+      <TD width="185" valign="top"><P>3. act by law enforcement for    purposes of criminal identification or apprehension, e.g., interrogation or    component of sting-type operation, or legal “trap” set up </P></TD>
+      <TD width="185" valign="top"><P>3. presentation of evidence in    support of alleged crime; prosecution</P></TD>
+      <TD width="185" valign="top"><P>3. formal weighing of evidence by    judge or jury</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivations: code of  law, rule of law, rule on an adjudicatory matter, verdict, justice<BR>
+  SSD Derivatives for Formal Stem  1:&nbsp; obtaining of warrant/authorization to  detain, seizure/detention of suspect, interrogation of suspect, gathering of  evidence, arrest, detention in jail cell, indictment, preparation of  prosecution, incarceration</P>
+  <P>SSD Derivatives for Informal Stem 3:&nbsp; stake-out/surveillance, reconnaisance,  infiltration of mole, component of sting operation, identification of suspect </P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">K-P&nbsp;&nbsp;    ‘GOOD/BENEFICIAL’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="372" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">1. good [= beneficial to context]</FONT></P></TD>
+      <TD width="372" rowspan="5" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but    applied to concrete, range-of-moment tangible contexts, whereas INFORMAL    stems are applied to general, metaphysical contexts.</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">2. good [= morally right;    beneficial metaphysically]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">3. good [=    advantageous/effective]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act, event or situation itself</FONT></P></TD>
+      <TD width="194" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    desired outcome/reward/benefit</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">K-T&nbsp;&nbsp;    ‘QUESTION/INQUIRY/ANSWER/RESPONSE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. question &amp; answer    [statement requesting information + the answer/reply/response thereto]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. inquire/inquiry + answer</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. query/investigate    [investigative act + discovery made]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. research + findings</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. ponder/introspect    [self-questioning + conclusion]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. analyze + results of analysis</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. question [statement requesting    information]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. response/reply/answer    [information desired or given]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. inquire/inquiry</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. answer [i.e., result of    inquiry]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. query</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. answer (to query) [i.e.,    cause/reason for what is being looked into or investigated]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. research</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. finding(s)/discovery made via    research</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. ponder/introspect; to question    oneself mentally</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. conclusion [(desired) result    of self-analysis]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. analyze</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. conclusion/results of analysis</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological derivations:&nbsp; problem; solution; solve; resolution;  resolve; elucidate</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">L-T&nbsp;&nbsp; ‘DEITY /    SPIRITUAL ENTITY / SUPERNATURAL ENTITY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. (a) spirit / supernatural    entity</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. angel</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. deity / god / “overseer”    spirit</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. God / Supreme Being / Creator    deity</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. demon</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. the Devil / Satan </FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to male gender</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to female gender</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to male gender</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to female gender</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-Q &nbsp;&nbsp;    ‘REMEMBER/RECALL/MEMORY/RECORD’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. memory; remember (= recall)    [whether unwilled/affective or self -willed/voluntary]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. trace/track/vestige</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. retain / retention of    something past into present</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. memorial (object/action    formally recognizing or acknowledging something/someone past)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. remember [= commit to    memory] / memorize </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. to record / a record</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. a memory itself (i.e., the    content thereof)</P></TD>
+      <TD width="185" valign="top"><P>1. faculty of memory/recall    (i.e., the process of using one’s memory)</P></TD>
+      <TD width="185" rowspan="3" valign="top"><P>same as above 3 stems with    focus on that which the physical manifestation memorializes or gives    evidence/remembrance of</P></TD>
+      <TD width="185" rowspan="3" valign="top"><P>same as above 3 stems with    focus on the object/event/physical manifestation itself which conveys the    memory or record</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. a memory retained or kept    fresh (i.e., the content thereof)</P></TD>
+      <TD width="185" valign="top"><P>2. a memory retained or kept    fresh (i.e., the process thereof)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. thing remembered or    memorized [=event/act/situation/state, etc. committed to memory]</P></TD>
+      <TD width="185" valign="top"><P>3. process of committing    something to memory</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MORPHOLOGICAL DERIVATIONS:&nbsp; recollect(ion), remind, memorize, memento,  monument, archive, commemorate, commemoration, souvenir/keepsake, relic, to  bear in mind, ponder/relish a memory, sear into one’s memory</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">PŠ-K&nbsp;&nbsp;&nbsp;&nbsp; ‘FANTASTIC    OR IMAGINARY CREATURE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. fantastic or imaginary    creature/beast</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. mythological/symbolic    creature/beast</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. winged fantastic    creature/beast</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. legendary    being/creature/beast, allegedly real</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. reptilian/saurian fantastic    creature/beast</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. alien/extraterrestrial being</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="175" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body or presence of creature/beast itself</FONT></P></TD>
+      <TD width="194" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the mind, personality, character, or interaction/communication with the    creature/beast</FONT></P></TD>
+      <TD width="178" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body or presence of creature/beast itself</FONT></P></TD>
+      <TD width="192" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the mind, personality, character, or interaction/communication with the    creature/beast</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD Derivatives for Informal Stem  1:&nbsp; <BR>
+  SSD Derivatives for Informal Stem  2:&nbsp; 5) dragon<BR>
+    SSD Derivatives for Informal Stem  3:<BR>
+    SSD Derivatives for Formal Stem  1:&nbsp; centaur, sphinx, satyr, unicorn,  chimera, Phoenix, Scylla, Pegasus<BR>
+    SSD Derivatives for Formal Stem  2:&nbsp; vampyre, werewolf, yeti, </FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">R-K&nbsp;&nbsp; ‘THOUGHT/IDEA/REASON’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. think / cogitate + thought or idea cogitated</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. to reason / use logic + content of reasoning</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. consider + idea considered</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. analyze + object of analysis</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. propose + argument or idea proposed</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. abstract (= to mentally construct) + concept</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. think / cogitate; an act of thinking</P></TD>
+      <TD width="185" valign="top"><P>1. a thought / an idea</P></TD>
+      <TD width="185" valign="top"><P>1. to reason / use logic; act of reasoning</P></TD>
+      <TD width="185" valign="top"><P>1. object of reasoning</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. consider; an act of consideration</P></TD>
+      <TD width="185" valign="top"><P>2. a thought or idea considered</P></TD>
+      <TD width="185" valign="top"><P>2. analyze; act of analysis</P></TD>
+      <TD width="185" valign="top"><P>2. object of analysis</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. propose / posit</P></TD>
+      <TD width="185" valign="top"><P>3. a proposition or argument</P></TD>
+      <TD width="185" valign="top"><P>3. to abstract / conceive / conceptualize; act of    abstraction or conception</P></TD>
+      <TD width="185" valign="top"><P>3. concept</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  ponder, deliberate/deliberation, plan, contemplate, theory, hypothesis,  deduce/deduction, postulate, infer(ence), judge, conclude/conclusion</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">S-T&nbsp; ‘MIND’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. mind / mental (faculty + use)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. sentience / capacity for self awareness and    self-identity + act of self-reflection</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. perception / awareness (faculty + use)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. conscious + subconscious mind</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. instinct (faculty + practice)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. intellect / wits /mind as efficacious tool</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. mental faculty / mind</P></TD>
+      <TD width="185" valign="top"><P>1. application of mental faculty; act of mentation / use    one’s mind</P></TD>
+      <TD width="185" valign="top"><P>1. feeling of sentience</P></TD>
+      <TD width="185" valign="top"><P>1. act of self-reflection</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. faculty of perception or awareness</P></TD>
+      <TD width="185" valign="top"><P>2. use of perception or awareness; to perceive / be aware    of</P></TD>
+      <TD width="185" valign="top"><P>2. conscious mind</P></TD>
+      <TD width="185" valign="top"><P>2. subconscious mind</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. instinct</P></TD>
+      <TD width="185" valign="top"><P>3. instinctual act; to act instinctively</P></TD>
+      <TD width="185" valign="top"><P>3. intellect; use one’s intellect</P></TD>
+      <TD width="185" valign="top"><P>3. product of one’s intellect / intellectual feat</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  philosophy, metaphysics</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">ST-K&nbsp;&nbsp;    ‘COMPARISON/MEASUREMENT/WEIGH’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. compare/contrast</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. measure</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. discriminate/distinguish</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. discern</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. “weigh”/ponder choice/pro-con    analysis</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. relate/collate/determine    relationships between</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems but w/    focus on act </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems but w/    focus on purpose or desired outcome</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems but w/    focus on act </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems but w/    focus on purpose or outcome</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><BR>
+  <STRONG>CLASS 3 ROOTS: concepts relating to change and causation </STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">H-C&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘WEATHER    CONDITION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. (current) weather condition</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. adverse weather condition</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. amenable weather condition    (warm seasons)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. adverse weather condition    (warm seasons)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. amenable weather condition    (cold seasons)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. adverse weather condition (cold    seasons)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to condition itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to effect/impact</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to condition itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to effect/impact</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES: climate,  the weather, clime<BR>
+  SSD Derivatives for Informal Stem  2:&nbsp; mild, balmy, sunny, warm, still/calm,  gently breezy<BR>
+  SSD Derivatives for Informal Stem  3:&nbsp; brisk, cool, clear, still/calm,  crisp, light snowfall, drizzle<BR>
+    SSD Derivatives for Formal Stem 2:  mugginess, heat, drought, summer rainstorm, summer flood, mud, hurricane/</FONT>cyclone/typhoon<FONT color="#000000">,  smog,  hot wind<BR>
+    SSD Derivatives for Formal Stem  3:&nbsp; fog/mist, cloudy/overcast, wind,  rain, snow, blizzard, rainstorm, tornado/twister, flood</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">K-C&nbsp; - ‘BAKE/SOMETHING    BAKED’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. bake (something); something    baked [method + result]</P></TD>
+      <TD width="370" rowspan="7" valign="top"><P>Same as INFORMAL stems except    that context is that of a commercial venture, i.e., food for sale, as in a    restaurant or grocery store</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. oven [= environment or primary    infrastructure used for baking]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. baking pan [= primary    supporting interface for manipulating the food being baked]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. bake; baking (as a cooking    method)</P></TD>
+      <TD width="185" valign="top"><P>1. food cooked by baking;    something baked</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. oven (as primary baking    environment)</P></TD>
+      <TD width="185" valign="top"><P>2. oven (as functional    heating/cooking means)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. baking pan (as supporting    interface within the oven)</P></TD>
+      <TD width="185" valign="top"><P>3. baking pan (as primary    accessory/tool needed for manipulating, removing, shaping the baked food)</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Derivatives:&nbsp; baked goods, bakery, baker<BR>
+    The following roots follow the same  model as the above:<BR>
+    T-C&nbsp;  roast<BR>
+    P-&#266;&nbsp;  toast<BR>
+Š-&#268;&nbsp;  fry<BR>
+F-C&nbsp;  griddle<BR>
+T-&#266;&nbsp;  smoke<BR>
+&#310;-&#268;&nbsp;  sun-dry<BR>
+X-C&nbsp;  sautee<BR>
+TL-&#266;&nbsp; simmer<BR>
+T-&#268;&nbsp;  boil<BR>
+S-C&nbsp;  steam<BR>
+&#354;L-&#266;&nbsp; parboil<BR>
+&#268;-&#268;&nbsp;  stew<BR>
+R-C&nbsp;  brew<BR>
+KL-&#266;&nbsp; marinade<BR>
+&#354;-&#268;&nbsp;  broil<BR>
+L-C&nbsp;  grill<BR>
+PL-&#266;&nbsp; barbecue<BR>
+H-&#268;&nbsp;  poach<BR>
+N-C&nbsp;  pressure-cook<BR>
+XL-&#266;&nbsp; slow-cook (e.g., in crockpot, Dutch oven,  claypot, Tandoori pot, etc.)<BR>
+N-&#268;&nbsp;  flash-fry<BR>
+&#315;-C&nbsp;  sear<BR>
+FL-&#266;&nbsp; non-heat related method of food preparation,  e.g., preparing sushi, making a peanut butter sandwich, etc.</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">L- &#268; ‘BINARY    REVERSAL / POLARITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. switch to opposing or complementary value</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL stems for this root have the same meanings as    INFORMAL stems except that they are applied in official, authorized,    permanent contexts as described in Sec. 3.7.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. switch or reverse [linear] direction</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. toggle between active/positive or inactive/negative    state</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. set to positive, primary, or initial value</P></TD>
+      <TD width="194" valign="top"><P>1. set to negative, secondary, or complementary value</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. change current course or direction</P></TD>
+      <TD width="194" valign="top"><P>2. reverse course or direction</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. active / activate / turn on / render active / on / positive state</P></TD>
+      <TD width="194" valign="top"><P>3. inactive / deactivate / turn off / render inactive / off / negative state</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">M-C&nbsp; TOOL/INSTRUMENT</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. tool, instrument, implement as    extension of bodily appendage(s) (e.g., as per force, strength, precision,    reach, pressure, instrument as labor-saving or efficiency-increasing means    etc.)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. utensil, specialized implement    for assisting in refined task</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. tool, instrument as means of    “defying nature” (e.g., wheel, wedge, fulcrum, etc.</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2.    mechanical/motorized/electric/electronic implement/device</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. supply-like resource/implement    used by itself or in&nbsp; association with    specific tool (e.g., nail, tack, clothespin, hook)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. supply-like resource/implement    used as fuel or input for mechanical/electrical/electronic implement/device</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to thing itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring to    function/use thereof</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to thing itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function/use thereof</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Morphological Derivatives:&nbsp; equipment, gear (collection of associated  tools/supplies), apparatus, appliance, paraphernalia, machine<BR>
+    SSD derivatives for Informal Stem  1: awl, pliers, screwdriver, wrench, pick, shovel/spade, chisel, file,  stick/pole/bar<BR>
+    SSD derivatives for Informal Stem  2:&nbsp; wheel, jack, wedge, fulcrum, pulley,  sling, lever, gear, spool<BR>
+    SSD derivatives for Informal Stem  3: nail, tack, clip/fastener, hook, screw, bolt, nut, piece of wire,  screwdriver bit/head<BR>
+    SSD derivatives for Formal Stem  1:&nbsp; anvil, fork, spoon, scissors,  vice/clamp, plane, saw, tweezers, puncher<BR>
+    SSD derivatives for Formal Stem  2:&nbsp; drill, power saw, engine/motor<BR>
+    SSD derivatives for Formal Stem  3:&nbsp; drill bit, </FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">M-&#268;&nbsp;&nbsp;    ‘SWITCH/ALTERATION BETWEEN MULTI-VALUED SETTINGS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. switch to a different value or    setting</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but in    reference to permanent, authoritative, formal contexts or to social or    analogical contexts</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. veer, change course</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. change to a less active or    more active setting; increase or decrease intensity or setting</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. switch to higher/greater value    or setting</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. switch to lower/lesser value    or setting</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. change to more difficult,    dangerous, or unpredictable course</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. change to easier, safer, or    more predictable course</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. increase to higher/stronger    intensity</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. decrease to lower/weaker    intensity</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">P-C&nbsp;&nbsp; ‘GROWTH/CULTIVATION/HUSBANDRY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. grow; stage of growth</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. stage of plant growth; grow    (plant)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. raise; look after; foster;    function as guardian</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. till/cultivate/raise crop;    stage of cultivation (e.g., etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. nurture / provide requirements    for growth; husbandry</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. to garden/specialized act of    plant nurturage (e.g., prune, graft, weed, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to (anticipated) result/effect</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to (anticipated) result/effect</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Stems of this root are often used  with the MAT suffix<BR>
+  SSD Derivatives for FORMAL Stem  2:&nbsp; plow, sow, irrigate, fertilize; hoe,  reap, pick, dry, store<BR>
+  SSD Derivatives for FORMAL Stem  3:&nbsp; prune, graft, weed, transplant, thin  out<BR>
+  Morphological Derivatives:&nbsp; shepherd, garden, gardener, field (of crop),  crop, harvest, plow/plough, hoe, etc.</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">P-&#268; ‘LARGE IMPLEMENT FOR COUNTERING GRAVITY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. ladder [object itself + use]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. winch/windlass</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. stair</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. expandable boom</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. bridge; span</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. derrick</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to thing itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function/use thereof</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to thing itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function/use thereof</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES:&nbsp; staircase, stairway</FONT></P>
+  <P><STRONG>&nbsp;</STRONG></P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">Q-&#268; ‘PHYSICAL    CONTACT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. physical contact between 2 or more objects [contact +    effect]</P></TD>
+      <TD width="372" rowspan="5" valign="top"><P>FORMAL Stems for this root have the same meanings as the    INFORMAL stems except that the context is specific to physical contact by    one’s “default” appendage(s) for volitional physical contact, i.e.,    hands/fingers, beak, snout, tongue, pseudopod, tendril, tentacle, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. application of physical pressure/force + effect</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. move or set in motion via physical contact + resulting    motion</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>same as above 3 stems but with focus on physical act of    contact</P></TD>
+      <TD width="194" valign="top"><P>same as above 3 stems but with focus on resulting    effect/movement</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE DERIVATIONS FROM  THESE STEMS: feel, push, stroke, caress, tap, nudge, hit, strike, slap, punch,  shove, press, rub, knock over, fall [due to being pushed], injure [via  striking], etc.</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">X-&#268;&nbsp;&nbsp; - WEAPON</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. hand-held or hand-thrown    bladed weapon for cutting or stabbing [object + use] </FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. ballistically launched    projectile [projectile + use]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. pointed-tipped handheld or    propelled weapon for piercing [object + use]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. explosive/incendiary    substance/device [substance/device + use]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. blunt force-driven hand-held    or propelled weapon [object + use]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. gaseous/chemical/other weapon    [substance + use]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. bladed weapon itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. use/function of bladed weapon</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. ballistically launched    projectile</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. use/function of ballistically    launched projectile</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. pointed-tipped handheld or    hand thrown weapon itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. use/function of pointed-tipped    handheld or hand thrown weapon </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. explosive/incendiary    substance/device</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. use/function of    explosive/incendiary substance/device</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. blunt force-driven hand-held    or hand-thrown weapon itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. use/function of blunt    force-driven hand-held or hand-thrown weapon</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. gaseous/chemical/other weapon</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. use/function of    gaseous/chemical/other weapon</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD derivatives for Informal Stem  1:&nbsp; 1) dagger&nbsp; 2) switchblade&nbsp; 3) axe&nbsp;  4) bayonet&nbsp; 5) sword&nbsp; 6) scimitar <BR>
+  SSD derivatives for Informal Stem  2:&nbsp; arrow, lance, spear, javelin, harpoon<BR>
+  SSD derivatives for Informal Stem  3:&nbsp; mace, club, hammer, catapult fodder,  shot from slingshot. cudgel<BR>
+  SSD derivatives for Formal Stem  1:&nbsp; bullet, shell, shrapnel, cannonball,  shot, rocket, self-propelled missile<BR>
+  SSD derivatives for Formal Stem  2:&nbsp; bomb, grenade, plastic explosive, firecracker,  dynamite stick<BR>
+  SSD derivatives for Formal Stem  3:&nbsp; gas irritant/poison, poison chemical  vapor, liquid irritant/poison, radioactive compound used as weapon</FONT></P>
+  <P><FONT color="#000000">NOTE:&nbsp; In Ithkuil, guns, catapults, slings and all  other firearms or devices for shooting/hurling projectiles utilize Degree 1 of  the UTE suffix ('tool/implement for doing X'), as it is not the  firearm/shooting device that kills but the projectile shot/fired from it. Thus  a gun is a "bullet-implementer".&nbsp;  Care must be taken in assigning appropriate noun Cases or verbal Formats  to stems associated with ballistic aerial weapons to distinguish the fact that  it is the projectile that is the actual "weapon" and not the object  it was fired/projected from. This is the good old "shoot bullets" vs.  "shoot guns" vs. "shoot bullets from a gun" vs. "shoot  him with a gun" vs. "shoot him with bullets from a gun" problem  . This which would translate into Ithkuil/Ilaksh as "I bulleted him due  to/enabled by a gun" or incorparatively as "I gun-bulleted him"  using either the RESULTATIVE Format (literally translating as "I bulleted  him as a result of concurrently gun-activating") or the INSTRUMENTATIVE  Format (literally translating as "I bulleted him by the enabling means of  gun-activating").</FONT></P>
+</BLOCKQUOTE>
+<P><BR>
+  <STRONG>CLASS 4 ROOTS: concepts relating to the physical attributes of organic 
+  matter</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">C-M&nbsp; ‘SENSE OF TASTE    / THE TASTE OF SOMETHING’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. to taste a taste (taste    faculty + flavor tasted)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. to taste for an    anticipated/expected flavor</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. tongue/palate (tissue    containing taste buds + taste buds themselves)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. instrument/device for    detecting flavor + flavor detected</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. imagine a taste (act + the    flavor imagined)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. create/manufacture a flavor +    flavor created</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. to taste; faculty of taste</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. flavor</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. to taste</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. </FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. tongue/palate&nbsp; (as sensory organs of tasting)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. taste bud</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. instrument for detecting    flavor</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. flavor detected via instrument</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. imagine a taste in one’s mind</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. an imagined taste</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. create/manufacture a flavor</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. flavor created</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES:&nbsp; tasty, savory, flavorful<BR>
+  SSD Derivatives:&nbsp;  1) bitter 2) chemical-like taste 3)&nbsp;  salty&nbsp; 4) foul/rancid taste 5)  sweet&nbsp; 6) sweet &amp; sour&nbsp; 7) sour 8)&nbsp;  hot (= spicy)&nbsp; 9) umami</FONT></P>
+  <P><STRONG>&nbsp;</STRONG></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">C-&#325;&nbsp;&nbsp; ‘SPECIALIZED    VOLITIONAL BODILY SOUNDS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. non-linguistic sound made by    mouth (i.e., tongue, teeth, lips)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1.&nbsp; consonant</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. non-linguistic sound made from    throat or vocal chords</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. vowel</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. sound made by non-oral, non-vocal    part of the body</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. phoneme</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act of producing the sound</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the sound itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act of producing the sound</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the sound itself</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD Derivations from Informal Stem  1:&nbsp; 1) whistle 2) hum 3) “raspberry” 4)  hoot/whoop 5) non-avian animal call 6) bird call 7) scream 8) click-sound  (i.e., w/ ingressive airstream) 9) non-phonemic consonantal gibberish sound</FONT></P>
+  <P><FONT color="#000000">SSD Derivations from Informal Stem  3:&nbsp; 1) slap 2) rubbing sound 3) footfall  (--&gt; stomp) 4) snap of fingers 5) finger tap 6) toe/foot tap 7)  suction-based sound (e.g., “armpit fart”) 8) knuckle crack&nbsp; 9) other joint cracking</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">&#266;-N&nbsp;&nbsp; ‘IN-LAW/FOSTER    RELATIONS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. member of parent/child in-law    relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. member of foster family</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. male member of parent/child    in-law relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. male member of foster family</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. female member of parent/child    in-law relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. female member of foster family</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. parent in-law</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. child in-law</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. foster parent</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. foster child</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. father in-law</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. son in-law</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. foster father</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. foster son</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. mother in-law</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. daughter in-law</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. foster mother</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. foster daughter</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">Ç-M&nbsp;&nbsp; ‘LOWER ORDER LIFE FORM’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. lower-order life form (i.e. non-vertebrate)</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>same as INFORMAL stems but as resource (i.e., food, fuel,    material, etc.)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. microbe</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. non-microbial animal</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. bacterium</P></TD>
+      <TD width="194" valign="top"><P>1. soft-bodied animal (e.g., jellyfish, sponge, slime    mold)</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. virus</P></TD>
+      <TD width="194" valign="top"><P>2. exoskeletal animal (e.g., insect, arthropod,    crustacean)</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. protist</P></TD>
+      <TD width="194" valign="top"><P>3. endoskeletal animal</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Ç-&#325;&nbsp;&nbsp;&nbsp; ‘HEAR(ING)/SOUND’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. hear a sound; aural faculty + sound heard</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. listen to a (specific) sound / discern aurally a    (specific) sound</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. ear (aural organ + physical part of body, i.e., Spanish    oído + oreja)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. aural instrument / device for detecting sound waves +    sound detected</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. imagine a sound (act + sound)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. create or manufacture an odor + odor created</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. to hear; aural faculty</P></TD>
+      <TD width="185" valign="top"><P>1. sound</P></TD>
+      <TD width="185" valign="top"><P>1. listen</P></TD>
+      <TD width="185" valign="top"><P>1. (selected) sound</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. ear (aural organ)</P></TD>
+      <TD width="185" valign="top"><P>2. ear (body part)</P></TD>
+      <TD width="185" valign="top"><P>2. aural instrument</P></TD>
+      <TD width="185" valign="top"><P>2. sound detected via aural instrument</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. imagine a sound / hear in one’s mind</P></TD>
+      <TD width="185" valign="top"><P>3. imagined sound</P></TD>
+      <TD width="185" valign="top"><P>3. create or manufacture a sound</P></TD>
+      <TD width="185" valign="top"><P>3. sound created</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  speaker, megaphone, telephone, stereo, microphone, hearing aid</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">F-N&nbsp; ‘COUSIN’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. cousin [male or female]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. step-cousin [male or female]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. male cousin</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. male step-cousin</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. female cousin</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. female step-cousin</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. cousin [male or female – related through one’s mother]</P></TD>
+      <TD width="185" valign="top"><P>1. cousin [male or female – related through one’s father]</P></TD>
+      <TD width="185" valign="top"><P>1. cousin [male or female – related through one’s    stepmother]</P></TD>
+      <TD width="185" valign="top"><P>1. cousin [male or female – related through one’s    stepfather]</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. male cousin [related through one’s mother]</P></TD>
+      <TD width="185" valign="top"><P>2. male cousin [related through one’s father]</P></TD>
+      <TD width="185" valign="top"><P>2. male cousin [related through one’s stepmother]</P></TD>
+      <TD width="185" valign="top"><P>2. male cousin [related through one’s stepfather]</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. female cousin [related through one’s mother]</P></TD>
+      <TD width="185" valign="top"><P>3. female cousin [related through one’s father]</P></TD>
+      <TD width="185" valign="top"><P>3. female cousin [related through one’s stepmother]</P></TD>
+      <TD width="185" valign="top"><P>3. female cousin [related through one’s stepfather]</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">FL-&#325;&nbsp;&nbsp;&nbsp; ‘TYPES OF    HARD OR NON-LIVING BODILY TISSUES’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. tooth</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. head hair</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. fingernail/toenail/claw</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. whisker / facial hair</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. hard growth of skin (e.g.,    wart, corn, callus, bunion, scar)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. pubic/armpit hair</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical tissue itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function, purpose, or effect/impact</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical tissue itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function, purpose, or effect/impact</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">mustache, beard, sideburn, bald<BR>
+    incisor/fang, bicuspid, molar<BR>
+    wart, corn, callus, bunion, scar</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">H-N&nbsp;&nbsp; ‘NUCLEAR FAMILY MEMBER’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. nuclear family member</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. non-sanguine family member</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. male family member</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. non-sanguine male family member</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. female family member</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. non-sanguine female family member</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. parent</P></TD>
+      <TD width="185" valign="top"><P>1. child/offspring</P></TD>
+      <TD width="185" valign="top"><P>1. step-parent</P></TD>
+      <TD width="185" valign="top"><P>1. step-child</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. father</P></TD>
+      <TD width="185" valign="top"><P>2. boy child / son</P></TD>
+      <TD width="185" valign="top"><P>2. step-father</P></TD>
+      <TD width="185" valign="top"><P>2. step-son</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. mother</P></TD>
+      <TD width="185" valign="top"><P>3. girl child / daughter</P></TD>
+      <TD width="185" valign="top"><P>3. step-mother</P></TD>
+      <TD width="185" valign="top"><P>3. step-daughter</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">KS-&#325;&nbsp;&nbsp;&nbsp; ‘COMPONENT    OF BODY’S RESPIRATORY/CARDIO-VASCULATORY SYSTEM</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. heart</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. lung</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. vascular component</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. component of respiratory    system</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. (an amount of) blood </FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. oxygen</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD Affix with Informal Stem  1:&nbsp; ventricle, atrium, vein, coronary  artery, capillary, <BR>
+  SSD Affix with Informal Stem  2:&nbsp; blood vessel, vein, artery,  capillary, aorta, vena cava<BR>
+    SSD Affix with Formal Stem 1:  bronchus, bronchiolus, alveolar sac<BR>
+    SSD Affix with Formal Stem 21:&nbsp; nasal cavity, trachea</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">&#310;-&#325;&nbsp;&nbsp;    ‘ABDOMEN/THORAX/TORSO/CHEST’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. thorax/torso [both body part    and function]</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">FORMAL stems are the same as    INFORMAL stems but applied to “mid-section” of a non-animal entity, e.g., a    mechanical device, vehicle, plant, etc.</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. abdomen/midsection (lower    front half of torso) [both body part and function]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. chest (upper front of torso)    [both&nbsp; body part and function)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring to    function</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>NOTE:&nbsp; Due to the bilateral symmetry of this body  part, the above stems are often used in the DUPLEX configuration, the UNIPLEX  form referring only to one side of the bodily part or the other.</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">M-&#325;&nbsp; ‘CLASSES OF ANIMAL’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. animal of land or air (i.e., “terroid”)</P></TD>
+      <TD width="370" colspan="2" rowspan="3" valign="top"><P>Same as INFORMAL holistic stems but domesticated, tamed,    captive, or bred</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. waterlife (i.e., “aquoid”)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. amphibian</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems but domesticable</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems but undomesticable</P></TD>
+      <TD width="185" valign="top"><P>same as above FORMAL stems but as pets or tamed</P></TD>
+      <TD width="185" valign="top"><P>same as above FORMAL stems but as resource (i.e., food,    breeding stock, etc.)</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">K-N&nbsp;&nbsp; ‘GENDER’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. gender</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. psycho-sexual identity</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. neuter </FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. asexual / psychologically    neuter</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. androgynous</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. sexual preference/orientation</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. male (anatomically)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. female (anatomically)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. masculine (psycho-behaviorally)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. feminine (psycho-behaviorally)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. sterile (incapable of    procreation)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. genderless (neither male nor    female anatomically)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. celibate/chaste</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. asexual; devoid of sexual    desire</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. androgyne / androgynous    (difficultyfor others to determine gender)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. hermophrodite / hermophroditic    (anatomically both male &amp; female)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. sexual preference or    orientation psychologically</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. sexual orientation in    actuality (as manifested)</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Derivatives for Formal Stem  3:&nbsp; homosexual, bisexual, heterosexual,  bisexual with preference for heterosexuality, bisexual with preference for  homosexuality, homosexual with preference for functioning in male role,  homosexual with preference for functioning in female role</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">KL-&#325;&nbsp;&nbsp;&nbsp; ‘BODILY    JOINT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. bodily joint (physical joint +    function); to flex joint</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. specialized bodily    joint/juncture</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. ball &amp; socket-type bodily    joint</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. vertebra</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. standard-type joint</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. wrist/ankle/waist (lateral    circular joint type)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring    to external hard or knob-like external body part </P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring    to internal joint and its function/process</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring    to external hard or knob-like external body part </P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring    to internal joint and its function/process</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">hip/flex hip, shoulder, flex  shoulder<BR>
+    finger joint, toe joint, knee,  elbow<BR>
+    spinal column; flex spine<BR>
+    wrist, ankle waist</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">K&#350;-&#325;&nbsp;&nbsp;&nbsp; ‘NECK’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. neck (as gestalt entity) [body    part + function]</P></TD>
+      <TD width="370" rowspan="7" valign="top"><P>FORMAL stems are the same as    INFORMAL stems but applied to “neck” of a non-animal entity, e.g., a    mechanical device, complex 3-dimensional form, plant, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. neck (as bodily support/swivel    point for head) [body part + function</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. neck (as narrowest, most    vulnerable body part) [body part + function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. neck as physical body part</P></TD>
+      <TD width="185" valign="top"><P>1. neck as functional body part</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. neck as bodily support/swivel    point for head</P></TD>
+      <TD width="185" valign="top"><P>2. neck as functional    support/swivel point for head</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. neck as physically narrowest,    most vulnerable body part) </P></TD>
+      <TD width="185" valign="top"><P>3. neck as functionally    narrowest, most vulnerable body part</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES:&nbsp; nape, throat (i.e., front part of neck)</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">L-M&nbsp; ‘SIBLING’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. sibling</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. step-sibling</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. brother</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. step-brother</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. sister</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. step-sister</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. half-sibling [shared mother]</P></TD>
+      <TD width="185" valign="top"><P>1. half-sibling [shared father]</P></TD>
+      <TD width="185" valign="top"><P>1. step-sibling [stepmother is mother of other sibling]</P></TD>
+      <TD width="185" valign="top"><P>1. step-sibling [stepfather is father of other sibling]</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. half-brother [shared mother]</P></TD>
+      <TD width="185" valign="top"><P>2. half-brother [shared father]</P></TD>
+      <TD width="185" valign="top"><P>2. step-brother [stepmother is mother of other sibling]</P></TD>
+      <TD width="185" valign="top"><P>2. step-brother [stepfather is father of other sibling]</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. half-sister [shared mother]</P></TD>
+      <TD width="185" valign="top"><P>3. half-sister [shared father]</P></TD>
+      <TD width="185" valign="top"><P>3. step-sister [stepmother is mother of other sibling]</P></TD>
+      <TD width="185" valign="top"><P>3. step-sister [stepfather is father of other sibling]</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">L-N&nbsp;&nbsp; ‘CLASSES OF    WATERLIFE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. skeletal/vertebral waterlife    form</FONT></P></TD>
+      <TD width="370" rowspan="3" valign="top"><P><FONT color="#000000">Same as INFORMAL holistic stems    referring to tamed, domesticated, bred, etc. individual</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. exoskeletal/arthropod form</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. soft-bodied waterlife form</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. jellyfish-like lifeform</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. gilled/finned fish</FONT></P></TD>
+      <TD width="370" rowspan="3" valign="top"><P><FONT color="#000000">Same INFORMAL complementary stems    referring to tamed, pet, domesticated, bred, etc. individual</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. crustacean</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. “non-standard”-shaped fish    (e.g., ray, eel, squid, octopus, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. shellfish</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. sea mammal (e.g., whale, seal,    walrus, etc.)</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIONS:&nbsp; fisherman, whale hunter, aquarium, fishery,  fish hatchery</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">&#315;-&#325;&nbsp;&nbsp;&nbsp;&nbsp; ‘CLASSES OF    LAND/AIR ANIMAL’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. mammal</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems referring    to domesticated, tamed, bred, pet, etc. individual</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. non-mammalian, non-avian,    non-reptilian animal, i.e.,&nbsp; insect/arthropod/arachnid/worm/mollusk</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. avian or reptilian lifeform</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. insect</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. mollusc</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. worm</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. bird</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. arthropod/arachnid</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. reptile</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">M-L&nbsp;&nbsp;    ‘TRAGICOMIC-BASED VOCAL/FACIAL GESTURE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. mouth gesture</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but    referring to deliberate (i.e., volitional) gestures/vocalizations (INFORMAL    stems are affective/non-volitional)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. vocalization</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. facial expression</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. smile</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. frown</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. laugh</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. whine, moan</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. “light up” (referring to one’s    face’)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. crestfallen look, look of    dejection</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD DERIVATIONS:&nbsp; scowl</FONT></P>
+  <P><A name="foodplant" id="foodplant"></A></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">N-N&nbsp;&nbsp; ‘FOOD PLANT’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. plant grown/harvested/cultured    as food source</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. food dish/serving derived from    plant</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. vegetable</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. food dish/serving derived from    vegetable</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. fruit</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. food dish/serving derived from    fruit</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to plant itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to edible part of plant or plant in edible condition following any necessary    processing</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to serving/dish itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to consumption/ingestion&nbsp; of the dish</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD Derivatives for INFORMAL  stems:&nbsp; stem, leaf, seed/nut, pod/fruit,  flower, juice, sap, rhizome, root/tuber<BR>
+  SSD Derivatives for FORMAL  stems:&nbsp; soup, stew, salad, sauteed,  deep-fried, boiled, steamed, baked, fancy/other style of preparation</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-M&nbsp;&nbsp; ‘SMELL/ODOR’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. to smell (= use olfactory sense) + odor smelled</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. examine or inspect via smelling + odor smelled</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. nose (olfactory organ + facial proboscis)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. device used to detect presence of odor or gas /    olfactory instrument + odor detected</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. imagine a smell (act + imagined odor)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. create or manufacture an odor + odor created</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. to smell (= use olfactory sense)</P></TD>
+      <TD width="185" valign="top"><P>1. an odor, a smell; to give off an odor</P></TD>
+      <TD width="185" valign="top"><P>1. examine or inspect via smelling</P></TD>
+      <TD width="185" valign="top"><P>1. odor detected via inspection or examination</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. nose (= olfactory organ)</P></TD>
+      <TD width="185" valign="top"><P>2. nose (= facial proboscis)</P></TD>
+      <TD width="185" valign="top"><P>2. device used to detect presence of odor or gas /    olfactory instrument</P></TD>
+      <TD width="185" valign="top"><P>2. odor detected via olfactory instrument</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. imagine an odor</P></TD>
+      <TD width="185" valign="top"><P>3. an imagined odor</P></TD>
+      <TD width="185" valign="top"><P>3. create or manufacture an odor</P></TD>
+      <TD width="185" valign="top"><P>3. manufactured odor</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  sniff, aroma, “bouquet”, perfume, stench</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">P-&#325;&nbsp;&nbsp; ‘STATE OF    HEALTH/ILLNESS/WELL-BEING’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. state of physical health /    physical well-being</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. state of mental health /    mental well-being</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. physical illness; sick(ness)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. mental illness</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. physical    injury/wound/lesion/trauma</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. mental trauma</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    effect</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    cause</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    effect</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    cause</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD affix used with Stem 2 of both  INFORMAL and FORMAL stem in conjunction w/ the AGC2/7 affix give:&nbsp; 1) nurse 2) emergency technician 3) therapist  4) caregiver 5) doctor 6) surgeon 7) healer 8) “medicine man” 9) medical  assistant<BR>
+  Derivations:&nbsp; madness, craziness, insanity</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">PL-&#325;&nbsp;&nbsp;&nbsp; ‘THROAT    (interior tract of neck)/GULLET’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. throat (= interior    respiratory/digestive tract of neck)</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">FORMAL stems are the same as    INFORMAL stems but applied to “throat/gullet” of a non-animal entity, e.g., a    mechanical device, complex 3-dimensional form, plant, etc.</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. gullet (= tube- or    trumpet-shaped digestive conduit from oral cavity)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. interior chamber of throat    (containing pharynx, larynx, plus epiglottal and glottal structures)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD derivatives:&nbsp; pharynx, larynx, syrinx, epiglottis, glottis,  trachea/windpipe, vocal fold/chord, hyoid bone / “Adam’s apple”</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">PS-&#325;&nbsp;&nbsp;&nbsp;    ‘GASTRO-INTESTINAL/UROLOGICAL COMPONENT’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. gastrointestinal component    (body part + function)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. urological component (body    part + function)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. gastrointestinal process /    digestive process / digest(ion) (physical process + nutritive function</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. urological process (physical    process + waste elimination function)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. (amount/piece of) feces, dung,    excrement</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. (an amount of) urine, piss,    pee</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part/process&nbsp; itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function/purpose</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES:&nbsp; gastrointestinal tract<BR>
+  SSD Affix with Informal Stem  1:&nbsp; esophagus, stomach,  guts/viscera/intestine, jejenum, ilium, colon, rectum, small intestine/bowel,  anus<BR>
+  SSD Affix with Formal Stem 1:&nbsp; kidney, ureter, adrenal gland, bladder,  urethra</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">P&#350;-&#325;&nbsp;&nbsp;&nbsp;    ‘PREGNANCY/GESTATION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. pregnancy/gestation</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but    referring exclusively to human pregnancy/gestation</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. manifestation of morning    sickness</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. contraction during labor</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" rowspan="3" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical condition/state<BR>
+        &nbsp;</FONT></P></TD>
+      <TD width="185" rowspan="3" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to psycho-physiological effect/impact</FONT></P></TD>
+    </TR>
+    <TR> </TR>
+    <TR> </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Morphological Derivatives:&nbsp; conception, labor, birth/delivery</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Q-M&nbsp;&nbsp; ‘HIGHER ORDER ANIMAL LIFE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. higher order being (i.e., large bilateral vertebrate    with discrete organs)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. authorized or officially designated person or    animal/beast</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. human, person</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. official, authorized person</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. non-human higher order being or animal, beast</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. pet or zoo animal/beast</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. male higher order being</P></TD>
+      <TD width="185" valign="top"><P>1. female higher order being</P></TD>
+      <TD width="185" valign="top"><P>1. authorized male animal/ or officially designated man or    beast</P></TD>
+      <TD width="185" valign="top"><P>1. authorized or officially designated woman or female    animal/ beast</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. human male, man</P></TD>
+      <TD width="185" valign="top"><P>2. human female, woman</P></TD>
+      <TD width="185" valign="top"><P>2. official, authorized man</P></TD>
+      <TD width="185" valign="top"><P>2. official, authorized woman</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. male higher order animal or beast</P></TD>
+      <TD width="185" valign="top"><P>3. female higher order animal or beast</P></TD>
+      <TD width="185" valign="top"><P>3. male pet or zoo animal/beast</P></TD>
+      <TD width="185" valign="top"><P>3. female pet or zoo animal/beast</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS: boy,  girl, child [developmentally, not as offspring], population, group of people,  crowd, mob, assembly, people, masses, elder, crone, adult, youth, adulthood,  fetus, adolescent, zoo<BR>
+  </P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">R-N&nbsp; DÈ-&nbsp; ‘HAND’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. hand (as gestalt entity)    [both physical body part and function]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL stems are the same as    INFORMAL stems but applied to “hand” of a non-animal entity, e.g., a    mechanical device, vehicle, plant, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. hand (as holder, grasper,    striker) [both physical body part and function]; to grasp--&gt;hold</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. leg (as manipulator,    handler, feeler) [both physical body part and function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. hand as physical body part</P></TD>
+      <TD width="194" valign="top"><P>1. function of hand as    “feeler”- focuser of body’s tactile sense</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. hand as main tool of body</P></TD>
+      <TD width="194" valign="top"><P>2. function of hand as    holder/grasper</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. hand as limb/extension</P></TD>
+      <TD width="194" valign="top"><P>3. function of hand as    manipulator/handler</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD derivatives:&nbsp; 1) fist 2) palm 3) knuckle 4) hand as flat  “blade”, e.g., for karate chop 5) finger 6) thumb 7) “butt” of hand [=lower  part of palm] 8) fingernail&nbsp; 9) bottom  side of fist [as when pounding fist onto table; for individual fingers, use  following affixes + SSD/5 for ‘finger’:&nbsp;  index = “main finger” or “first finger”, middle finger = “mid-finger” or  “long finger” or “2nd finger”, ring finger = “3rd  finger”, pinkie = 4th finger or small(est) finger</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">R-&#325;&nbsp;&nbsp;&nbsp; ‘COLLATERAL    FAMILY MEMBER/RELATIVE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. paternal collateral relative</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. maternal collateral relative</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. paternal male collateral    relative</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. maternal male collateral    relative</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. paternal female collateral    relative</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. maternal female collateral    relative</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. paternal aunt/uncle</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. paternal aunt/uncle</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. maternal nephew/neice</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. maternal aunt/uncle</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. paternal uncle</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. paternal uncle</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. maternal nephew</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. maternal uncle</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. paternal aunt</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. paternal aunt</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. maternal neice</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. maternal aunt</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">R-M&nbsp; ‘NUTRITION / NUTRITIONAL CONSUMPTION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. food and drink; to eat and drink</P></TD>
+      <TD width="372" colspan="2" valign="top"><P>1. eat a serving of food or drink; to dine</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. food; to eat</P></TD>
+      <TD width="372" colspan="2" valign="top"><P>2. prepared/cooked food; to eat prepared food</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. drink (i.e., substance drunk); to drink</P></TD>
+      <TD width="372" colspan="2" valign="top"><P>3. processed drink or spirits; to drink processed drink or    spirits</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="372" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. eat and drink as biological process</P></TD>
+      <TD width="194" valign="top"><P>1. food and drink (substances consumed)</P></TD>
+      <TD width="151" rowspan="3" valign="top"><P>same as abvoe 3 stems but with focus on the process of    consumption</P></TD>
+      <TD width="221" rowspan="3" valign="top"><P>same as above 3 stems but with focus on the items consumed</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. eat/ingest/consume</P></TD>
+      <TD width="194" valign="top"><P>2. item of solid food</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. drink/imbibe</P></TD>
+      <TD width="194" valign="top"><P>3. liquid (to be) drunk</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  cooking, meal, repast, feast, become drunk, gorge(d); chef, cook, brewer</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">&#342;-N&nbsp;&nbsp;&nbsp; ‘CLASSES OF    MAMMAL’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. marsupial</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">Same as INFORMAL stems referring    to tamed, domesticated, pet, bred, etc. individual</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. egg-laying mammal,    ovoviviparous mammal</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. placental mammal</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to male</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to female</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><DIV align="center">&#342;-&#325;&nbsp;&nbsp; -    ‘INFIRMITY/PHYSICAL DISABILITY’ </DIV></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. general weakness/infirmity    (e.g., age-related or illness-related)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. acute infirmity, attack,    flare-up</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. specific physical disability    or abnormality; disabled</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. injury; injure(d)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. lame, crippled, handicapped,    impaired (permanently or chronically) </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. impaired; decreased mobility    (temporary)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    underlying condition itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    physical effect, impact, symptoms, manifestation</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    underlying condition itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    physical effect, impact, symptoms, manifestation</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">S-M&nbsp;&nbsp;&nbsp; ‘LEG’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. leg (as gestalt entity) [both physical body part and    function]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL stems are the same as INFORMAL stems but applied to    “arm” of a non-animal entity, e.g., a mechanical device, vehicle, plant, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. leg (as support) [both physical body part and function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. leg (as ambulator, extension, limb) [both physical body    part and function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. leg as physical body part</P></TD>
+      <TD width="194" valign="top"><P>1. leg as manipulating body part (e.g., for kicking,    stomping)</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. leg as or balancing appendage for body</P></TD>
+      <TD width="194" valign="top"><P>2. leg as support against gravity</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. leg as limb/extension</P></TD>
+      <TD width="194" valign="top"><P>3. leg as ambulatory organ</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SIMILAR PATTERNS EXIST FOR: <BR>
+    &#325;-N&nbsp;  ‘TAIL’<BR>
+    K-&#325;&nbsp;&nbsp; ‘FOOT’ --&gt; &nbsp; <FONT color="#000000">SSD  Derivatives:&nbsp; heel, ball of foot, upper  side of foot, arch, plantar fascia, achilles tendon</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">S-N&nbsp; ‘PLANT TYPES’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. branched/leaved plant including its fruit or flower</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>same as FORMAL stems but as resource (i.e., food, fuel,    material, etc.) </P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. grass-like or stalked plant including its seed or grain</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. moss-like or fungal plant or mold including its spore    or cyst</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. branched/leaved plant</P></TD>
+      <TD width="194" valign="top"><P>1. flower, fruit, or blossom of branched/leaved plant</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. grass-like or stalked plant</P></TD>
+      <TD width="194" valign="top"><P>2. seed, grain, or kernel of grass-like or stalked plant</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. moss-like or fungal plant or mold</P></TD>
+      <TD width="194" valign="top"><P>3. spore or cyst of moss-like or fungal plant or mold</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD for Stem 2:&nbsp; 1) grass&nbsp;  2) ground-covering plant 3) clover&nbsp;  4) weed 5) wildgrass<BR>
+    SSD for Stem 3:&nbsp; 1) lichen&nbsp;  2)&nbsp; mushroom&nbsp; 3)&nbsp;  mold&nbsp; 4)&nbsp; slime mold 5) moss&nbsp; 6) non-mushroom fungus</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">S-&#325;&nbsp;&nbsp;&nbsp;&nbsp; ‘RESPIRATORY PAROXYSM’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. affective (i.e., unwilled) cough [act + sound]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL Stems for this root have the same meanings as    INFORMAL stems except that the act/sound is deliberate (i.e., volitional)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. affective (i.e., unwilled) sneeze [act + sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. affective (i.e., unwilled) hiccough [act + sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. affective (i.e., unwilled) cough [act]</P></TD>
+      <TD width="194" valign="top"><P>1. affective (i.e., unwilled) cough [sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. affective (i.e., unwilled) sneeze [act]</P></TD>
+      <TD width="194" valign="top"><P>2. affective (i.e., unwilled) sneeze [sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. affective (i.e., unwilled) hiccough [act]</P></TD>
+      <TD width="194" valign="top"><P>3. affective (i.e., unwilled) hiccough [sound]</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological derivations:&nbsp;  clear throat, harrumph, hacking cough, cough up</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">SX-M&nbsp;&nbsp; ‘MOUTH/ORAL’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="372" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">1. mouth [= oral orifice]</FONT></P></TD>
+      <TD width="372" rowspan="5" valign="top"><P><FONT color="#000000">Same as INFORMAL Stems but for    non-animal entity or figuratively</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">2. lip [use of DPX = lips]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">3. interior of mouth/oral cavity</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above 3 stems but w/    focus on bodily location/physical aspect</FONT></P></TD>
+      <TD width="194" valign="top"><P><FONT color="#000000">Same as above 3 stems but w/    focus on purpose, use, function</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">&#350;-&#325;&nbsp;&nbsp;&nbsp; ‘BODY PART’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. body part/component&nbsp; (e.g., appendage, section, organ, gland,    tissue, fluid, etc.)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. bodily tissue/flesh/sinew</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. bodily organ</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. secondary organ/gland</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. bone</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. bodily fluid/secretion</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES:&nbsp; body, corpse<BR>
+  SSD Affix with Informal Stem  3:&nbsp; 1) spine 2) rib 3) skull 4) limb bone  (tibia, femur, ulna, etc.) 5) bone of hand/foot&nbsp;  6) “shield” bone (e.g., patella, shoulder blade) 7) hipbone <BR>
+  SSD Affix with Formal Stem 1:&nbsp; 1) membrane 2) tendon 3) ligament 4) nerve 5)  muscle 6) skin/integument 7) sphincter/valve 8)&nbsp;  marrow 9) fat/gristle<BR>
+  SSD Affix with Formal Stem  2:&nbsp; 1) gonad 2) esophagus 3) adrenal  gland 4) bowel/intestine 5) brain 6) lung 7) kidne</FONT>y 8) pancreas 9) liver<FONT color="#000000"><BR>
+  SSD Affix with Formal Stem 3:&nbsp; 1) tear&nbsp;  2) bile 3) semen 4) pus 5) blood 6) mucus/mucal secretion 7) saliva 8)  lymph&nbsp; 9) sweat/perspiration</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">Š-N&nbsp;&nbsp; ‘NON-SANGUINE    RELATION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. member of godparent-godchild    relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. adoptive family member</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. male member of godparent-godchild    relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. male adoptive family member</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. female member of    godparent-godchild relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. female adoptive family member</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. godparent</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. godchild</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. adoptive parent</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. adopted child</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. godfather</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. godson</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. adoptive father</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. adopted son</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. godmother</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. goddaughter</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. adoptive mother</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. adopted daughter</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Š-&#325;&nbsp;&nbsp;&nbsp;    ‘SOIL/GROUND/DIRT (MIXED ORGANIC + MINERAL)’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. dirt/ground/soil [=substance +    function as substrate/firmament]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. peat</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. mud</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. dirt(y)/filth(y) [= soiled,    unclean]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. ground cover [organic-based,    e.g., carpet of leaves]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. mulch/compost/fertilizer</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to substance itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to function as substrate/firmament</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to substance itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to function as substrate/firmament</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-M&nbsp;&nbsp;‘BREATHE/RESPIRATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. respire/inhale or exhale; a    breath</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. inflate (w/ air)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. yawn</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. blow (passage of air under    pressure through narrow opening)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. pump (by air)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. suck/suckle/siphon</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems    referring to gaseous compound itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems    referring to effect/impact</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems </P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems </P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MORPHOLOGICAL DERIVATIVES:&nbsp; breathe, pant, gasp, suffocate, suffocation,  asphyxiate, asphyxiation, drown</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-N&nbsp;&nbsp; ‘ALIVE/LIVING THING/LIVING BEING’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. living thing; be alive / to live</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. domesticated or civilized being</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. [wild] animal (all orders)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. domesticated animal</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. [wild] plant (all orders)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. cultivated plant</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. male being</P></TD>
+      <TD width="185" valign="top"><P>1. female being</P></TD>
+      <TD width="185" valign="top"><P>1. domesticated or civilized male being</P></TD>
+      <TD width="185" valign="top"><P>1. domesticated or civilized female being</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. male [wild] animal</P></TD>
+      <TD width="185" valign="top"><P>2. female [wild] animal</P></TD>
+      <TD width="185" valign="top"><P>2. male [domesticated] animal</P></TD>
+      <TD width="185" valign="top"><P>2. female [domesticated] animal</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. male [wild] plant</P></TD>
+      <TD width="185" valign="top"><P>3. female [wild] plant</P></TD>
+      <TD width="185" valign="top"><P>3. male [cultivated] plant</P></TD>
+      <TD width="185" valign="top"><P>3. female [cultivated] plant</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  life, vegetation, flora, fauna, wildlife; farm, farmer, breeder, livestock</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">T-&#325;&nbsp;&nbsp;&nbsp; ‘PLEASURE- or    PAIN-BASED VOCALIZATION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. sigh    (affective/non-volitional)</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but    referring to deliberate (i.e., volitional) vocalizations</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. squeal/groan/moan (affective/non-volitional)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. gasp    (affective/non-volitional)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems as    triggered by physical or mental&nbsp;    pleasure or satisfaction</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems as    triggered by physical or mental distress, pain, torment, or dissatisfaction</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD DERIVATIONS:&nbsp; cry, sob, howl, whimper, murmur<BR>
+  OTHER MORPHOLOGICAL  DERIVATIONS:&nbsp; weep</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">TL-&#325;&nbsp;&nbsp;&nbsp; ‘COMPONENT    OF NERVOUS SYSTEM’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. component of CNS</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. brain</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. CNS- eurological process</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. spinal cord</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. component of peripheral    nervous system</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. nerve</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems </FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">sympathetic nerve, parasympathetic  nerve, vegus nerve<BR>
+  neuron, neuron firing, synapse,  synaptic uptake, axon, dendrite, glial cell, blood-brain barrier</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">&#354;-N&nbsp;&nbsp; ‘HEAD’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. head (as gestalt entity) [both physical body part and    function]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL stems are the same as INFORMAL stems but applied to    “arm” of a non-animal entity, e.g., a mechanical device, vehicle, plant, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. head (as seat of brain/mind) [both body part and    function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. head (as entity’s primary “interface” area of body)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. head as physical body part</P></TD>
+      <TD width="194" valign="top"><P>1. head as functional body part</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. head as physical seat of brain/mind</P></TD>
+      <TD width="194" valign="top"><P>2. head as functional seat of brain/mind</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. head as “top” or “forward” part or “access” point</P></TD>
+      <TD width="194" valign="top"><P>3. head as vital seat of identity</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Derivatives = parts of head 1)  cheek&nbsp; 2) chin&nbsp; 3) upper lip [plane between mouth and nose]  4) forehead 5) temple 6) crown of head 6) occipital area [back of head] 7) socket  area around eye 8) upper part of back of head 9) cheekbone</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">&#354;L-&#325;&nbsp;&nbsp;&nbsp;    ‘MISCELLANEOUS BODY PARTS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. buttock</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. haunch</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. breast/teat</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. snout/proboscis</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. navel</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. fin</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function, purpose or impact/effect</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function, purpose or impact/effect</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">X-M&nbsp;&nbsp; ‘ARM’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. arm (as gestalt entity) [both physical body part and    function]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL stems are the same as INFORMAL stems but applied to    “arm” of a non-animal entity, e.g., a mechanical device, vehicle, plant, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. arm (as holder, support, carrier) [both body part and    function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. arm (as protective extension of body) [both body part    and function]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. arm as single body part</P></TD>
+      <TD width="194" valign="top"><P>1. arm as reacher or manipulator</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. arm as limb (focus on part/whole relation to body)</P></TD>
+      <TD width="194" valign="top"><P>2. arm as holder/carrier</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. arm as extension of body</P></TD>
+      <TD width="194" valign="top"><P>3. arm as natural protective/defensive implement of body</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">X-N&nbsp;&nbsp; ‘VISION/SIGHT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. to sight (see + thing seen); sight</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. observe / visually examine + thing seen</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. eye (functional organ + visible facial feature)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. optical instrument + image</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. visualize / imagine / picture a visual image in one’s    mind + image</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. create image / render an image</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. see</P></TD>
+      <TD width="185" valign="top"><P>1. a sight / image; to project an image</P></TD>
+      <TD width="185" valign="top"><P>1. visually examine / observe</P></TD>
+      <TD width="185" valign="top"><P>1. thing observed / visual evidence</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. eye (functional organ)</P></TD>
+      <TD width="185" valign="top"><P>2. eye (visible facial feature)</P></TD>
+      <TD width="185" valign="top"><P>2. optical instrument</P></TD>
+      <TD width="185" valign="top"><P>2. thing observed via optical instrument</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. visualize / envision; act of visualization</P></TD>
+      <TD width="185" valign="top"><P>3. an image / a vision (in one’s mind)</P></TD>
+      <TD width="185" valign="top"><P>3. create image</P></TD>
+      <TD width="185" valign="top"><P>3. image created</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS: look  (at), view, glimpse, glance, ogle, gawk, stare, spy, espy, peep, voyeur,  panorama, scrutinize (visually), camera, telescope, microscope, binoculars,  magnifying glass, lens, glasses</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">X-&#325;&nbsp;&nbsp;&nbsp; ‘BACK/DORSAL    AREA OF BODY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. back/dorsal area (both body    part and function)</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">FORMAL stems are the same as    INFORMAL stems but applied to the dorsal area of a non-animal entity, e.g., a    mechanical device, vehicle, plant, etc.</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. lower back/dorsal area (both    body part and function)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. upper back &amp; shoulder    blade area</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body part</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to function</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">NOTE:&nbsp; Due to the bilateral symmetry of this body  part, the above stems are often used in the DUPLEX configuration, the UNIPLEX  form referring only to one side of the bodily part or the other.</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">XL-M&nbsp;&nbsp;    ‘SENSE/SENSATION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. sense/sensation, “feel” /    “feeling” [faculty/act of sensing + sensation itself]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. examine via the senses [both    act and result/outcome]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. sensor / sensory organ    [function + sensor itself]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. sensor(y) device/instrument    [both use and device itself]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. imagine a sensation or feeling    / imagined sensation or feeling [faculty/act of sensing + sensation itself]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. create/induce a sensory    experience [both act and result/outcome]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. to sense / act of sensing</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. a sensation, a feeling</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. examine via the senses [the    act thereof]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. resulting evidence of senses</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. sense faculty/ability</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. sensor(y) organ</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. sensor(y) device/instrument    [the use thereof]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. sensor(y) device or instrument    [the device/instrument itself]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. imagine a sensation/feeling</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. a mentally imagined sensation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. create a sensory experience or    feeling [the act thereof]</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. sensation/feeling as    externally created/induced</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">XL-&#325;&nbsp;&nbsp;&nbsp; ‘DEGREE OF    BODILY SLENDERNESS/FATNESS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. degree of slenderness/fatness</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">same as INFORMAL stems except    that degree of particular quality/property is unusual, abnormal, unexpected,    or has been changed from expected norm</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. decrease in degree of    slenderness/fatness; lose weight; become thin(ner); slenderize </FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. increase in degree of    slenderness/fatness; gain weight; become fat(ter); fatten up</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    specifically to physical size/girth/volume</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to psycho-physiological effect/impact</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">The stems of this root are commonly  used with the SUF, EXD, FLC, PTW and Intensity affixes.&nbsp; <BR>
+  MORPHOLOGICAL DERIVATIVES:&nbsp; skinny, rail-thin, obese, plump</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT></STRONG>-M&nbsp; -    ‘DISEASE/DISORDER/MALADY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. chronic systemic    illness/condition/ailment; to suffer from</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. acute abnormal/unhealthy    condition/illness/malady/ailment; “come down with”</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. chronic    illness/condition/ailment – infectious in origin; to suffer from a chronic    infectious illness</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. infection; infect(ed), to    “catch” a disease</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3.&nbsp; chronic illness/condition/ailment –    ideopathic, genetic/neoplastic, or unknown origin</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. acute    illness/condition/ailment – ideopathic, genetic/neoplastic, or unknown origin</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    underlying condition itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    physical effect, impact, symptoms, manifestation</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    underlying condition itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus on    physical effect, impact, symptoms, manifestation</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>The following roots follow the same  pattern as the above:<BR>
+  PS-M&nbsp; neurological<BR>
+  PL-M&nbsp; neuro-muscular/myalgic disorder&nbsp;<BR>
+  P&#350;-M&nbsp; cardio-vascular disorder&nbsp;<BR>
+  KL-M peripheral nervous system  disorder<BR>
+  KŠ-M&nbsp; pulmonary disorder<BR>
+  K&#350;-M&nbsp; non-malignant tumorous/neoplastic disorder;  non-cancerous growth&nbsp;<BR>
+ŠL-N&nbsp; malignant tumorous /neoplastic disorder;  cancer&nbsp;  SSD derivatives:<BR>
+TL-M&nbsp; genetic disorder&nbsp;<BR>
+&#354;L-M&nbsp; musculo-skeletal disorder&nbsp;<BR>
+ŠL-M&nbsp; lower gastro-intestinal disorder; bowel  problem&nbsp;<BR>
+PŠ-M&nbsp; upper gastric disorder; throat/mouth  disorder&nbsp;<BR>
+SL-N&nbsp; mid gastric disorder; stomach/esophagal  disorder&nbsp;<BR>
+KS-N&nbsp; ocular/eye disorder&nbsp;<BR>
+PS-N&nbsp; nasal disorder&nbsp;<BR>
+PŠ-N&nbsp; mid/inner ear disorder; hearing problem&nbsp;<BR>
+P&#350;-N&nbsp; topical skin disorder&nbsp;<BR>
+KL-N invasive skin disorder&nbsp;<BR>
+KŠ-N auto-immune condition&nbsp;<BR>
+K&#350;-N blood/hematological  disorder&nbsp;<BR>
+PL-N&nbsp; glandular/endocrine disorder&nbsp;<BR>
+TL-N&nbsp; liver disorder&nbsp; — SSD derivatives:<BR>
+&#354;L-N&nbsp; cellular/metabolic disorder — SSD  derivative: 1) diabetes (Type 2 only)<BR>
+XL-N&nbsp; inflammatory disorder<BR>
+    SL-M degenerative tissue disorder<BR>
+    FL-N physical brain disorder (i.e.,  discernible lesion) — SSD Derivatives:&nbsp;  general dementia, multi-infarct dementia, stroke <BR>
+&#350;L- M&nbsp; mental disorder (i.e., no discernible lesion)  — SSD Derivatives:&nbsp; 1) schizo-affective  2) sociopathic condition 3) schizophrenia 4) personality disorder 5) depression  6) dissociative disorder 7) manic condition, mania 8) unknown disorder 9)  bipolar condition<BR>
+&#350;L- N&nbsp; spinal condition or disorder<BR>
+FL-M&nbsp; back pain disorder (neuro-muscular, not  spinal)</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT>-<FONT size="-1">&#325;</FONT></STRONG>&nbsp;&nbsp;&nbsp; ‘GASTRONOMIC PAROXYSM’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. affective (i.e., unwilled) burp/belch [act + sound]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>FORMAL Stems for this root have the same meanings as    INFORMAL stems except that the act/sound is deliberate (i.e., volitional)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. affective (i.e., unwilled) vomiting [act + sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. affective (i.e., unwilled) fart [act + sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="184" valign="top"><P>1. affective (i.e., unwilled) burp/belch [act]</P></TD>
+      <TD width="184" valign="top"><P>1. affective (i.e., unwilled) burp/belch [sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="184" valign="top"><P>2. affective (i.e., unwilled) vomiting [act]</P></TD>
+      <TD width="184" valign="top"><P>2. affective (i.e., unwilled) vomiting [sound]</P></TD>
+    </TR>
+    <TR>
+      <TD width="184" valign="top"><P>3. affective (i.e., unwilled) fart [act]</P></TD>
+      <TD width="184" valign="top"><P>3. affective (i.e., unwilled) fart [sound]</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><STRONG><BR>
+  CLASS 5 ROOTS: concepts relating to communication, learning and language</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">K-L&nbsp;&nbsp; ‘SPEAK/VOICE/ORAL SOUND/INTERPRETATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. vocal utterance / oral sound; utter</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. meaning or interpretation of vocal utterance; to mean    or signify</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. talk / speak / spoken utterance [parole]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. meaning or interpretation of word; to mean or signify</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. rhetorical utterance / express [langue]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. meaning or interpretation of sentence or phrase; to    mean or signify</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to physical production of    sound</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to communication/conveying    of content</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to objective meaning,    signification or denotation</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to subjective    interpretation, connotation or “impact”</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  voice, (a) language, linguistic(s), yell, shout, cry, bark/meow/bleat/neigh,  etc., [vocal] message, account, recount, story, tell, eloquence, glib(ness),  smooth-talk, rhetoric, speech, dialect, slang</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">KŠ-L&nbsp;&nbsp; ‘FOOL/CLOWN’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. fool(ish); dupe</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. town fool, village idiot</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. buffoon, laughingstock</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. clown</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. nerd, dweeb</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. jester</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems in    non-serious context of “in fun” or “for laughs”</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems in    poignant, sorrowful, pathetic context</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems in context    of entertainment</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems in context    of parody or as a foil for society</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">&#310;-R&nbsp; -    ‘DESCRIPTION/ACCOUNT/STORY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. description/account; to    describe, to informally communicate an account of something [process +    contents]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. narrative story; communicate a    story [process + contents]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. relate/report/recount =    communication from memory or observations [process + contents]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. recitation; recite    (=communicate/describe from record or based on memorization) [process +    contents]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. historical narrative /    historical account [work itself + contents]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. fictional narrative /    fictional story [work itself + contents]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to the process of describing/communi-cating</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to content thereof</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to the process of describing/communi-cating</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to content thereof</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-L&nbsp; - ‘SIGN/MARK/SYMBOL/VISUAL    MEANS OF INDICATION/REPRESENTATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. sign, signal, gesture,    indication (= general indication, not 2-D planar surface bearing    graphic/written communication) </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. mark, token, single graphic    representation</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. track, print, trail    (=naturally produced bodily trace)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. symbol, emblem, device,    insignia</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. identifying characteristic or    trait</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. formal representation</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to the indicator/sign itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to content/meaning thereof</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to the indicator/sign itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to content/meaning thereof</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-L &nbsp;&nbsp;‘WRITE/INSCRIBE/DOCUMENT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. inscribe [= make written symbol]; written symbol</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. written record / thing containing writing</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. write message; written content</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. document</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. “write” [= compose via writing] / to author</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. a writing / a written work</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to physical act of    inscription</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to communication/conveying    of content</P></TD>
+      <TD width="185" valign="top"><P>ame as above 3 stems referring to the physical document</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the content</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  book, treatise, manuscript, author, archive</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-R&nbsp;&nbsp; ‘NAME/DESIGNATION/TITLE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. name + referent; to be named, to be called</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. title + referent</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. designation/reference + referent; refer to as</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. formal designation + referent</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. label / nickname + referent; to go by</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. role</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems but with focus on the reference</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems but with focus on the referent</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems but with focus on the reference</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems but with focus on the referent</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><A name="gas"></A><BR>
+  <STRONG>CLASS 6 ROOTS: concepts relating to the physical attributes of matter 
+  in general</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">H-&#288; ‘GAS / FLUME’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. cloud/flume of gas/vapor +    gas/vapor itself</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. Same as INFORMAL Stem No. 1    but referring to substance in an abnormal solid or liquid state</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. cloud/flume of gas as derived    from other substance + the derived gas itself</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. thing/object composed of gas +    its function/purpose</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. source of a gas</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. status of substance/compound    as being or not being in a gaseous state</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. cloud/flume of a gas or vapor</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. gas/vapor itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance in an abnormal solid    (i.e., frozen) state</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance in an abnormal    liquid state </FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. cloud/flume of gas as derived    from other substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. the derived gas itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. thing created, molded or    manufactured from a gas</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. function/purpose of thing    created, molded or manufactured from a gas</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3.&nbsp; natural source of a gas</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3.&nbsp; derived or artificially created source of    gas</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. gaseous/vapor state </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. semi-gaseous state    (combination or gaseous + non-gaseous state, e.g., as w/ CO2 vapor rising    from dry ice)</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">L-B&nbsp; DIMENSIONAL/SPATIO-TEMPORAL RELATIONS</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. degree of (static) dimensional property (e.g.,    short/long)</P></TD>
+      <TD width="372" rowspan="5" valign="top"><P>same as INFORMAL stems but in reference to an applied    contextual gestalt (e.g., the vicinity, the depths, the expanse, the interregnum,    the surroundings, the perimeter, etc.)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. dynamic decrease in degree of dimensional property    (e.g., shorten/ing)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. dynamic increase in degree of dimensional property    (e.g., lengthen/ing)</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>same as above 3 stems applied to spatial context</P></TD>
+      <TD width="194" valign="top"><P>same as above 3 stems applied to temporal context</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>The stems of this root are commonly used with the SUF, EXD,  FLC, PTW and Intensity affixes.&nbsp; <BR>
+    THE PATTERN FOR THIS ROOT IS APPLIED TO ALL OF THE FOLLOWING  ROOTS:<BR>
+    T-B&nbsp;&nbsp;&nbsp;  ‘PROXIMITY/DISTANCE’<BR>
+    K-B&nbsp;&nbsp;&nbsp; ‘LENGTH’<BR>
+  &#310;-B&nbsp;&nbsp;&nbsp; ‘WIDTH (=  “SLENDERNESS”)’<BR>
+    Q-B&nbsp;&nbsp;&nbsp; ‘GIRTH (=  2-DIMENSIONAL X-PLANAR DIMENSION)’<BR>
+    P-B&nbsp;&nbsp;&nbsp; ‘AMPLITUDE (=  2-DIMENSIONAL Z-PLANAR DIMENSION)’<BR>
+    C-B&nbsp;&nbsp;&nbsp; ‘ “REACH” (=  2-DIMENSIONAL Y-PLANAR DIMENSION)’<BR>
+  &#268;-B&nbsp;&nbsp;&nbsp; ‘DEPTH’<BR>
+  &#266;-B&nbsp;&nbsp;&nbsp; ‘INTERVAL/GAP’<BR>
+  Ç-B&nbsp;&nbsp;&nbsp; ‘VOLUME (=  3-DIMENSIONAL SIZE)’<BR>
+  &#325;-B&nbsp;&nbsp;&nbsp;  ‘SHARPNESS/DULLNESS OF A POINT’<BR>
+    M-B&nbsp;&nbsp;&nbsp;  ‘SHARPNESS/DULLNESS OF AN EDGE’ <BR>
+  <FONT color="#000000">ST-B&nbsp;&nbsp;&nbsp; ‘SPEED/VELOCITY/ACCELERATION’</FONT><BR>
+  &#342;-B&nbsp;&nbsp;&nbsp; ‘HEIGHT (=  “TALLNESS” – RELATTIVE TO GRAVITY)<BR>
+    H-B&nbsp;&nbsp;&nbsp;  ‘FLATNESS/LEVELNESS (RELATIVE TO GRAVITY)’<BR>
+    KS-B&nbsp;&nbsp;&nbsp; ‘PERIPHERY/CIRCLE/RING’<BR>
+    PL-B&nbsp;&nbsp;&nbsp;  ‘CONVEXITY/ROTUNDITY’<BR>
+    K&#354;-B&nbsp;&nbsp;&nbsp;  CONCAVITY/DEPRESSION<BR>
+    S-B&nbsp;&nbsp;&nbsp;&nbsp;  ‘PERPENDICULARITY/UPRIGHTNESS’<BR>
+  Š-B&nbsp;&nbsp;&nbsp;&nbsp;  ‘PLANARITY/FLATNESS RELATIVE TO OBJECT ITSELF’<BR>
+  &#350;-B&nbsp;&nbsp;&nbsp;  ‘STRAIGHTNESS/LINEARITY RELATIVE TO OBJECT ITSELF’<BR>
+  <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT></STRONG>-<FONT size="-1">B</FONT>&nbsp;&nbsp;&nbsp; ‘SPHERICALNESS/ROUNDNESS’<BR>
+    KL-B&nbsp;&nbsp;&nbsp; ‘ “EVEN” (=  SMOOTH-SURFACED IN PLANAR CONTEXT)’<BR>
+    TL-B&nbsp;&nbsp;&nbsp;&nbsp; ‘ “EVEN” (=  SMOOTH-EDGED IN LINEAR CONTEXT)’<BR>
+    XL-B&nbsp;&nbsp;&nbsp;  ‘RECTILINEAR/POLYHEDRAL/STRAIGHT-ANGLED’<BR>
+  &#315;-B&nbsp;&nbsp;&nbsp; ‘ELASTICITY /  STRETCH CAPACITY’</P>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  big/large, small/little, shrink, expand, grow, diminish, huge, immense, tiny,  enormous, shallow</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">SX-B&nbsp; ‘QUALITY OR    PROPERTY OF MATTER’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. degree of quality/property of    matter</FONT></P></TD>
+      <TD width="370" rowspan="5" valign="top"><P><FONT color="#000000">same as INFORMAL stems except    that degree of particular quality/property is unusual, abnormal, unexpected,    or has been changed from expected norm</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. decrease in degree of    quality/property of matter</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. increase in degree of    quality/property of matter</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to organic-based substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to non-organic or synthetic substance</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>The stems of this root are commonly  used with the SUF, EXD, FLC, PTW and Intensity affixes.&nbsp; <BR>
+      <FONT color="#000000">PS-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘THICKNESS (= VISCOSITY/RUNNINESS)<BR>
+        KŠ-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TENSENESS (= STRAIN)’<BR>
+        SL-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SOLIDITY/HOLLOWNESS (= PERMEABILITY)’<BR>
+        SP-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘DURABILITY/FRAGILITY’ (= CAPACITY FOR  BEING DAMAGED)<BR>
+        S&#354;-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘RESILIENCE/DELICATENESS’ (= CAPACITY FOR  RECOVERY)<BR>
+  &#354;L-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TENSENESS (= STRAIN)’<BR>
+        PŠ-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SMOOTHNESS/ROUGHNESS (= TACTILE  COARSENESS)<BR>
+        FL-B&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘FULLNESS/EMPTINESS’<BR>
+  &#354;-B&nbsp;&nbsp;&nbsp; ‘FLEXIBILITY/RIGIDITY’<BR>
+    X-B&nbsp;&nbsp;&nbsp; ‘HARD/SOFT (=  MALLEABILITY)’<BR>
+    F-B&nbsp;&nbsp;&nbsp; ‘TIGHTNESS/SLACK’ (= TAUTNESS)</FONT><BR>
+    R-B&nbsp;&nbsp;&nbsp;&nbsp; ‘WEIGHT/MASS’</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">PL-D&nbsp;&nbsp; ‘COLOR/HUE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. something having a color plus the color</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>same as INFORMAL stems but tinted/painted/stained, etc. to    have other than its natural color</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. something light-colored plus the color</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. something dark-colored plus the color</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. something having a color</P></TD>
+      <TD width="194" valign="top"><P>1. a color</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. something having a light color</P></TD>
+      <TD width="194" valign="top"><P>2. a light color</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. something having a dark color</P></TD>
+      <TD width="194" valign="top"><P>3. a dark color</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>NOTE: This stem patterns for the above root are a template  for all other roots donating a specific color. The following root K-D ‘RED’  provides an example.</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">K-D&nbsp;&nbsp; ‘RED’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. something red plus the color red</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>same as INFORMAL stems but referring to something    tinted/painted/stained red </P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. something light-red plus the color light-red</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. something dark-red plus the color light-red</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. something red</P></TD>
+      <TD width="194" valign="top"><P>1. red</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. something light red</P></TD>
+      <TD width="194" valign="top"><P>2. light red</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. something dark red</P></TD>
+      <TD width="194" valign="top"><P>3. dark red</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SIMILARLY: T-D&nbsp;  ‘BLUE’, N-D&nbsp;&nbsp; ‘GREEN’, H-D&nbsp; ‘YELLOW’, Q-D&nbsp;&nbsp; ‘ORANGE’, L-D&nbsp; ‘SKY BLUE’, F-D&nbsp; ‘PINK’, Ç-D&nbsp;  ‘PURPLE’, R-D&nbsp;&nbsp; ‘OCHRE’, &#310;-D&nbsp; ‘ECRU’, &#354;-D&nbsp;  ‘BEIGE/TAN’, &#325;-D&nbsp;&nbsp; ‘PEACH’,  &#315;-D&nbsp;&nbsp; ‘MAUVE’, &#342;-D&nbsp; ‘LAVENDER’, C-D&nbsp;&nbsp; ‘BURGUNDY’, &#350;-D&nbsp;&nbsp; ‘TEAL’, <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT></STRONG>-<FONT size="-1">D</FONT>&nbsp;&nbsp; ‘TURQUOISE’,  Š-D&nbsp;&nbsp; ‘AQUAMARINE’, &#268;-D&nbsp; ‘BROWN’, X-D&nbsp;&nbsp;  ‘WHITE’, M-D&nbsp; ‘BLACK’, S-D&nbsp; ‘GRAY’, P-D&nbsp;&nbsp;&nbsp;  ‘YELLOW-GREEN’, &#266;-D&nbsp;&nbsp; ‘MAROON’<BR>
+    The -V1t’ affix provides the following distinctions for all  color-stems: 1) extra light 2) pale (= mixed with gray) 3) clear, transparent  4) fluorescent 5) vibrant / bright 6) –ish 7) translucent 8) opaque 9) extra  dark</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">XL-D&nbsp;&nbsp; ‘WATER AS SUBSTANCE AND TOOL’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. (some) water; (be/make) wet / moist(en)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. (some) water as component of life</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. (some) water in context of usage [both substance and    use]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. (some) water as nourishment; to consume/drink water</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. ice</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. (some) water as biological environment or medium</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. (some) water [substance itself]</P></TD>
+      <TD width="185" valign="top"><P>1. degree of moisture [from water]</P></TD>
+      <TD width="185" valign="top"><P>1. (some) water of one’s corporeal body</P></TD>
+      <TD width="185" valign="top"><P>1. hydration; hydrate</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. water as “tool” (e.g., for washing, for powering a    turbine, etc.)</P></TD>
+      <TD width="185" valign="top"><P>2. wash, clean [with water]</P></TD>
+      <TD width="185" valign="top"><P>2. act of drinking water; to drink water</P></TD>
+      <TD width="185" valign="top"><P>2. to water (e.g., plants)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. ice / freeze</P></TD>
+      <TD width="185" valign="top"><P>3. float</P></TD>
+      <TD width="185" valign="top"><P>3. (some) water from a natural environmental setting</P></TD>
+      <TD width="185" valign="top"><P>3. to inhabit water / live in water / water-dwelling</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE DERIVATIONS FROM THIS STEM: bathe, lave, submerge,  sink, dunk, immerse, dry, drench(ed), irrigate, swim, the sea (as environment);  dehydrate; thirst; freeze</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">KL-D&nbsp;&nbsp; ‘WATER IN NATURAL MOTION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. a flow of water / to flow or run</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. river / to flow as a river / to run as a river</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. sprinkle / shower; to sprinkle or shower upon</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. rain(fall); to rain</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. cascade / pour [= free falling of water]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. waterfall</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. water component of a flow of water</P></TD>
+      <TD width="185" valign="top"><P>1. channel or course of a flow of water</P></TD>
+      <TD width="185" valign="top"><P>1. water component of a river</P></TD>
+      <TD width="185" valign="top"><P>1. channel or course of a river</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. water component of a sprinkle/shower</P></TD>
+      <TD width="185" valign="top"><P>2. trajectory or course of a sprinkle/shower</P></TD>
+      <TD width="185" valign="top"><P>2. water component of rain</P></TD>
+      <TD width="185" valign="top"><P>2. “path” or course of a rain shower</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. water component of a cascade or pouring of water</P></TD>
+      <TD width="185" valign="top"><P>3. trajectory or course of a pouring of water</P></TD>
+      <TD width="185" valign="top"><P>3. water component of a waterfall</P></TD>
+      <TD width="185" valign="top"><P>3. channel or “groove” of a waterfall </P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  flood, downpour, to rain “cats and dogs”, brook, stream, rivulet, arroyo,  floodplain</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">TL-D&nbsp;&nbsp; ‘WATER IN    STATIC SETTING’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. container of water</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. (standing) body of water</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. water/moisture located in    confined space</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. ambient/atmospheric    water/moisture</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. (something) imbued/drenched    with water; waterlogged</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. artificial body of water    (e.g., reservoir)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. some water in/from a container</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. holder/container which holds    water</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. water component of a body of    water</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. the basin or bed of a body of    water</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. degree of moisture contained</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. the volume/space occupied by    water/moisture</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. water/moisture in the air or    atmosphere</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. volume of air(space)    containing the water or moisture</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. the water imbued within an    object, substance, or substrate</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. the object, substance or    substrate imbued/soaked with water</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. water within an artificial    body of water</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. the basis or bed of an    artificial body of water, e.g., reservoir bed</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIONS:&nbsp; lake, pool, pond, tern, tank, sink, canteen,  cistern, puddle, sea, ocean, water vapor</FONT></P>
+  <P><FONT color="#000000">NOTE:&nbsp; The above three  roots associated with water, XL-D, KL-D and TL-D, form the patterns for three  parallel roots referring to any liquid other than water:&nbsp; &nbsp;SL-D,&nbsp; P&#354;-D and&nbsp; PS-D,</FONT> respectively.</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">M-G&nbsp; ‘HORIZONTAL SUPPORTING SURFACE AGAINST    GRAVITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. “ground”/firmament</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. floor</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. table-like horizontal flat object / slab</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. table</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. shelf-like flat object</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. shelf</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to physical    gestalt/shape/form</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to function/purpose as    functional supporting surface against gravity</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to physical    gestalt/shape/form</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to function/purpose as    functional supporting surface against gravity</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">L-G&nbsp;&nbsp;&nbsp; ‘ARTICLE OF CLOTHING’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. piece of clothing as covering or fashion; to wear such</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. piece of clothing as part of uniform or costume; to    wear such</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. piece of clothing as distinguishing marker or indicator    of station; to wear such</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. part of uniform or costume as indicator of station/job;    to wear such</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. piece of clothing as ornament or accessory; to wear    such</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. part of uniform or costume as ornament; to wear such</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. piece of clothing as covering; to wear such</P></TD>
+      <TD width="185" valign="top"><P>1. piece of clothing as fashion; to wear such</P></TD>
+      <TD width="185" valign="top"><P>1. part of uniform as covering; to wear such</P></TD>
+      <TD width="185" valign="top"><P>1. part of costume as covering; to wear such</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. piece of clothing as distinguishing marker; to wear    such</P></TD>
+      <TD width="185" valign="top"><P>2. piece of clothing as indicator of station; to wear such</P></TD>
+      <TD width="185" valign="top"><P>2. part of uniform as indicator of station/job; to wear    such</P></TD>
+      <TD width="185" valign="top"><P>2. part of costume as indicator of station/job; to wear    such</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. piece of clothing as ornament; to wear such</P></TD>
+      <TD width="185" valign="top"><P>3. piece of clothing as accessory; to wear such</P></TD>
+      <TD width="185" valign="top"><P>3. part of uniform as ornament; to wear such</P></TD>
+      <TD width="185" valign="top"><P>3. part of costume as ornament; to wear such</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>THE STEM PATTERN OF THIS ROOT APPLIES TO THE FOLLOWING  ROOTS: <BR>
+    P-G&nbsp;&nbsp;&nbsp; ‘SHIRT/BLOUSE’<BR>
+    T-G&nbsp;&nbsp;&nbsp;&nbsp; ‘PANTS’<BR>
+  &#268;-G&nbsp;&nbsp; ‘COAT/JACKET’<BR>
+  &#310;-G&nbsp;&nbsp;&nbsp; ‘GLOVE’<BR>
+    Q-G&nbsp;&nbsp;&nbsp; ‘SCARF’<BR>
+    S-G&nbsp;&nbsp; ‘HAT’<BR>
+  Š-G&nbsp;&nbsp;&nbsp; ‘FOOTWEAR’<BR>
+    K-G&nbsp;&nbsp;&nbsp; ‘LEGGING/SOCK’<BR>
+  <FONT color="#000000">Ç-G&nbsp;&nbsp; ‘BELT’<BR>
+    X-G&nbsp;&nbsp; ‘APRON’<BR>
+    PL-G&nbsp;&nbsp; ‘COLLAR’<BR>
+    TL-G&nbsp;&nbsp; ‘NECKTIE/CRAVATTE<BR>
+    KL-G&nbsp;&nbsp; ‘HELMET’<BR>
+  &#354;-G&nbsp;&nbsp; ‘SKIRT/KILT’<BR>
+    F-G&nbsp;&nbsp; ‘DRESS’<BR>
+    PS-G&nbsp;&nbsp; ‘VEIL’<BR>
+    KS-G&nbsp;&nbsp; ‘SARI’<BR>
+  &#266;-G&nbsp;&nbsp; ‘TUNIC’<BR>
+  &#268;-G&nbsp;&nbsp; ‘ROBE(S)/TOGA’</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">&#315;-G&nbsp;&nbsp; ‘PLANETARY    BODY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. planet/planetary body</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. The Earth/Terra</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. moon/satellite of planetary    body</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. The Moon/Luna</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. other spatial body </FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. artificial satellite</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to human interaction with (i.e., sighting, influence by, speculation upon,    contact with, experimentation involving, etc.)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to physical body</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to human interaction with (i.e., sighting, influence by, speculation upon,    contact with, experimentation involving, etc.)</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD Derivatives for Informal Stem  3:&nbsp; asteroid, comet, cosmic dust, cosmic  gas, cosmic ray, component of Oort Cloud, cosmic string, quantum filament</FONT></P>
+  <P><A name="liquid"></A></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">N-&#288; ‘LIQUID/FLUID’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. drop of liquid/fluid +    liquid/fluid itself</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. Same as INFORMAL Stem No. 1    but referring to substance in an abnormal solid or gaseous state</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. drop of liquid/fluid as    derived from other substance + the derived liquid subtance itself</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. thing/object composed of    liquid + its function/purpose</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. source of a liquid/fluid</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. status of substance/compound    as being or not being in a liquid/fluid state</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. drop of liquid/fluid</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. liquid/fluid subtance itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance in an abnormal solid    (i.e., frozen) state</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance in an abnormal    gaseous state (i.e., vapor)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. drop of liquid/fluid as    derived from other substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. the derived liquid/fluid    subtance itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. object created, molded or    manufactured from a liquid</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. function/purpose of object    created, molded or manufactured from a liquid</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3.&nbsp; natural source of a liquid/fluid</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3.&nbsp; derived or artificially created source of a    liquid or fluid</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. liquid/fluid state </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. viscous state (quasi-liquid    but able to be deformed/shaped; semi-solid)</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">The stem pattern above also applies  to the root P-&#288;&nbsp; ‘liquid chemical’.</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">R-G&nbsp;&nbsp; ‘LIGHT / RADIANT ENERGY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. ray of sunlight</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. ray of radiant light or energy (non-solar)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. the Sun / Sol</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. flame / “tongue” of fire</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. star</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. artificial source of light or energy</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. light from a ray of sunlight</P></TD>
+      <TD width="185" valign="top"><P>1. heat from a ray of sunlight</P></TD>
+      <TD width="185" valign="top"><P>1. ray of light (non-solar)</P></TD>
+      <TD width="185" valign="top"><P>1. ray of energy/heat (non-solar)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. the Sun as light source</P></TD>
+      <TD width="185" valign="top"><P>2. the Sun as energy/heat source</P></TD>
+      <TD width="185" valign="top"><P>2. ray of firelight</P></TD>
+      <TD width="185" valign="top"><P>2. flame as energy/heat source</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. starlight</P></TD>
+      <TD width="185" valign="top"><P>3. energy of a star</P></TD>
+      <TD width="185" valign="top"><P>3. lamp light / light from artificial source</P></TD>
+      <TD width="185" valign="top"><P>3. energy/heat from artificial energy/heat source</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS: fire,  sunshine, illuminate, light a fire, flare (up), lamp, fireplace; galaxy,  heater, to warm, warmth, to cook [= transform by heat], to melt, to smelt, to  expose [via illumination], burn</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">SP-G&nbsp;&nbsp;    ‘ROCK/MINERAL-BASED SOIL/GROUND’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. stone [as substance/material    or substrate/ground]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. rock(y) [= specific natural    embodiment of stone]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. sand [as substance/material or    substrate/ground]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. gravel</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. clay [as substance/material or    substrate/ground]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. lava [w/ CPT = volcanic rock/lava-based    rock]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Above 3 stems used to identify    material nature of the substrate, ground or firmament</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Above 3 stems used to identify    material nature of the substrate, ground or firmament</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><A name="solid"></A></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">T-&#288;&nbsp;&nbsp; ‘(QUASI-)SOLID    SUBSTANCE (i.e., non-liquid &amp; non-gaseous)’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. elemental/fundamental    manifestation (e.g., chunk, drop, flume, bit, piece, etc.) of a (quasi-)solid    material substance/compound + substance/compound itself</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. Same as INFORMAL Stem No. 1    but referring to substance in an abnormal liquid or gaseous state</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. elemental/fundamental    manifestation (e.g., chunk, drop, flume, bit, piece, etc.) of a    substance/compound derived from a another subtance +&nbsp; the derived substance itself</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. thing/object composed of a    (quasi-)solid material substance/compound + its function/purpose</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. source of a (quasi-)solid    material substance / compound</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. status of substance/compound    as being or not being (quasi-) solid </FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. elemental manifestation (e.g.,    chunk, drop, flume, bit, piece, etc.) of a material substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance/compound itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance in an abnormal    liquid state</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. substance in an abnormal    gaseous state</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2.&nbsp; elemental manifestation (e.g., chunk, drop,    flume, bit, piece, etc.) of a substance/compound derived from refinement,    distillation or processing of material substance or compound</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. derived substance / compound    itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. object created, molded or    manufactured from a material substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. function/purpose of object    created, molded or manufactured from a material substance</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. natural source of a    (quasi-)solid material substance / compound</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. derived or artificially    created source of a (quasi-) solid material substance / compound</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. solid (= hard to the touch)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. quasi-solid (= non-gaseous and    non-liquid but not hard; able to be deformed by touch)</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><BR>
+  <STRONG>CLASS 7 ROOTS: spatial concepts, form and motion</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">&#266;-&#315;&nbsp;&nbsp;    ‘THREE-DIMENSIONAL SPHEROID SHAPES/FORMS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. sphere(oid) [rigid or solid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. ball-like form    [flexible/mutable or hollow]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. ovoid / elliptoid / round    [rigid or solid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. ovoid /elliptoid / round    [flexible/mutable or hollow]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. torus / toroid (hoop/ring-like    form with circular/elliptical/oval cross-section) [rigid or solid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. torus / toroid    [flexible/mutable or hollow]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">F-Ç&nbsp;&nbsp; ‘COMPONENTIAL    PART OF WHOLE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. component/part of something +    its function/purpose</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but    referring to a separable/detachable component/part, as opposed to INFORMAL    stems which refer to an inalienable or integrated component/part</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. appearance/condition of    component/part + its function/purpose</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. component/part as seen in    relation to the greater whole</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. component/part itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. function/purpose of    component/part</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. phsycial appearance/condition    of component/part</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. impact/effect of    component’s/part’s condition on its function/purpose</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. component/part itself as seen    in relation to the greater whole</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. function/purpose of    component/part itself in relation to the greater whole</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>THE ABOVE PATTERN APPLIED TO  FOLLOWING ROOTS <BR>
+      <FONT color="#000000">&#354;-Ç&nbsp;&nbsp;&nbsp; ‘front [relative to directional orientation  or primary interface]’<BR>
+        Ç-Ç&nbsp;&nbsp; ‘rear, back part of [relative to directional  orientation or primary interface]’<BR>
+        X-Ç&nbsp;&nbsp; ‘side/flank, lateral area’<BR>
+        <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT></STRONG>-<FONT size="-1">Ç</FONT>&nbsp;&nbsp;  ‘middle, center (as seen perpendicular to long axis of entity)<BR>
+        S-Ç&nbsp;&nbsp; ‘middle, center (as seen parallel to long  axis of entity)<BR>
+        &#350;-Ç&nbsp;&nbsp; ‘top, peak, summit’<BR>
+        SP-Ç&nbsp;&nbsp; ‘bottom, lowest part of, foundation’<BR>
+        ST-Ç&nbsp;&nbsp; ‘upper part or “half”’<BR>
+        SK-Ç&nbsp;&nbsp; ‘lower part or “half”’<BR>
+        SF-Ç&nbsp;&nbsp; ‘edge’<BR>
+        S&#354; -Ç&nbsp;&nbsp; ‘interior, inner/internal part of, insides,  innards’<BR>
+        SX-Ç&nbsp;&nbsp; ‘exterior, outer/external part of, outside,  “skin”’</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">F-&#315;&nbsp;&nbsp; ‘VERTICAL    ELEVATION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. level [= relative vertical    elevation]</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but as    applied to buildings and other architectural forms/constructs</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. layer/stratum</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. degree of size/expanse of    level relative to adjacent or surrounding level</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. low spot in relative elevation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. high spot in relative    elevation</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. low-layered; deep</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. upper-layered; shallow</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. plateau-like level, abuttmant;    loft-like</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. ridge-like formation;    crest-like formation</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">H-F&nbsp;&nbsp; ‘PATH-ORIENTED TRANSLATIVE MOTION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. move from one place to another; translative motion    (i.e., motion from one place toward another)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. journey; to travel, traverse, to journey</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. course/way/route/trajectory followed between two points</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. route travelled/traversed on journey </P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. move between two points; motion along path from one    point to another; to cross/go across from  one side to another</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. travel between two points&nbsp;/ make a crossing / travel across</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. motion “outward”; go</P></TD>
+      <TD width="185" valign="top"><P>1. motion “inward”; come</P></TD>
+      <TD width="185" valign="top"><P>1. go travelling / be off</P></TD>
+      <TD width="185" valign="top"><P>1. journey toward </P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. movement away; go away (= increase distance between two    objects)</P></TD>
+      <TD width="185" valign="top"><P>2. close in / get close(r) (= decrease distance between    two objects)</P></TD>
+      <TD width="185" valign="top"><P>2. travel further away from</P></TD>
+      <TD width="185" valign="top"><P>2. reach vicinity of / close in on</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. leave (= move away from one point toward some distant    point)</P></TD>
+      <TD width="185" valign="top"><P>3. approach (= approach one point from direction of some    distant point)</P></TD>
+      <TD width="185" valign="top"><P>3. departure; depart</P></TD>
+      <TD width="185" valign="top"><P>3. arrival; arrive / reach destination</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological derivations:&nbsp;  sojourn, set off / set out, set in motion; self-directed movement<BR>
+    THE PATTERN FOR THE ABOVE ROOT IS APPLIED TO ALL OF THE  FOLLOWING ROOTS:<BR>
+    P-&#354;&nbsp;&nbsp; ‘VERTICAL MOTION  / ASCENT &amp; DESCENT / UP &amp; DOWN’<BR>
+    S-&#354;&nbsp;&nbsp;&nbsp; ‘OBLIQUE  VERTICAL MOTION’<BR>
+    L-&#354;&nbsp;&nbsp; ‘PLANAR RANGE OF  MOTION’ (= randomly directed movement within/throughout 2-dimensional horizontal plane)<BR>
+    T-&#354;&nbsp;&nbsp; ‘VERTICAL RANGE  OF MOTION’ (= randomly directed movement within<FONT color="#009900">/throughout </FONT> 2-dimensional vertical plane)<BR>
+    SK-&#354;&nbsp;&nbsp; ‘<FONT color="#009900">GENERIC OR </FONT>OBLIQUE  3-DIMENSIONAL RANGE OF MOTION/3-DIMENSIONAL PERVASIVE  MOVEMENT / MOVEMENT THROUGHOUT 3-D VOLUME’<BR>
+    N-&#354;&nbsp;&nbsp;&nbsp;&nbsp;  ‘LINEAR/HORIZONTAL MOTION ALONG Y-AXIS RELATIVE TO TOPICAL REFERENT’ <BR>
+    &#268;-&#354;&nbsp;&nbsp;&nbsp;&nbsp;  ‘LINEAR/HORIZONTAL MOTION ALONG X-AXIS RELATIVE TO TOPICAL REFERENT’<BR>
+    K&#354;-F&nbsp;&nbsp; ‘CIRCULAR MOTION  IN HORIZONTAL PLANE’<BR>
+    FL-F&nbsp;&nbsp; ‘CIRCULAR  MOTION IN VERTICAL PLANE’<BR>
+    ŠK-F&nbsp;&nbsp; ‘GENERIC OR  OBLIQUE CIRCULAR MOTION’<BR>
+    &#350;Q-F&nbsp;&nbsp; ‘SPIRAL MOTION  ALONG HORIZONTAL PLANE’<BR>
+    &#354;L-F&nbsp;&nbsp; ‘SPIRAL MOTION  ALONG VERTICAL PLANE’<BR>
+    &#350;K-F&nbsp;&nbsp; ‘GENERIC OR OBLIQUE SPIRAL MOTION’<BR>
+    K&#354;-&#354;&nbsp;&nbsp; ‘CIRCULAR  VECTOR MOTION’ (i.e., “corkscrew” motion)<BR>
+    Q&#354;-&#354;&nbsp;&nbsp; ‘SPIRAL VECTOR  MOTION (i.e., corkscrew motion with increasing or decreasing amplitude)<BR>
+    X-&#354;&nbsp;&nbsp;&nbsp;&nbsp; ‘ARC /  PARABOLIC MOTION RELATIVE TO GRAVITY’<BR>
+    ST-&#354;&nbsp;&nbsp; ‘CURVED MOTION  / CURVE’<BR>
+    <FONT color="#000000">XL-F&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SWITCH BACK / VEER’<BR>
+      SL-F&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘OBLIQUELY LINEAR&nbsp; MOTION (relative to XYZ grid)</FONT><BR>
+    SP-F&nbsp;&nbsp;‘2-DIMENSIONAL EXTERNAL CIRCUMLATIVE  MOTION / MOVEMENT AROUND/ALONG PERIPHERY OR OUTSIDE EDGE’ encircle, surround<BR>
+    Q-&#354;&nbsp;&nbsp;&nbsp;‘2-DIMENSIONAL INTERNAL CIRCUMLATIVE  MOTION / MOVEMENT AROUND/ALONG BOUNDARY OR INSIDE EDGE’ <BR>
+    KL-F&nbsp;&nbsp;‘3-DIMENSIONAL EXTERNAL CIRCUMLATIVE  MOTION / MOVEMENT AROUND/ALONG PERIPHERY OR SURFACE OF’<BR>
+    SL-&#354;&nbsp;&nbsp;&nbsp;‘3-DIMENSIONAL INTERNAL CIRCUMLATIVE  MOTION / MOVEMENT AROUND/ALONG INTERNAL 3-D BOUNDARY OF’</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">H-&#315;&nbsp;&nbsp; ‘LONGITUDE /    EAST-WEST’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. east-west    axis/orientation/direction/areal designation</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. longitude</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. west    axis/orientation/direction/areal designation </FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. West longitude</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. east    axis/orientation/direction/areal designation</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. East longitude</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. east-west axial direction or    orientation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. east-west geographical or    geopolitical areal designation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. meridian</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. zero meridian (Greenwich    meridian)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. west direction or orientation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. west geographical or    geopolitical areal designation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. time zone</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. Western Hemisphere</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. east direction or orientation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. east geographical or    geopolitical areal designation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. International Date Line</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. Eastern Hemisphere</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">K-&#315;&nbsp;&nbsp; ‘LATITUDE /    NORTH-SOUTH’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. north-south    axis/orientation/direction/areal designation</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. latitude</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. north    axis/orientation/direction/areal designation </FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. north latitude </FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. south axis/orientation/direction/areal    designation</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. south latitude</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. north-south axial direction or    orientation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. north-south geographical or    geopolitical areal designation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. polar area</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. parallel [= line of latitude]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. north direction or orientation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. north geographical or    geopolitical areal designation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. north polar area (Arctic)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. Northern Hemisphere</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. south direction or orientation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. south geographical or    geopolitical areal designation</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. south polar area (Antarctic)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. Eastern Hemisphere</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0" bordercolor="#808080">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">K-&#354;&nbsp;&nbsp; ‘ANGULAR    STRUCTURE / CORNER’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. (two-dimensional) angle</FONT></P></TD>
+      <TD width="370" rowspan="7" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but in    reference to permanent, authoritative, formal contexts or to social or    analogical contexts</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. (three-dimensional) vertex</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. angle-based constraint on    access or movement</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. interior angle of    two-dimensional surface or analog</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. exterior corner/vertex of    two-dimensional surface or analog</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. interior vertex/corner of    three-dimensional space</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. exterior corner/vertex of    three dimensional space</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. corner as constraint</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. corner as opportunity for    choice of movement</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">KL-Ç&nbsp;&nbsp;    ‘THREE-DIMENSIONAL BLOCK-LIKE SHAPES/FORMS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="372" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">1. cube [solid volume]</FONT></P></TD>
+      <TD width="372" rowspan="5" valign="top"><P><FONT color="#000000">Same as INFORMAL stems but as    outline edges/frame only, not as solid volumes</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">2. rectilinear block [solid    volume]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">3. disc</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="194" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">M-&#315;&nbsp;&nbsp;‘CURVATURE/BENDING/OPEN LINEAR FORMS OR SHAPES’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. linear curve/curl/bent line    at obtuse/open angle or tangential rate [the line itself + object manifesting    such a line]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. obtuse angle [degree of    size/openness + object or bounded space manifesting such an angle]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. linear curve/curl/bent line    at acute/sharp angle or tangential rate [the line itself + object manifesting    such a line]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. acute angle [degree of    size/narrownness + object or bounded space manifesting such an angle]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. linear curve based on    mathematical function (e.g.,&nbsp; algebraic    or logarithmic) [the line itself + object manifesting such a line]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. mathematically determined    form made of lines (e.g., polygon, quadrilateral, etc.) [pattern + object    having the pattern]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. linear curve/curl/bent line    at obtuse/open angle or tangential rate [the line itself]</P></TD>
+      <TD width="185" valign="top"><P>1. object manifesting a linear    curve/curl/bent line at obtuse/open angle or tangential rate</P></TD>
+      <TD width="185" valign="top"><P>1. obtuse angle [in reference    to its size, i.e., degree of openness]</P></TD>
+      <TD width="185" valign="top"><P>1. obtuse angled object or    bounded space</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. linear curve/curl/bent line    at acute/sharp angle or tangential rate [the line itself]</P></TD>
+      <TD width="185" valign="top"><P>2. object manifesting a linear    curve/curl/bent line at acute/sharp angle or tangential rate </P></TD>
+      <TD width="185" valign="top"><P>2. acute angle [in reference    to its size, i.e., degree of narrowness]</P></TD>
+      <TD width="185" valign="top"><P>2. acute angled object or    bounded space</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. linear curve based on    mathematical function (e.g.,&nbsp; algebraic    or logarithmic) [the line itself]</P></TD>
+      <TD width="185" valign="top"><P>3. object manifesting a linear    curve based on mathematical function (e.g.,&nbsp;    algebraic or logarithmic)</P></TD>
+      <TD width="185" valign="top"><P>3. mathematically determined    form made of lines [the pattern]</P></TD>
+      <TD width="185" valign="top"><P>3. object manifesting a    mathematically determined form made of lines</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivatives:&nbsp; fold, bend, pleat, zig-zag/“sawtooth”/serrated  pattern, undulate/undulation, S-curve, wave(s)/wavy, bent, crooked, jagged,  serrated, curvature<BR>
+    The above root use PHASE and the  iterative series of affixes to specify extent/number/pattern of folds.<BR>
+    SSD Derivatives for INFORMAL  Stem 3:&nbsp; parabola, hyperbola, exponential  curve</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">M-&#354;&nbsp;&nbsp;&nbsp; ‘ACCESS/PASSAGE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. access point / passage; pass through, access</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. doorway (= the access portal itself, not the door which    opens/closes off access)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. passage or infiltration of one substance into another</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. gateway / portal</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. filter / screening [selective access]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. checkpoint</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. enter / go in / pass within / ingress</P></TD>
+      <TD width="185" valign="top"><P>1. exit / go out / egress</P></TD>
+      <TD width="185" valign="top"><P>1. enter (through primary/official entrance/access portal)</P></TD>
+      <TD width="185" valign="top"><P>1. exit (through primary/official entrance/access portal)</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. infiltrate / imbue / immerse</P></TD>
+      <TD width="185" valign="top"><P>2. emit / dispense</P></TD>
+      <TD width="185" valign="top"><P>2. receive (= welcome) ; reception</P></TD>
+      <TD width="185" valign="top"><P>2. remove / dispel</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. filter through</P></TD>
+      <TD width="185" valign="top"><P>3. filter out</P></TD>
+      <TD width="185" valign="top"><P>3. admittance; admit</P></TD>
+      <TD width="185" valign="top"><P>3. oust / eject</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  door, gate, let in, insert, introduce, take out, remove, penetrate, emanate,  emerge</P>
+  <P>&nbsp;</P>
+  <TABLE width="751" border="1" cellpadding="0" cellspacing="0" bordercolor="#FF0000">
+    <TBODY><TR>
+      <TD colspan="4" valign="top"><P align="center">N-&#315;&nbsp;&nbsp;‘PRESSURE-BASED or REACTION-BASED <BR>
+      or GRAVITATION-BASED EQUILIBRIUM/MOTION/PROPULSION’</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="373" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>1. something hovering or floating; for something to hover, float, or be suspended upon (based on  equilibrium, via pressure or volume-dispersion, against other medium such as air, water, gas, vapor, etc.) [both the object hovering/suspended + the act of suspension/hovering/floating]</P></TD>
+      <TD width="373" colspan="2" rowspan="5" valign="top">The  Formal stems for this root are identical
+        to the Informal roots in meaning, with the distinction of referring specifically to man-made, mechanical means/vehicles/vessels or contexts involving reaction-based (i.e., fuel-driven) propulsion, as opposed to the naturally occurring or non-mechanical contexts
+        implied by use of the Informal stems.
+        <P align="center">&nbsp;</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>2.  something hovering or floating; for something to hover, float, or be suspended upon (based on  gravitational equilibrium or nullification, e.g. at the top of an arc of trajectory or at a La Grange point) [both the object hovering/suspended + the act of suspension/hovering/floating]</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>3. something in orbit around another body; to orbit [both the object hovering/suspended + the act of suspension/hovering/floating]</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top">Same as the above 3 stems but with specific reference to the object which hovers, floats, or is suspended</TD>
+      <TD width="185" valign="top">Same as the above 3 stems but with specific reference to the act or state of hovering, floating, or suspension</TD>
+    </TR>
+  </TBODY></TABLE>
+  <BR>
+  <FONT color="#FF0000">NOTE: this root was added to the lexicon on December 23, 2009</FONT>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD colspan="3" valign="top"><P align="center">P-Ç&nbsp;&nbsp; ‘INVERSION’</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>1. orientational inversion</P></TD>
+      <TD width="370" rowspan="7" valign="top"><P>FORMAL Stems for this root have the same meanings as    INFORMAL stems except that context is formal/authorized/permanent/abstract as    described in Sec. 3.7</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>2. unidirectional topological inversion [= mirror-image]</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>3. three-dimensional topological inversion [= inside-out]</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. orientational inversion along y-axis [= backwards]</P></TD>
+      <TD width="196" valign="top"><P>1. mirror-image inversion along x-axis [=    lateral/sideways]</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. mirror-image inversion along y-axis [= backwards]</P></TD>
+      <TD width="196" valign="top"><P>2. orientational inversion along z-axis [= upside down]</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. orientational inversion along x-axis [=    lateral/sideways]</P></TD>
+      <TD width="196" valign="top"><P>3. mirror-image inversion along z-axis [= upside down]</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-&#315;&nbsp;&nbsp;&nbsp;&nbsp;‘RECLINE / PRONE POSITION OR ORIENTATION / HORIZONTALITY</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. recline(d) / prone position    (relative to long axis of object) / lie (down) / lay (out) </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. horizontal (relative to    gravity or plane of the earth’s surface) / orientation perpendicular to    direction of gravity</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. recumbent position /    position of relaxation relative to gravity --&gt; sprawl, loll</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. occupying position of    maximum repose or having a positional or dynamic orientation based on the    path of least resistance relative to gravity</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. flush / flat against /    position or orientation level with some flat or even firmament / lay flat</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. flatten(ed); collapse(d) or    configure(d) to minimum height perpendicular to background firmament</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on the position itself </P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on object/thing in that position</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on the position itself </P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on object/thing in that position</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">SF-&#315;&nbsp;&nbsp;    ‘QUASI-TWO-DIMENSIONAL SHAPES/FORMS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. strip [solid/rigid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. ribbon-like shape [flexible]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. plane/planar [solid/rigid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. sheet-like shape [flexible]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. tube/cylinder/cylindrical    [solid/rigid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. tube-like shape [flexible]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">SK-F&nbsp;&nbsp;&nbsp; ‘SPATIAL ORIENTATION / POSITION /    DIRECTION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. general spatial position [currently or within context    of utterance]; be situated at</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. specific spatial position at “end point”; be situated    at “end point” of</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. general orientation (along or relative to directional    axes); to “face” [toward]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. specific orientation toward “end point” of; to “face”    squarely</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. general direction/axis of movement; direct/move along    axis of</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. specific direction/axis of movement toward “end point”    of; to head straight for</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. general position toward “one side” of opposed spatial    points</P></TD>
+      <TD width="185" valign="top"><P>1. general position toward “other side” of opposed spatial    points</P></TD>
+      <TD width="185" valign="top"><P>1. specific position at “one end” of opposed spatial    points</P></TD>
+      <TD width="185" valign="top"><P>1. specific position at “other side” of opposed spatial    points</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. general orientation toward “one side” of opposed    spatial points</P></TD>
+      <TD width="185" valign="top"><P>2. general orientation toward “other side” of opposed    spatial points</P></TD>
+      <TD width="185" valign="top"><P>2. specific orientation toward “one end” of opposed    spatial points</P></TD>
+      <TD width="185" valign="top"><P>2. specific orientation toward “other end” of opposed    spatial points</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. general direction toward “one side” of opposed spatial    points</P></TD>
+      <TD width="185" valign="top"><P>3. general direction toward “other side” of opposed    spatial points</P></TD>
+      <TD width="185" valign="top"><P>3. specific direction toward “one end” of opposed spatial    points</P></TD>
+      <TD width="185" valign="top"><P>3. specific direction toward “other end” of opposed    spatial points</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>THE ABOVE PATTERN OF STEMS IS APPLIED TO THE FOLLOWING ROOTS  BASED ON THE FOLLOWING 3-DIMENSIONAL NOTATIONAL SCHEMA: <BR>
+    -X = LEFT, +X = RIGHT<BR>
+    -Y = BEHIND, +Y = AHEAD<BR>
+    -Z = BELOW, + Z = ABOVE<BR>
+    0 = LEVEL WITH OR IN LINE WITH SPECIFIC X, Y, OR Z AXIS<BR>
+    PL-F&nbsp;&nbsp; ‘+X/+Y/+Z’<BR>
+    &#325;-F&nbsp;&nbsp;&nbsp; ‘+X/+Y/-Z’<BR>
+    R-F&nbsp;&nbsp;&nbsp; ‘+X/-Y/+Z’<BR>
+    &#342;-F&nbsp;&nbsp;&nbsp; ‘+&nbsp; X/-Y/-Z’<BR>
+    &#315;-F&nbsp;&nbsp;&nbsp; ‘-X/+Y/+Z’<BR>
+    PS-F&nbsp;&nbsp;&nbsp; ‘-X/+Y/-Z’<BR>
+    KS-F&nbsp;&nbsp;&nbsp; ‘-X/-Y/+Z’<BR>
+    P&#354;- F&nbsp;&nbsp;&nbsp; ‘-X/-Y/-Z’<BR>
+    &#310;-F&nbsp;&nbsp; ‘+X/+Y/0’<BR>
+    K-F&nbsp;&nbsp;&nbsp; ‘+X/-Y/0’<BR>
+    Q-F&nbsp;&nbsp;&nbsp; ‘-X/+Y/0’<BR>
+    M-F&nbsp;&nbsp;&nbsp; ‘-X/-Y/0’<BR>
+    F-F&nbsp;&nbsp;&nbsp; ‘+X/0/+Z’<BR>
+    &#354;-F&nbsp;&nbsp;&nbsp; ‘+X/0/-Z’<BR>
+    Ç-F&nbsp;&nbsp;&nbsp; ‘-X/0/+Z’<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT></STRONG>-<FONT size="-1">F</FONT>&nbsp; &nbsp;&nbsp;‘-X/0/-Z’<BR>
+    S-F&nbsp;&nbsp;&nbsp; ‘0/+Y/+Z’<BR>
+    &#350;-F&nbsp;&nbsp;&nbsp; ‘0/+Y/-Z’<BR>
+    C-F&nbsp;&nbsp;&nbsp; ‘0/-Y/+Z’ <BR>
+    &#266;-F&nbsp;&nbsp;&nbsp; ‘0/-Y/-Z’<BR>
+    &#268;-F&nbsp;&nbsp;&nbsp;  ‘+X/0/0’<BR>
+    Š-F&nbsp;&nbsp;&nbsp; ‘-X/0/0’<BR>
+    L-F&nbsp;&nbsp;&nbsp;&nbsp; ‘0/+Y/0’<BR>
+    N-F&nbsp;&nbsp;&nbsp;&nbsp; ‘0/-Y/0’<BR>
+    P-F&nbsp;&nbsp;&nbsp;&nbsp; ‘0/0/+Z’<BR>
+    T-F&nbsp;&nbsp;&nbsp;&nbsp; ‘0/0/-Z’<BR>
+    SK-F&nbsp;&nbsp;&nbsp; ‘0/0/0’<BR>
+    SF-F&nbsp;&nbsp; ‘POSITION BETWEEN / AMIDST / AMONG  [linear unidimensional context, e.g., between two others in a queue]<BR>
+    ŠL-F&nbsp;&nbsp; ‘POSITION BETWEEN / AMIDST / AMONG  [planar 2-dimensional context, e.g., among others in a crowded room]<BR>
+    ŠP-F&nbsp;&nbsp; ‘POSITION BETWEEN / AMIDST / AMONG  [volume-based 3-dimensional context, e.g., sky crowded with balloonists]<BR>
+    ŠT-F&nbsp;&nbsp; ‘INTERTWINED/INTERMINGLED/INTERMIXED  POSITION/STATE’ [individual components separable/extractable]<BR>
+    TL-F&nbsp;&nbsp; ‘INTERTWINED/INTERMINGLED/INTERMIXED  POSITION/STATE’ [individual components inseparable/mixed/permanently combined]</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">SL-Ç&nbsp;&nbsp;    ‘ONE-DIMENSIONAL (i.e., LINEAR) SHAPES/FORMS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. point / dot    [solid/fixed/rigid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. point / dot    [flexible/movable/fluid]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. line / linear    [solid/fixed/rigid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. line / linear    [flexible/movable/fluid] / string-like</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. hoop / ring    [solid/fixed/rigid]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. hoop / ring [flexible/movable/fluid]    / loop</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">SP-&#354;&nbsp;&nbsp;    ‘TWO-DIMENSIONAL OUTLINE SHAPES’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1.&nbsp;&nbsp; generic 2-D outline shape (e.g., the shape    of a close-course race-track, the outline of the shore of a lake, a drawing    of a national border on a map, etc.)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. 2-D outline shape generically    distorted</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. generic 2-D outline    horizontally elongated</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. 2-D outline shape obliquely    elongated / skewed along one axis</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. generic 2-D outline vertically    elongated</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. 2-D outline shape medially    compressed, i.e., “squished/pinched in the middle”</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to shape itself as abstract archetype</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to an object having that shape or form</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>The above root’s stem pattern is  applied to all of the following roots:<BR>
+      <FONT color="#000000">XL-&#354;&nbsp; : ‘square/rectangle/rhombus’<BR>
+        R-&#315;&nbsp;  :&nbsp; ‘circle/ellipse’<BR>
+        PS-Ç&nbsp; : ‘oval’<BR>
+        ŠF-&#354;&nbsp;&nbsp; :&nbsp;  ‘egg-shaped’<BR>
+        Š-Ç&nbsp;  : ‘half-circle/semi-circle’<BR>
+        K-Ç&nbsp;  :&nbsp; ‘sliver-moon shaped’<BR>
+        SX-&#354;&nbsp; :&nbsp;  ‘irregular/amorphous outline’</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">ST-F&nbsp;&nbsp;&nbsp; ‘FIT/HOLD/CONTAIN AS INTERNAL-EXTERNAL    PARTITION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. holding area / containment area; hold/keep/contain</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. room, chamber</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. fit; to fit, contain (= have sufficient room for)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. reside, situate; room as place of residence,    quasi-permanent situation or default location</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. volume or boundary of containment area</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. room boundaries (i.e., walls, floor, ceiling)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the physical boundaries    (“walls”) which define the containment area and prevent contents from leaking    or escaping</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the space (“room”)    within the holding area and protection of contents from external environment</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the room as a container    separating inside from outside</P></TD>
+      <TD width="185" valign="top"><P>same as abvoe 3 stems referring to the space within the    room as shelter or sanctuary</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Derivatives for Formal Stem 3:&nbsp; ceiling, wall, floor, dividing panel, piece  of furniture serving to divide room space<BR>
+    EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  house, building, cell, booth, closet; <FONT color="#000000">snug, snugness,  loose, looseness, baggy, bagginess</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">ST-&#315;&nbsp;&nbsp; &nbsp;‘2-DIMENSIONAL CURVATURE/DISTORTION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. curve/curl/bent formation    in 2-dimensional planar surface or surface of 3-dimensional object [the    curvature itself + object manifesting such curvature]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. volume of space    defined/bounded by curvature or bending of a 2-dimensional planar surface or    surface of 3-dimensional object [the spatial volume itself + object    manifesting such bounded space]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. dimple/depression in 2-D    planar surface or surface of 3-D object [the depression itself + object    manifesting the depression]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. volume of space    defined/bounded by a dimple or depression in a 2-dimensional planar surface    or surface of 3-dimensional object [the spatial volume itself + object    manifesting such bounded space]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. undefined    distortion/blurring/anomaly in 2-D planar surface or surface of 3-D object    [the distortion itself + object manifesting the distortion]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3.volume of space affected by the    undefined distortion/blurring/anomaly in 2-D planar surface or surface of 3-D    object [the spatial volume itself + object manifesting such bounded space]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. curve/curl/bent formation    in 2-dimensional planar surface or surface of 3-dimensional object [the    curvature itself]</P></TD>
+      <TD width="185" valign="top"><P>1. object manifesting a    curve/curl/bent formation in 2-dimensional planar surface or surface of    3-dimensional object </P></TD>
+      <TD width="185" valign="top"><P>1. volume of space    defined/bounded by curvature or bending of a 2-dimensional planar surface or    surface of 3-dimensional object [the spatial volume itself]</P></TD>
+      <TD width="185" valign="top"><P>1. object manifesting a volume    of space defined/bounded by curvature or bending of a 2-dimensional planar    surface or surface of 3-dimensional object</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. dimple/depression in 2-D    planar surface or surface of 3-D object [the depression itself]</P></TD>
+      <TD width="185" valign="top"><P>2. object manifesting a    dimple/depression in 2-D planar surface or surface of 3-D object </P></TD>
+      <TD width="185" valign="top"><P>2. volume of space    defined/bounded by a dimple or depression in a 2-dimensional planar surface    or surface of 3-dimensional object [the spatial volume itself]</P></TD>
+      <TD width="185" valign="top"><P>2. object manifesting a volume    of space defined/bounded by a dimple or depression in a 2-dimensional planar    surface or surface of 3-dimensional object </P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. undefined    distortion/blurring/anomaly in 2-D planar surface or surface of 3-D object    [the distortion itself]</P></TD>
+      <TD width="185" valign="top"><P>3. object manifesting an    undefined distortion, blurring or anomaly in 2-D planar surface or surface of    3-D object </P></TD>
+      <TD width="185" valign="top"><P>3.volume of space affected by    the undefined distortion/blurring/anomaly in 2-D planar surface or surface of    3-D object [the spatial volume itself]</P></TD>
+      <TD width="185" valign="top"><P>3. object manifesting a volume    of space affected by the undefined distortion/blurring/anomaly in 2-D planar    surface or surface of 3-D object </P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivatives:&nbsp; crease, pleat, wrinkle(s), curl up,  crumple(d), wad(ded), zig-zag, groove/furrow<FONT color="#009900"><BR>
+  </FONT></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">&#350;-&#354;&nbsp;&nbsp;    ‘EXTERIORITY / POSITION OR ORIENTATION OUTSIDE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. position/orientation    somewhere outside (of), i.e., beyond or on other side of surface or boundary    layer</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. the space    beyond/outside/excluded from an interior space/compartment (e.g., of house,    car, device, etc.)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. position/orientation    somewhere outside of (2-D context), i.e., beyond/outside the area defined by    a boundary line</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. an external surface /    functional planar area beyond/outside the boundaries of (e.g., the “out of    bounds” area of a tennis court)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. position/orientation    somewhere outside of (3-D context), i.e., beyond/outside the volume set off    by a boundary membrane, surface/wall, etc.</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. the space beyond/outside an    interior volume / functional space outside the boundaries of</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on exterior position (i.e. position other than on outside surface of    boundary between interior and exterior</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on position on exterior surface (i.e. position on outside surface of    boundary between interior and exterior</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with focus    on exterior position (i.e. position other than on outside surface of boundary    between interior and exterior</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on position on exterior surface (i.e. position on outside surface of    boundary between interior and exterior</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>compare to root SX-Ç&nbsp;</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Š-&#354;&nbsp;&nbsp;&nbsp; ‘PATH/WAY/COURSE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. course/way [taken]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. route [taken]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. [marked] path [taken]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. road [taken]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. trajectory; move(ment) along a trajectory / “sail” /    arc</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. channel [taken]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the    course/way/path/trajectory itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to following or travelling    along the course/path/trajectory</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with focus on the route/road/channel    itself</P></TD>
+      <TD width="185" valign="top"><P>same as a stems with focus on following or travelling    along the route/road/channel</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  walkway, sidewalk, highway, street, slide, tunnel, conduit</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-&#315;&nbsp;&nbsp;    ‘UPRIGHT POSITION OR ORIENTATION/VERTICALITY/PERPENDICULAR/PROTRUSION</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. upright/erect position or    orientation (relative to long axis of object) / stand (up)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. vertical (i.e., parallel to    gravity or plane of earth’s surface)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2.&nbsp; stick up or out/ protrude</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. occupying position of    maximum contrast to a position of repose; position of maximum “alertness” or    readiness or action</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. perpendicular / position or    orientation at right angles&nbsp; to    background firmament (relative to long axis of object); be or stand on end</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. stretch(ed) outward;    pull(ed) or configure(d) to maximum height perpendicular to background    firmament</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on the position itself as an abstract concept</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on object/thing in that position</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on the position itself as an abstract concept</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on object/thing in that position</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">X-F&nbsp;&nbsp; ‘AMBULATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. ambulate (as natural to specific species, e.g., walk,    slither, fly, crawl, etc.)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. “formal” ambulation, e.g., march, prance</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. rapid ambulation (as per specific species, e.g., run,    gallop, scamper, scurry, etc.)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. purposeful rapid ambulation, e.g., flee, race</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. unnatural or affected ambulation</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. deliberately unnatural or affected ambulation, e.g.,    swagger, saunter</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the nature of the bodily    movement/gait</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to&nbsp; the translative/directional motion from one    point toward another</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the nature of the    bodily movement/gait</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to&nbsp; the translative/directional motion from one    point toward another</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  skip, shuffle, slink; lead, follow<BR>
+      <FONT color="#000000">SSD Derivatives:&nbsp; 1) swim on surface&nbsp; 2) swim/glide underwater 3) slither 4) crawl  5) walk&nbsp; 6) hop 7) jump/leap&nbsp; 8) swing (e.g., through trees, from vines,  etc.)&nbsp; 9) fly</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">X-&#315;&nbsp;&nbsp;&nbsp;&nbsp; ‘TERRAIN-BASED/GEOGRAPHICAL ELEVATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="379" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="360" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="379" colspan="2" valign="top"><P>1. relative elevation in comparison to other geological    feature/terrain</P></TD>
+      <TD width="360" rowspan="7" valign="top"><P>FORMAL Stems for this root have the same meanings as    INFORMAL stems except that context is geo-political or in terms of formal    property [geographic ownership]</P></TD>
+    </TR>
+    <TR>
+      <TD width="379" colspan="2" valign="top"><P>2. geological layer/stratum</P></TD>
+    </TR>
+    <TR>
+      <TD width="379" colspan="2" valign="top"><P>3. flatland area/plain</P></TD>
+    </TR>
+    <TR>
+      <TD width="379" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="172" valign="top"><P>1. v alley / geographic depression relative to surrounding    terrain</P></TD>
+      <TD width="207" valign="top"><P>1. hill / upland / raised geographic feature relative to    surrounding terrain</P></TD>
+    </TR>
+    <TR>
+      <TD width="172" valign="top"><P>2. deep underground</P></TD>
+      <TD width="207" valign="top"><P>2. near-surface / shallow [in terms of depth underground]</P></TD>
+    </TR>
+    <TR>
+      <TD width="172" valign="top"><P>3. plateau / raised flat-topped geographic feature    relative to surrounding terrain</P></TD>
+      <TD width="207" valign="top"><P>3. ridge / crest / flat-linear edge between different    geographic/geologically-based elevations</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">X-&#354;&nbsp;&nbsp;&nbsp;‘INTERIORITY / POSITION OR ORIENTATION INSIDE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. position/orientation    somewhere inside (of), i.e., underneath or on other side of surface or    boundary layer</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. entirety of an interior    space/compartment (e.g., of house, car, device, etc.)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. position/orientation    somewhere inside of (2-D context), i.e., within the area defined by a    boundary line</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. entirety of an interior    surface / functional planar area within the boundaries of</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. position/orientation    somewhere inside of (3-D context), i.e., within the volume set off by a    boundary membrane, surface/wall, etc.</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. entirety of an interior    volume / functional space within the boundaries of</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on interior position (i.e. position other than on inside surface of    boundary between interior and exterior</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on position on interior surface (i.e. position on inside surface of    boundary between interior and exterior</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on interior position (i.e. position other than on inside surface of    boundary between interior and exterior</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on position on interior surface (i.e. position on inside surface of    boundary between interior and exterior</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>compare to roots S&#354; -Ç<FONT color="#009900">&nbsp;</FONT></P>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><BR>
+    <STRONG>CLASS 8 ROOTS: taxonomies of organic life</STRONG></P>
+<BLOCKQUOTE>
+  <P>The stem pattern of the following  Class 8 Roots is identical to the pattern for the Class 4 Root <A href="ithkuil-lexicon.htm#foodplant">N-N ‘FOOD  PLANT</A>’:<BR>
+    P-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; cabbage  (plant/leaves of sp. Brassica oleracea capitata)<BR>
+    &#310;-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; lettuce (plant/leaves of genus Lactuca)<BR>
+    &#266;-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; spinach (plant/leaves of sp. Spinacia  oleracea)<BR>
+    F-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp;&nbsp;&nbsp; tea (plant/leaves of sp. Camellia  sinensis)<BR>
+    ŠL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; kelp  (seaweed of orders Laminariales and Fucales)<BR>
+    Q&#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; mustard (plant of sp. Brassica hirta / B.  nigra / B. juncea)<BR>
+    &#354;-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; corn, maize (plant/seeds of sp. Zea mays)<BR>
+    K&#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; oat (plant/seed of genus Avena)<BR>
+    Ç-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; wheat (plant/seed of sp. Triticum aestivum)<BR>
+    P&#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; tobacco (plant/leaves of sp. Nicotiana  tabacum)<BR>
+    SP-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; hemp, marijuana (plant/material of sp.  Cannabis sativa)<BR>
+    &#350;P-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; sesame (plant/seed of genus Sesamum)<BR>
+    M-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; pea (plant/seed of sp. Pisum sativum)<BR>
+    PS-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; bean (lima/snap/etc.: plant/seed of genus  Phaseolus or similar)<BR>
+    ST-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; lentil (plant/seeds of sp. Lens culinaris)<BR>
+    &#350;T-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; soya, soybean (plant/seed of sp. Glycine max)<BR>
+    P&#350; -P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; peanut (plant/seed/pod of sp. Arachis  hypogaea)<BR>
+    S-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; rice (plant/seed of sp. Oryza sativa)<BR>
+    ŠT-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; pepper (hot/sweet/bell pepper -- plant/pod of  genus Capsicum)<BR>
+    &#350;-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; pepper (black -- plant/seed of sp. Piper  nigrum)<BR>
+    SK-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; millet<BR>
+    &#350;K-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; amaranth<BR>
+    ŠK-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; sorghum<BR>
+    SF-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; teff<BR>
+    &#350;F-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; ginseng (plant/root of genus Panax)<BR>
+    KŠ-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; potato (plant/tuber of sp. Solanum  tuberosum)<BR>
+    PŠ -P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; carrot (plant/root of sp. Daucus carota  sativus)<BR>
+    ŠF-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; yam, sweet potato<BR>
+    SX-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; garlic (herb of sp. Allium sativum)<BR>
+    &#342;-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; onion (plant/bulb of sp. Allium sepa)<BR>
+    L-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; grape (plant/fruit of genus Vitis)<BR>
+    S&#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; tomato (plant/berry of genus Lycopersicon)<BR>
+    &#350;&#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; squash, melon (plant/fruit of genus Cucurbita  grown for edible fruit)<BR>
+    Š&#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; gourd (plant/hard-rinded fruit of genera  Lagenaria &amp; Cucurbita)<BR>
+    &#350;X-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; date (tree/fruit of sp. Phoenix dactylifera)<BR>
+    ŠX-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp; cucumber (Cucumis sativus)<BR>
+    Š-Q<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp; bamboo  (plant/stem of genera Bambusa / Arundinaria / Dendrocalamus)<BR>
+    N-Q<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp; cork (tree/elastic tissue of sp. Quercus  suber)<BR>
+    L-Q<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp; cotton (plant/fibers of genus Gossypium)<BR>
+    H-Q<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp; ginger (plant/rhizome of genus Zingiber)<BR>
+    &#325;-Q<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp; mint (plant of family Labiatae)<BR>
+    &#342;-Q<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp; safflower (Carthamus tinctorius)</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BRANCHED AND/OR LEAVED PLANT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. genus of branched tree/bush and/or leaved plant</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. wood product</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. leaf</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. leaf product</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. bark</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. bark product</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. wood</P></TD>
+      <TD width="185" valign="top"><P>1. seed/fruit/nut</P></TD>
+      <TD width="185" valign="top"><P>1. wood as resource</P></TD>
+      <TD width="185" valign="top"><P>1. seed/fruit as food or resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. root</P></TD>
+      <TD width="185" valign="top"><P>2. flower/blossom</P></TD>
+      <TD width="185" valign="top"><P>2. root as food or resource</P></TD>
+      <TD width="185" valign="top"><P>2. flower as food or resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. branch</P></TD>
+      <TD width="185" valign="top"><P>3. sap</P></TD>
+      <TD width="185" valign="top"><P>3. branch as resource</P></TD>
+      <TD width="185" valign="top"><P>3. sap product/syrup</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Suffix = -V1t’ used as follows: 1) meat of fruit, 2)  seed within fruit, 3) rind, 4) juice, 5) flavor, 6) odor of fruit, 7) oil, 8)  [unassigned/specific to individual root] 9) fermented juice, i.e., wine<BR>
+    THE ABOVE PATTERN IS APPLIED TO THE FOLLOWING ROOTS:<BR>
+    C-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘BIRCH’<BR>
+    T-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘SPRUCE’<BR>
+    &#310; -T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘CEDAR’<BR>
+    X-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘OAK’<BR>
+    K-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘PINE’<BR>
+    &#266;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘PALM’<BR>
+    F-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘CHERRY’<BR>
+    &#268;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘WALNUT’<BR>
+    &#354;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘MAPLE’<BR>
+    Ç-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘ASH’<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘CYPRESS’<BR>
+    S-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘BEECH’<BR>
+    &#350;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘MAHOGANY’<BR>
+    M-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘COCONUT’<BR>
+    N-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘EUCALYPTUS’<BR>
+    &#325;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘MAGNOLIA’<BR>
+    Š-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘REDWOOD’<BR>
+    H-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘LARCH’<BR>
+    L-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘ELM’<BR>
+    &#315;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘FIG’<BR>
+    R-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘BANANA’<BR>
+    &#342;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘YEW’<BR>
+    PS-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘ALMOND’<BR>
+    P&#350;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘CHESTNUT’<BR>
+    PŠ-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘ALDER’<BR>
+    KS-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘OLIVE’<BR>
+    K&#350;-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘POPLAR’<BR>
+    TL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘PINEAPPLE’<BR>
+    KŠ-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘APPLE’<BR>
+    PL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘ORANGE’<BR>
+    KL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘LEMON’<BR>
+    FL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘LIME’<BR>
+    &#354;L-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘PEAR’<BR>
+    XL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘PLUM’<BR>
+    SL-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘PEACH’<BR>
+    &#350;L-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘TANGERINE’<BR>
+    Q-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; ‘COFFEE’<BR>
+    <FONT color="#000000">ŠP-T<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp; &nbsp;&nbsp;&nbsp; FLAX</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">&nbsp; Q-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; ‘INSECT’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. membe r of genus as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. male member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. male as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. female member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. female as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. wild member of genus</P></TD>
+      <TD width="185" valign="top"><P>1. bred or domesticated member of genus</P></TD>
+      <TD width="185" valign="top"><P>1. member of genus as food/prey</P></TD>
+      <TD width="185" valign="top"><P>1. member of genus as derived resource or processed    product</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. wild male member of genus</P></TD>
+      <TD width="185" valign="top"><P>2. bred or domesticated male member of genus</P></TD>
+      <TD width="185" valign="top"><P>2. male as food/prey</P></TD>
+      <TD width="185" valign="top"><P>2. male as derived resource or processed product</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. wild female member of genus</P></TD>
+      <TD width="185" valign="top"><P>3. bred or domesticated female member of genus</P></TD>
+      <TD width="185" valign="top"><P>3. female as food/prey</P></TD>
+      <TD width="185" valign="top"><P>3. female as derived resource or processed product</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MAT Suffix –V0k used to indicate life stage: larvae/grub,  chrysalis, cocoon, adult, etc.<BR>
+    SSD Suffix = -V1t’ used as follows: 1) egg, 2) wing, 3)  oil/secretion, 4) silk/web, 5) skin/pellicle, 6) tail, 7) horn, 8) leg(s) 9)  [open]<BR>
+    THE ABOVE PATTERN IS APPLIED TO THE FOLLOWING ROOTS:<BR>
+    ŠT-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BUMBLEBEE’<BR>
+    ST-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘HONEYBEE’<BR>
+    SL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ANT’<BR>
+    &#350;L-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘COCKROACH’<BR>
+    SX-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘BUTTERFLY’<BR>
+    ŠX-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘MOTH’<BR>
+    &#350;T-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘HOUSEFLY’<BR>
+    SK-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘WASP’<BR>
+    &#350;K-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘HORNET’<BR>
+    S&#354;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘GNAT’<BR>
+    ŠK-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘MOSQUITO’<BR>
+    &#350;&#354;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘APHID’<BR>
+    SF-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘FIREFLY’<BR>
+    Š&#354;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘FLEA’<BR>
+    ŠL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BEETLE’<BR>
+    Q&#354;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘SPIDER’<BR>
+    ŠF-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TICK’<BR>
+    &#350;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TERMITE’<BR>
+    &#350;F-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘WATERBUG’<BR>
+    SP-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;  ‘GRASSHOPPER’<BR>
+    ŠP-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘LOCUST’<BR>
+    &#350;X-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘DRAGONFLY’<BR>
+    K&#350;-P<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp;&nbsp;&nbsp; ‘MANTIS’<BR>
+    P&#354;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; BL&#7840;-&nbsp; ‘GENERIC CRAWLING BUG’<BR>
+    K&#354;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; GL&#7840;-&nbsp; ‘GENERIC FLYING BUG’</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">SK-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘GENERIC MAMMAL/AVIAN/REPTILE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. member of mammalian/avian/reptilian genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. member of genus as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. male member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. male as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. female member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. female as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. wild member of genus</P></TD>
+      <TD width="185" valign="top"><P>1. bred or domesticated member of genus</P></TD>
+      <TD width="185" valign="top"><P>1. member of genus as food/prey</P></TD>
+      <TD width="185" valign="top"><P>1. member of genus as derived resource or processed    product </P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. wild male member of genus</P></TD>
+      <TD width="185" valign="top"><P>2. bred or domesticated male member of genus</P></TD>
+      <TD width="185" valign="top"><P>2. male as food/prey</P></TD>
+      <TD width="185" valign="top"><P>2. male as derived resource or processed product</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. wild female member of genus</P></TD>
+      <TD width="185" valign="top"><P>3. bred or domesticated female member of genus</P></TD>
+      <TD width="185" valign="top"><P>3. female as food/prey</P></TD>
+      <TD width="185" valign="top"><P>3. female as derived resource or processed product</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MAT Suffix –V0k used to indicate life stage: e.g., foal,  fawn, yearling, adult, etc.<BR>
+    SSD Suffix = -V1t’ used as follows: 1) egg, 2) milk, 3)  oil/secretion/venom, 4) fat, 5) skin/hide, 6) tail, 7) tusk/horn, 8)  fur/feathers 9) flesh/meat<BR>
+    THE ABOVE PATTERN IS APPLIED TO THE FOLLOWING ROOTS:<BR>
+    P-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;‘HORSE’<BR>
+    T-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;‘COW’<BR>
+    &#310;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘PIG’<BR>
+    C-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘SHEEP’<BR>
+    F-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘GOAT’<BR>
+    &#266;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘DEER’<BR>
+    K-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘BISON/BUFFALO’<BR>
+    M-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘CHICKEN’<BR>
+    Š-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘DUCK’<BR>
+    PL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘GOOSE’<BR>
+    &#350;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘SWAN’<BR>
+    Q-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘TURKEY’<BR>
+    &#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘OSTRICH’<BR>
+    Ç-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘DOLPHIN’<BR>
+    &#268;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘MULE’<BR>
+    X-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘DONKEY’<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ZEBRA’<BR>
+    XL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘LION’<BR>
+    L-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TIGER’<BR>
+    R-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BEAR’<BR>
+    S-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ELK’<BR>
+    &#325;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘MOOSE’<BR>
+    &#315;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BOAR’<BR>
+    PS-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘YAK’<BR>
+    KS-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘CAMEL’<BR>
+    P&#350; -K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘WALRUS’<BR>
+    &#342;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ELEPHANT’<BR>
+    PŠ-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘GIRAFFE’<BR>
+    N-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘CAT’<BR>
+    H-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘DOG’<BR>
+    KŠ-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘RABBIT’<BR>
+    TL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘CHIMPANZEE’<BR>
+    K&#350;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘GORILLA’<BR>
+    &#354;L-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘LEMUR’<BR>
+    KL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ORANGUTAN’<BR>
+    FL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘OTTER’<BR>
+    SL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘WHALE’<BR>
+    ŠL-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘SEAL’<BR>
+    &#350;X-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SEA LION’<BR>
+    P&#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘ANTELOPE’<BR>
+    &#350;L-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘GAZELLE’<BR>
+    K&#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BABOON’<BR>
+    Q&#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘FOX’<BR>
+    SP-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘WOLF’<BR>
+    ST-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘COYOTE’<BR>
+    ŠP-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘SKUNK’<BR>
+    SF-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘PORCUPINE’<BR>
+    &#350;P-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘POSSUM’<BR>
+    &#350;T-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘KANGAROO’<BR>
+    S&#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘MOUSE’<BR>
+    SX-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘RAT’<BR>
+    SF-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;‘LEOPARD’<BR>
+    ŠK-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘CHEETAH’<BR>
+    ŠX-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘PANTHER’<BR>
+    ŠF-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘JAGUAR’<BR>
+    &#350;F-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘MOLE’<BR>
+    &#350;K-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SQUIRREL’<BR>
+    &#350;&#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘VOLE’<BR>
+    ŠT-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘CHIPMUNK’<BR>
+    Š&#354;-K<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘SHREW’<BR>
+    P-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘ROBIN’<BR>
+    T-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘LARK’<BR>
+    F-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘SPARROW’<BR>
+    &#354;-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘OWL’<BR>
+    Ç-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘PIGEON’<BR>
+    &#268;-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘EAGLE’<BR>
+    &#266;-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘GULL’<BR>
+    &#310;-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;‘ALBATROSS’<BR>
+    C-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘HAWK’<BR>
+    Q-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;‘VULTURE’<BR>
+    K-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘PHEASANT’<BR>
+    S-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;‘NIGHTINGALE’<BR>
+    R-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;‘SNAKE’<BR>
+    TL-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘VIPER’<BR>
+    KS-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘COBRA’<BR>
+    PS-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘RATTLESNAKE’<BR>
+    SX-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘PYTHON’<BR>
+    SF-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ASP’<BR>
+    SK-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘ALLIGATOR’<BR>
+    ST-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘CROCODILE’<BR>
+    PL-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘LIZARD’<BR>
+    K&#350;-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘GILA MONSTER’<BR>
+    P&#350;-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘IGUANA’<BR>
+    KŠ-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘FROG’<BR>
+    PŠ-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TOAD’<BR>
+    KL-Q<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TURTLE’</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp; ‘GENERIC WATERLIFE ’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. member of genus as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. male member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. male as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. female member of genus</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. female as resource</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. wild member of genus</P></TD>
+      <TD width="185" valign="top"><P>1. bred or domesticated member of genus</P></TD>
+      <TD width="185" valign="top"><P>1. member of genus as food/prey</P></TD>
+      <TD width="185" valign="top"><P>1. member of genus as derived resource or processed    product</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. wild male member of genus</P></TD>
+      <TD width="185" valign="top"><P>2. bred or domesticated male member of genus</P></TD>
+      <TD width="185" valign="top"><P>2. male as food/prey</P></TD>
+      <TD width="185" valign="top"><P>2. male as derived resource or processed product</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. wild female member of genus</P></TD>
+      <TD width="185" valign="top"><P>3. bred or domesticated female member of genus</P></TD>
+      <TD width="185" valign="top"><P>3. female as food/prey</P></TD>
+      <TD width="185" valign="top"><P>3. female as derived resource or processed product</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Suffix = -V1t’ used as follows: 1) egg, 2) meat, 3)  skin/shell, 4) fluid/ink, 5) smoked meat, 6) as bait, 7) as fodder, 8) as  ingredient in food or as fishmeal 9) cooked meat<BR>
+    THE ABOVE PATTERN IS APPLIED TO THE FOLLOWING ROOTS:<BR>
+    N-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘OCTOPUS’<BR>
+    X-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SQUID’<BR>
+    R-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘EEL’<BR>
+    &#350;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘LAMPREY’<BR>
+    &#325;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘RAY’<BR>
+    K-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘SHARK’<BR>
+    XL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘CLAM’<BR>
+    FL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘SCALLOP’<BR>
+    PL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘MUSSEL’<BR>
+    &#354;L-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘CRAB’<BR>
+    TL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;  ‘SHRIMP/PRAWN’<BR>
+    KL-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘LOBSTER’<BR>
+    <STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TROUT’<BR>
+    H-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘TUNA’<BR>
+    &#315;-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘COD’<BR>
+    Ç-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ‘BASS’<BR>
+    C-P<FONT color="#0000FF"><IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"></FONT>&nbsp;&nbsp;&nbsp;&nbsp; ‘PIKE’</P>
+</BLOCKQUOTE>
+<P></P>
+<P><STRONG>CLASS 9 ROOTS: taxonomies of physical substances </STRONG></P>
+<BLOCKQUOTE>
+  <P><FONT color="#000000">The stem  pattern of the following Class 9 roots is identical to that of the Class 6 root</FONT><FONT color="#0000FF"> <A href="ithkuil-lexicon.htm#solid">T-&#288; ‘(QUASI-)SOLID SUBSTANCE (i.e., non-liquid &amp; non-gaseous)</A>’:<BR>
+        <FONT color="#000000">P-P’  ‘brass’<BR>
+          P-T’&nbsp; ‘chalk’<BR>
+          P-K’&nbsp; ‘cloth/fabric’<BR>
+          P-Q’  ‘coal’<BR>
+          T-P’ ‘spice/herb/seasoning’<BR>
+          T-T’  ‘glass’<BR>
+          T-K’  ‘jade’<BR>
+          T-Q’  ‘metal/ore’<BR>
+          &#310;-P’  ‘mineral’<BR>
+          &#310;-T’ ‘oil  (petroleum)’<BR>
+          &#310;-K’  ‘plastic’<BR>
+          &#310;-Q’  ‘quartz’<BR>
+          K-P’  ‘rubber’<BR>
+          K-T’  ‘salt’<BR>
+          K-K’  ‘steel’<BR>
+          K-Q’  ‘silk’<BR>
+          C-P’  ‘tar’<BR>
+          C-T’ -  ‘wax’<BR>
+          C-K’  Aluminium <BR>
+          C-Q’  Antimony<BR>
+          &#266;-P’  Arsenic &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#266;-T’ Beryllium  &nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#266;-K’  Bismuth &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#266;-Q’  Boron &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#268;-P’  Cadmium &nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#268;-T’&nbsp; Calcium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#268;-K’  Carbon &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#268;-Q’  Chromium &nbsp;&nbsp; <BR>
+          Ç-P’  Cobalt &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          Ç-T’  Copper <BR>
+          Ç-K’  Gallium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          Ç-Q’ Gold <BR>
+          F-P’  Iridium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          F-T’ Iron<BR>
+          F-K’ Lead <BR>
+          F-Q’  Lithium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#354;-P’  Magnesium &nbsp; <BR>
+          &#354;-T’  Manganese &nbsp;&nbsp; <BR>
+          &#354;-K’  Molybdenum &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#354;-Q’  Nickel <BR>
+          X-P’  Palladium &nbsp;&nbsp;&nbsp; <BR>
+          X-T’  Phosphorus &nbsp; <BR>
+          X-K’  Platinum &nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          X-Q’  Plutonium &nbsp;&nbsp; <BR>
+          S-P’  Potassium <BR>
+          S-T’  Radium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          S-K’  Rubidium &nbsp;&nbsp;&nbsp; <BR>
+          S-Q’  Selenium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#350;-P’  Silicon &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#350;-T’  Silver&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          &#350;-K’  Sulfur<BR>
+          &#350;-Q’ Tin <BR>
+          Š-P’  Titanium <BR>
+          Š-T’  Uranium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          Š-K’Vanadium <BR>
+          Š-Q’  Tungsten <BR>
+          M-P’ Zinc <BR>
+          M-T’Zirconium<BR>
+        </FONT></FONT>KL-P’  Germanium <BR>
+    KL-T’  Krypton &nbsp;&nbsp;&nbsp;&nbsp;<BR>
+    KL-K’ Osmium <BR>
+    <FONT color="#0000FF"><FONT color="#000000">M-K’&nbsp;&nbsp; asbestos&nbsp;  &nbsp;&nbsp; magnesium silicate <BR>
+      M-Q’  aspirin&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; acetylsalicylic  acid <BR>
+      N-P’  baking soda&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      N-T’  bicarbonate of soda&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      N-K’  graphite (carbon) <BR>
+      N-Q’  diamond&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      &#325;-P’  marble&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      &#325;-T’  emery powder&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      &#325;-K’&nbsp; epsom salts&nbsp;  &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      &#325;-Q’ fluorspar&nbsp; &nbsp;&nbsp;&nbsp; <BR>
+      L-P’&nbsp; gypsum&nbsp;  &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      L-T’  linoleum&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      L-K’  lime&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      L-Q’  magnesia&nbsp; &nbsp;&nbsp;&nbsp; <BR>
+      H-P’ milk  of magnesium&nbsp; <BR>
+      H-T’  plaster of Paris&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+      H-K’&nbsp; potash&nbsp;  &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      H-Q’  saltpeter&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      R-P’  silica&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      R-T’  sugar, table&nbsp; <BR>
+      R-K’ talc  or talcum&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      R-Q’&nbsp; washing soda&nbsp;  &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+      &#342;-P’&nbsp; zinc white&nbsp;  &nbsp;<BR>
+      </FONT></FONT>PS-P’&nbsp; NATURALLY OCCURRING ACTINIDE OR  UNSTABLE/RADIOACTIVE HEAVY ELEMENT<BR>
+        SSD Derivatives specify exact  element: 
+        1) Actinium 
+        2) Thorium 
+        3) Protactinium 
+        4) Neptunium 
+        5) any radioactive isotope of an  element 
+        6) Astatine 
+        7) Francium 
+        8) Polonium 
+        9) Technetium<BR>
+        PŠ-P’&nbsp; SYNTHETIC ACTINIDE ELEMENT <BR>
+          SSD Derivatives specify exact  element: 
+          1) Americium 
+          2) Curium 
+          3) Berkelium  4) Californium 
+          5) Einsteinium 
+          6) Fermium
+          7) Mendelevium 
+          8) Nobelium
+          9) Lawrencium<BR>
+          P&#350;-P’&nbsp; NATURALLY OCCURRING ELEMENT FOUND ONLY IN  COMPOUNDS OR MIXED ORES<BR>
+          SSD Derivatives specify exact  element: 
+            1) Barium 
+            2) Caesium (Cesium)&nbsp;
+            3) Hafnium
+            4) Niobium 
+            5) Rhenium 
+            6) Rhodium&nbsp;<BR>
+            7) Ruthenium 
+            8) Strontium 
+            9) Tellurium <BR>
+            <IMG src="assets/x-cedilla.gif" alt="x-cedilla" width="10" height="14" align="absbottom">-P’ RARE NATURAL ELEMENT FOUND  ONLY IN COMPOUNDS OR MIXED ORES<BR>
+              SSD Derivatives specify exact  element: 
+              1) Indium 
+              2) Scandium 
+              3) Yttrium 
+              4) Tantalum 
+              5) source compound for such  elements 
+              6) 
+              7) 
+              8) 
+              9) primary source ore in which  element is found<BR>
+              KS-T’ &nbsp;SYNTHETIC HEAVY ELEMENT<BR>
+              SSD Derivatives specify exact  element: 
+                1) Rutherfordium 
+                2) Dubnium 
+                3) Seaborgium 
+                4) Bohrium 
+                5) Hassium 
+                6) Meitnerium &nbsp; 7) Darmstadtium 
+                8) Roentgenium 
+                9) trans-Roentgenium synthetic  element (i.e., Ununbium, Ununtrium, etc.)<BR>
+                    K&#350;-T’&nbsp;&nbsp; LANTHANIDE ELEMENT<BR>
+                      SSD Derivatives specify exact  element: 
+                      1) Lanthanum  
+                      2) Cerium 
+                      3) Praseodymium 
+                      4) Neodymium 
+                      5) Promethium 
+                      6) Samarium 
+                      7) Europium 
+                      8) Gadolinium 
+                      9) Terbium <BR>
+                    KŠ-T’&nbsp; HEAVIER LANTHANIDE ELEMENT<BR>
+                      SSD Derivatives specify exact  element: 
+                      1) Dysprosium 
+                      2) Holmium 
+                      3) Erbium
+                      4) Thulium 
+                      5) Ytterbium 
+                      6) Lutetium  7) <BR>
+                      8) 
+                      9) lanthanide-based compound </P>
+  <P>&nbsp;</P>
+  <P><FONT color="#000000">The stem pattern for the following Class  9 roots are identical to the pattern for the Class 6 root </FONT><FONT color="#0000FF"><A href="ithkuil-lexicon.htm#liquid">N-&#288; ‘LIQUID/FLUID</A>’:<BR>
+        <FONT color="#000000">SK-P’  ‘paint’<BR>
+          &#342; -T’  ‘oil (fatty liquid derived from plants/animals)’<BR>
+          &#342;  -K’‘honey’<BR>
+          &#342;  -Q’‘vinegar’<BR>
+          &#315;-P’  acetone&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+          &#315;-T’  alcohol, grain&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+          &#315;-K’  alcohol, wood <BR>
+          &#315;-Q’ &nbsp;ammonia<BR>
+          PL-P’  iodine &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          PL-T’ &nbsp;mercury <BR>
+          PL-K’ brine&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; aqueous  sodium chloride solution <BR>
+          PL-Q’ benzene <BR>
+          TL-P’ &nbsp;lye or soda lye&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; sodium  hydroxide <BR>
+          TL-T’  formalin&nbsp; &nbsp;&nbsp;&nbsp; aqueous formaldehyde solution <BR>
+          TL-K’ rubbing  alcohol&nbsp; &nbsp;&nbsp;&nbsp; isopropyl  alcohol <BR>
+          TL-Q’ methanol&nbsp; &nbsp; methyl  alcohol </FONT></FONT></P>
+  <P>&nbsp;</P>
+  <P><FONT color="#000000">The stem pattern of the following Class  9 roots is identical to the pattern of the Class 6 root </FONT><FONT color="#0000FF"><A href="ithkuil-lexicon.htm#gas">H-&#288; ‘GAS / FLUME</A>’:<BR>
+        <FONT color="#000000">SL-P’  ‘carbon dioxide’<BR>
+          SL-T’&nbsp; ‘carbon monoxide’<BR>
+          SL-K’  Chlorine &nbsp;&nbsp;&nbsp; <BR>
+          SL-Q’  Argon&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          P&#354;-P’  Helium &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<BR>
+          P&#354;-T’  Hydrogen &nbsp; <BR>
+          P&#354;-K’  Fluorine &nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          P&#354;-Q’  Nitrogen &nbsp;&nbsp;&nbsp; <BR>
+          SP-P’  Oxygen &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          SP-T’&nbsp; Neon&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          SP-K’  Radon &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <BR>
+          SP-Q’  Xenon <BR>
+          ST-P’  ozone<BR>
+          ST-T’  laughing gas&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;<BR>
+          ST-K’ air</FONT></FONT></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">ST-P’&nbsp;&nbsp;    ‘STICKY/ADHESIVE MATERIAL’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. sticky substance or material;    to stick/be mired in</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. adhesive substance material;    adhere/stick (via adhesive)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. goo / ooze / slime</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. glue / liquid adhesive</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. sap / resin</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. cement / mortar / grout</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to organic-based substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to non-organic or synthetic substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to organic-based substance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to non-organic or synthetic substance</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><STRONG>CLASS 10 ROOTS: relational concepts, identity, associations</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">L-C’&nbsp;&nbsp;    ‘SIMILARITY/SAMENESS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. similar(ity) to oneself (on    another occasion)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. same (= selfsame)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. similar(ity) to (an)other    entity/instance</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. same (= identical to (an)other    entity/instance)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. remind (one) of / reminder</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. same (= copy/replacement)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    appearance or superficial impression</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    function, purpose or behavior</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    identity or appearance</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    function, purpose or behavior</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">M-C’&nbsp;&nbsp;    ‘VALUE/WORTH/PRICE/COST’<BR>
+        (Often used in conjunction with various Quantifying and    Modulative affixes from Sections 7.7.6 and 7.7.7 to show relative degree of    value within context)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. be valuable/worthwhile,    have value/worth [in terms of usefulness, convenience, efficacy, service,    applicability]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. cost appraisal, assessment,    estimate, quote</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. be valuable/worthwhile, have    value/worth [in terms of personal desire or emotional attachment]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. cost, expense, expenditure    [what is (to be) given up or released in exchange for something, either a    commercial or non-commercial context]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. be valuable/worthwhile,    have value/worth [in terms of financial benefit or gain, profit, or    remuneratively]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. rate (of payment);    formula/terms for determining payment</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on intrinsic value</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on actual value (i.e., degree to which the intrinsic value can actually be    utilized, consumed or manifested)</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/    reference to cost quoted or agreed to </P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/    reference to actual payment</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Derivatives for FORMAL Stem  2: 1) fee/toll or service charge 2) tithe 3) duty/tariff/levy 4) ransom 5) tax  6) dues 7) wage(s) 8) fare&nbsp; 9)  price/charge [in money or legal tender]</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" height="25" colspan="4" valign="top"><P align="center"><FONT color="#000000">T-C’ ‘POSSESSION / OWNERSHIP’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. have/possess; possession    (temporary/circumstantial and alienable – e.g., a library book in one’s hand)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. have/possess/own; possession,    piece of property (alienable but quasi-permanent by law/right and in one’s    immediate possession-, e.g., a hat I bought and am wearing)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. have/possess; possession    (circumstantial and affective + (quasi-) inalienable, either permanent or    temporary – e.g., a medical condition, an office at work I occupy, a seat at    a cinema showing)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. have/possess/own; possession,    piece of property (alienable but quasi-permanent by law/right, not    necessarily in one’s immediate possession -, e.g., a hat I bought/own but am    not necessarily wearing)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. have/possess; possession    (genetic, intrinsic and inalienable, but not considered property – e.g., a    sibling, a child, a limb, a memory)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. have/possess/own; possession,    piece of property (quasi-permanent and legally inalienable except through    formal/legal separation process – e.g., a house I own, a pet dog I registered</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act/state of possession</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to thing possessed</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act/state of possession/ownership</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to thing owned; piece of property</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><STRONG>CLASS 11 ROOTS: concepts relating to order, arrangement, configuration</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">F-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; ‘ARCHITECTURAL COMPONENTS    (ORNAMENTAL/SPECIALIZED)’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. tower</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. window opening</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. dome</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. doorway</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. spire/steeple</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. balcony/terrace</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to physical shape/form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to function/purpose</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to physical shape/form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to function/purpose</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center">M-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; ‘CONTAIN / HOLD / CONTENTS’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. contain(ment) via gravity (e.g., basin) + contents</P></TD>
+      <TD width="372" rowspan="5" valign="top"><P>Same as INFORMAL stems but in quasi-permanent context or    by intrinsic nature as opposed to the INFORMAL stems which convey an    incidental or circumstantial context</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. contain(ment) via enclosure / surrounding conveyance +    contents</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. contain(ment) via imbuement / as ingredient; to “carry”    [as integrated component or ingredient] + contents</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>same as above 3 stems referring to contents</P></TD>
+      <TD width="194" valign="top"><P>same as above 3 stems referring to the container</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>The -V1t’ affix provides the following distinctions: 1)  bottle 2) jar/pot 3) barrel/cask 4) bin 5) vat / tub / basin [distinguished via  SIZ affix] 6) can/tin 7) piece of furniture 8) purse/bag/satchel/pack 9)  case/trunk</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> - ‘TEXTURE/TACTILE SENSATION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. texture, tactile sensation    (tactile sensation + physical-emotional reaction)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. act/process to render (an    object/entity having) a particular texture (tactile sensation +    physical-emotional reaction)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. material impact/benefit/effect    of a particular texture to the object/entity having that consistency</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. psychological or emotional    impact/benefit/effect of a particular texture to the object/entity having    that consistency</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. material impact/benefit/effect    of having a particular texture to consumer/user/owner of object/entity having    that texture</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. psychological or emotional    impact/benefit/effect of having a particular texture to consumer/user/owner    of object/entity having that texture</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. object having a particular texture</P></TD>
+      <TD width="185" valign="top"><P>1. the texture itself</P></TD>
+      <TD width="185" valign="top"><P>1. act/process designed to render    a certain texture</P></TD>
+      <TD width="185" valign="top"><P>1. actual results of an act or    process to render a certain texture</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. assumed, expected, potential,    or theoretical material impact, benefit, effect of a particular texture to    the object/entity having that texture</P></TD>
+      <TD width="185" valign="top"><P>2. actual material impact,    benefit, effect of a particular texture to the object/entity having that texture</P></TD>
+      <TD width="185" valign="top"><P>2. assumed, expected, potential,    or theoretical psychological or emotional impact, benefit, effect of a    particular texture to the entity having that texture</P></TD>
+      <TD width="185" valign="top"><P>2. actual psychological or    emotional impact, benefit, effect of a particular texture to the entity    having that texture</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. assumed, expected, potential,    or theoretical material impact/benefit of a particular texture to    consumer/user/owner of object/entity having that texture</P></TD>
+      <TD width="185" valign="top"><P>3. actual material impact/benefit    of a particular consistency to consumer/user/owner of object/entity having    that consistency</P></TD>
+      <TD width="185" valign="top"><P>3. assumed, expected, potential,    or theoretical psychological or emotional impact/effect of a particular texture    to consumer/user/owner of object/entity having that texture</P></TD>
+      <TD width="185" valign="top"><P>3. actual psychological or    emotional impact/effect of a particular texture to consumer/user/owner of    object/entity having that texture</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD suffix specifies reaction:&nbsp; sensuous, delightful/fun, soothing,  as-expected, surprising/positive, surprising/negative, annoying/irritating,  painful</P>
+  <P>ROOTS BELOW ARE MODELED LIKE THE  ABOVE; OFTEN USED WITH DEGREE/EXTENT AFFIX</P>
+  <P>P-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> gummy<BR>
+  T-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> chewy<BR>
+  PL-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> slimy<BR>
+    T-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> sticky<BR>
+&#310;-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> prickly<BR>
+TL-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> burning, heat  conductive<BR>
+&#310;-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> tingly<BR>
+K-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> soft like fur<BR>
+KL-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> soft like a  cushion<BR>
+    Q-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> liquidy<BR>
+    Q-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> lumpy<BR>
+    FL-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> cartilaginous<BR>
+    F-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> viscous<BR>
+    M-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> rough (like sandpaper)<BR>
+&#354;L-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> coarse (like  handling gravel)<BR>
+&#354;-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> powdery<BR>
+N-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> gritty (like fine  sand)<BR>
+XL-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> grainy/granular <BR>
+Ç-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> mushy <BR>
+L-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> slushy<BR>
+PS-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> gooey<BR>
+    X-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> slippery<BR>
+&#325;-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> ice-cold, numbing  cold<BR>
+KS-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> numbing (= loss of  sensation)<BR>
+    <IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> “pins &amp;  needles” sensation<BR>
+    H-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> needle-like  sharpness (e.g., a cactus)<BR>
+    PŠ-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> bristly<BR>
+    S-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> feathery<BR>
+    PS-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> wispy/wafting<BR>
+    KŠ-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> “cobwebby”/like  cotton-candy<BR>
+    M-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> curvaceous/sensual  (= soft/smooth/squeezable/rounded)<BR>
+    P&#350;-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> rubbery<BR>
+    L-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> hard + semi-smooth  (like wood)<BR>
+    N-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> hard + natural mix  of smooth/rough (like a rock)<BR>
+    PL-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> complexly textured  + hard/honeycombed (like handling a pine cone)<BR>
+    R-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> metallic<BR>
+    L-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> plastic-like<BR>
+&#342;-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> papery<BR>
+TL-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> sponge-like<BR>
+&#325;-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> downy<BR>
+KL-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> woolly<BR>
+&#315;-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> fluffy/puffy/airy<BR>
+    H-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> hairy<BR>
+    FL-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> dusty<BR>
+    XL-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> soggy/waterlogged</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp;    ‘CONSISTENCY/MALLEABILITY/FLEXIBILITY/PLASTICITY/RHEOLOGICAL    PHENOMENON’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. consistency, degree of    malleability/flexibility/ plasticity</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. act/process to render (an    object having) a certain consistency or degree of malleability / flexibility    / plasticity</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. material impact/benefit/effect    of a particular consistency to the object/entity having that consistency</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. psychological or emotional    impact/benefit/effect of a particular consistency to the object/entity having    that consistency</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. material impact/benefit/effect    of having a particular consistency to consumer/user/owner of object/entity    having that consistency</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. psychological or emotional    impact/benefit/effect of having a particular consistency to consumer/user/owner    of object/entity having that consistency</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. object having a particular    consistency</P></TD>
+      <TD width="185" valign="top"><P>1. the consistency itself</P></TD>
+      <TD width="185" valign="top"><P>1. act/process designed to render    a certain consistency or degree of malleability/plasticity</P></TD>
+      <TD width="185" valign="top"><P>1. actual results of an act or    process to render a certain consistency or degree of malleability/plasticity</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. assumed, expected, potential,    or theoretical material impact, benefit, effect of a particular consistency    to the object/entity having that consistency</P></TD>
+      <TD width="185" valign="top"><P>2. actual material impact,    benefit, effect of a particular consistency to the object/entity having that    consistency</P></TD>
+      <TD width="185" valign="top"><P>2. assumed, expected, potential,    or theoretical psychological or emotional impact, benefit, effect of a    particular consistency to the entity having that consistency</P></TD>
+      <TD width="185" valign="top"><P>2. actual psychological or    emotional impact, benefit, effect of a particular consistency to the entity    having that consistency</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. assumed, expected, potential,    or theoretical material impact/benefit of a particular consistency to    consumer/user/owner of object/entity having that consistency</P></TD>
+      <TD width="185" valign="top"><P>3. actual material impact/benefit    of a particular consistency to consumer/user/owner of object/entity having    that consistency</P></TD>
+      <TD width="185" valign="top"><P>3. assumed, expected, potential,    or theoretical psychological or emotional impact/effect of a particular    consistency to consumer/user/owner of object/entity having that consistency</P></TD>
+      <TD width="185" valign="top"><P>3. actual psychological or    emotional impact/effect of a particular consistency to consumer/user/owner of    object/entity having that consistency</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>THE STEMS OF THE ROOTS BELOW ARE  MODELED ON THE SAME STRUCTURE AS THE ABOVE ROOT; THESE ROOTS USE THE  EXTENT/DEGREE SUFFIX TO SPECIFY THE POINT ON A SPECTRUM BETWEEN TWO EXTREMES AS  INDICATED<BR>
+&#266;-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> suppleness/pliancy/flexibility/ductility/bendability &lt;--&gt;  stiffness/rigidity<BR>
+T-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> squeezability/compressability &lt;--&gt; stiffness/rigidity<BR>
+    R-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> sponginess  &lt;--&gt; stiffness/rigidity<BR>
+    X-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> elasticity  &lt;--&gt; stiffness/rigidity<BR>
+    K-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> springiness/spring  &lt;--&gt; inertness/immobility<BR>
+    XL-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> jiggliness  &lt;--&gt; inertness/immobility<BR>
+Ç-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> limpness/flaccidity  &lt;--&gt; stiffness/rigidity<BR>
+&#310;-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> buoyancy<BR>
+    FL-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> bounce/recoil  &lt;--&gt; inertness/immobility<BR>
+&#354;-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> brittleness  &lt;--&gt; resiliency<BR>
+Š-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> flimsiness/fragility &lt;--&gt; resiliency/strength<BR>
+    KL-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> flabbiness  &lt;--&gt; cohesiveness / compactness<BR>
+    F-&#266;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> tendency to  disintegrate/crumble/fall apart &lt;--&gt; coherence/cohesiveness/compositional  integrity<BR>
+    S-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> spreadability<BR>
+    PL-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17"> deformability /  “dentability”</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">Q-&#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; ‘GEOGRAPHICAL/GEOPOLITICAL ELEMENTS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. geographical feature or    element</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. geopolitical feature or    element</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. geographical area / “land”</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. geopolitical area / “land” or    “country”</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. natural piece of territory</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. (piece of) property</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    geophysical feature or element</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus as    natural habitat</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus as    political entity</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    political boundaries/borders</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">TL-C<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; ‘ARCHITECTURAL COMPONENTS/FORMS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. column/pillar</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. strut/buttress</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. “side”/wall (external)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. partition</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. floor [= base/ground]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. roof</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to physical shape/form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to function/purpose</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to physical shape/form</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to function/purpose</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">X- &#268;<IMG src="assets/aspiration-h.gif" alt="aspiration" width="4" height="17">&nbsp;&nbsp; ‘MAKE/CONSTRUCT/INTEGRATE/FORM’<BR>
+        (NOTE:&nbsp; This root    does not refer to ‘make/create’ meaning ‘emit/secrete/produce’as in ‘make    noise’ or ‘make milk’, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. make/construct/create    (non-mechanical) [= construct via integration of material resources]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. mechanically construct / build    from a design</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. to form/fashion/mix&nbsp; (non-mechanical) [= combine    ingredients/parts to form]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. integrate parts / integration    of parts</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. integrate/organize    (non-mechanical)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. machine / mechanical device</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    effort/work involved</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    the result or product</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    effort/work involved</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    the result or product</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">NOTE:&nbsp; The above meanings represent these stems as  used in conjunction with the COMPLETIVE (CPT) version.&nbsp; Their default PROCESSUAL (PCT) counterparts  would translate as ‘plan (to)’, ‘design’, etc.<BR>
+    Derivations:&nbsp; cobble together, rig, system, conspire</FONT></P>
+</BLOCKQUOTE>
+<P>&nbsp;</P>
+<P><BR>
+    <STRONG>CLASS 12 ROOTS: socially or externally-induced affectations</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT size="-1"><STRONG>L</STRONG></FONT><STRONG>-</STRONG><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Qv.gif" alt="q + hacek" width="10" height="18" align="absmiddle"></STRONG></FONT></STRONG>&nbsp;&nbsp; ‘MUSIC’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. musical note or tone / produce [i.e., play] musical    note or tone [sound + its playing]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>Same as INFORMAL stems except that they apply to the    production of song, i.e., vocal music or for voice with musical accompaniment</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. consciously select musical note [for purpose of    composition] + sound of note</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. a musical beat or measure [sound + its playing]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. sound of musical note or tone</P></TD>
+      <TD width="194" valign="top"><P>1. producing/playing of musical note or tone</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. sound of selected musical note</P></TD>
+      <TD width="194" valign="top"><P>2. conscious selection of musical note [for purpose of    composition]</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. sound of a musical beat or measure</P></TD>
+      <TD width="194" valign="top"><P>3. production/playing of a musical beat or measure</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  piece of music, melody, music [abstract concept], composition, musical  instrument, musician, composer, rhythm, band, orchestra, song</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000" size="-1"><STRONG>N</STRONG></FONT><FONT color="#000000"><STRONG>-<FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/x-cedilla.gif" alt="x + cedilla" width="10" height="14" align="absbottom"></FONT></STRONG>’&nbsp; ‘GOODWILL/FRIENDLINESS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. being nice [=    emotional/spiritual/physical support of another’s interests]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. good samaritanship, going out    of the way to help</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. goodwill, benevolent intent,    kind(ness)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. peace / fellowship</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. amicability / friendliness</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. friendship (unidirectional)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act(ions) or behavior</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    emotion or feeling</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act(ions) or behavior</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    emotion or feeling</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Derivations:&nbsp; altruism, being friends, affable</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">P-X’&nbsp;&nbsp;&nbsp; ‘CELEBRATORY    ACT/ CEREMONIAL RITE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. act of jubilation (as    manifestation of personal joy, contentment, freedom, self-indulgence, etc.)    [both act + cause/reason]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. solemn act of    commemoration/memorial</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. act of celebration (in    positive recognition of something) [both act + cause/reason]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. solemn act of    recognition/acknowledgement</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. joyful or celebratory    symbolic/ceremonial rite [both act + cause/reason]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. solemn symbolic/ceremonial    rite</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to reason, cause or motive</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to act itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to reason, cause or motive</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MORPHOLOGICAL DERIVATIVES:&nbsp; party, celebration, fête, festivities,  ceremony</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000"><STRONG><FONT face="Arial, Helvetica, sans-serif">q</FONT></STRONG>-<STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/Qv.gif" alt="q + hacek" width="10" height="18" align="absmiddle"></STRONG></FONT></STRONG>&nbsp;&nbsp; ‘SALUTATION/GREETING/ACKNOWLEDGEMENT’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. acknowledge/demonstrate    awareness of</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. greet(ings) / salutation(s)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. hail / get attention of /    bring attention to</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. formal welcome or farewell</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. congratulate</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. socially introduce / to    socially present</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    purpose or desired outcome</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    purpose or desired outcome</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD affix for FORMAL Stem Nos. 1  and 2 by degree:&nbsp; 1) bow upon  arrival/introduction 2) shake hands upon arrival/introduction&nbsp; 3) wave hand or arm upon  arrival/introduction/seeing 4)verbal salutation only upon  arrival/introduction/seeing 5) words used in greeting/salutation/farewell&nbsp; 6) say goodbye&nbsp; 7) wave goodbye 8) shake hands upon  farewell/leavetaking 9) bow upon farewell/leavetaking</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">T-X’&nbsp;&nbsp;&nbsp;    ‘REPUTE/NOTORIETY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. repute/reputation</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. distinction/mark</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. public image/persona</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. degree of eminence [= power or    influence]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. notoriety [= degree of    renown/recognition by others]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. degree of prestige/status</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to perspective of person reputed</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to perspective of audience</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to perspective of person reputed</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to perspective of audience</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">This root is usually used in  conjunction with the NOTORIETY affix.</FONT></P>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><STRONG>CLASS 13 ROOTS: personal affect, emotion, feelings, preferences</STRONG></P>
+<BLOCKQUOTE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">&#268;-&#344;&nbsp;&nbsp; ‘DEGREE    OF FUN/MERRIMENT/JOVIALITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. fun/ merriment; feel/be    merry, have fun (both cause/source + feeling derived)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. be jovial/jocular/jolly;    express/manifest joviality, jollity</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. frolic, skylark = aimless,    innocent pursuit of fun and amusement (both cause/source + feeling derived)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. formal amusement (activity    or cause + feeling derived), e.g., from/at party, fete, show, performance,    etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. whim, impulsive moment for    purpose of amusement</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. revel; an instance of    revelry</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the cause</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the feeling of merriment derived</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the cause</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the feeeling of merriment/amusement derived</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>carouse, with wild abandon, spree,  escapade, jaunt, romp, party, fete</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">F-&#344;&nbsp;&nbsp;    ‘HUMOR/WIT/JEST’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. something funny or humorous    = comical</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. a jest or prank; make a    jest or pull a prank = act or situation designed to evoke humor</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. something witty = subtlely    and cleverly humorous</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. a joke; make a joke&nbsp; = communicated situation or message    designed to evoke humor</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. something farcical =    something humorous based in irony</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. something sardonic =    double-edged humor based in sarcasm</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems but w/    focus on the joke or source of humor </P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems but w/    focus on the humorous effect/impact</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems but w/    focus on the joke or source of humor </P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems but w/    focus on the humorous effect/impact</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD derivatives:&nbsp; pun, riddle</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000"><STRONG><FONT face="Arial, Helvetica, sans-serif">h</FONT></STRONG>-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp; ‘LOVE/AFFECTION/EMOTIONAL BOND’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. act of affection / display of    fondness or endearment</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. like / value as source of    emotional fulfillment</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. familial/genetically-tied bond    of love</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. love of country, heritage,    race, etc.</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. romantic love</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. love of or emotional    allegiance to abstract idea (e.g., freedom, life, wealth)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act or display</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    the emotion/feeling itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act or display</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    the emotion/feeling itself</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Morphological Derivations:&nbsp; love, tenderness, infatuation, obsession,  passion, passionate<BR>
+    SSD Derivatives from INFORMAL Stem  1:&nbsp; kiss, embrace, hug, hold hand,  cuddle, caress, massage, pat, wink</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">L-&#344;&nbsp;&nbsp; ‘ “HEART” /    “ESSENCE” / VALUES ’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. metaphorical/psychological    seat of one’s personality and emotions, i.e., “heart”, “soul”, mind</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. personal value(s)/ what one    holds dearest or as most important</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. degree/depth of one’s emotions    / “feelings” / experience a certain depth of emotion</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. personal virtues/ personality    traits</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. essence; essential    subjective/intangible qualities of an entity</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. personal principles</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to volitionally controllable aspect(s) thereof</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to non-volitional aspect(s) thereof</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to volitionally controllable aspect(s) thereof</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to non-volitional aspect(s) thereof</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Derivations:&nbsp; personality</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">P- &#286;&nbsp;&nbsp; ‘EXPERIENCE /    UNDERGO A STATE OR FEELING’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="372" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">1. non-volitional (i.e.,    affective) experience of a state/feeling/emotion; feel (an) emotion [state +    content]</FONT></P></TD>
+      <TD width="372" rowspan="5" valign="top"><P>Same as INFORMAL stems  except referring to a formal/institutionalized/symbolic expressions of the  particular emotion.</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">2. act or action caused by    non-volitional experience of state or feeling</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">3. cause or causal circumstance    for non-volitional state/feeling</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    process itself</FONT></P></TD>
+      <TD width="194" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    experiential state/feeling itself</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>The stem patterns of the above root  are applied to all of the following roots:<BR>
+      <FONT color="#000000">P-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp;&nbsp;  ‘excitement/thrill’<BR>
+        &#268;-&#286;&nbsp;&nbsp;&nbsp; ‘agitation/disquietude’<BR>
+        ST-V&nbsp;&nbsp;&nbsp; ‘awe / be or feel impressed / humbleness in  face of something’<BR>
+        N-&#344;&nbsp;&nbsp;&nbsp; ‘depression / be or feel depressed’<BR>
+        T-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp;  ‘eagerness / fervor / zeal’<BR>
+        Š-&#344;&nbsp;&nbsp;&nbsp; ‘cordiality/benevolence’<BR>
+        X-&#286;&nbsp;&nbsp;&nbsp; ‘hysteria/loss of control’<BR>
+        SX-V&nbsp;&nbsp;&nbsp; ‘commitment/loyalty’&nbsp; Derivations:&nbsp;  ‘intransigence’, ‘stubbornness’<BR>
+        PŠ-&#344;&nbsp;&nbsp;&nbsp; ‘tenderness/nuturing/caring’<BR>
+        &#310;-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp; ‘feel  hurt/offended’<BR>
+        &#310;-&#344;&nbsp;&nbsp; ‘spite’<BR>
+        K-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;  ‘stoicism/repression’<BR>
+        &#350;-&#286;&nbsp;  ‘nonchalance/indifference’ Derivations:&nbsp;  ‘callousness’<BR>
+        &#354;-&#344;&nbsp;  ‘torpor/lethargy’ Derivations: ‘stupor’, ‘catatonia’<BR>
+        R-&#286;&nbsp;&nbsp; ‘numbness / emotional saturation’<BR>
+        Q-V&nbsp;&nbsp;&nbsp; ‘wonder/enthrallment’<BR>
+        C-V&nbsp;&nbsp; ‘inspiration / feeling of positive energy’<BR>
+        M-V&nbsp;  ‘fear/fright’ <FONT color="#0000FF">Derivation:&nbsp; panic</FONT><BR>
+        H-V&nbsp;&nbsp;&nbsp; ‘uplift/inspiration (e.g., by beauty, art,  music, etc.)<BR>
+        FL-&#286;&nbsp;&nbsp;&nbsp; ‘jollity/merriment/gayness’<BR>
+        M-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp; ‘feeling  carefree / frivolity / relaxed’<BR>
+        ŠX-&#344;&nbsp;&nbsp;&nbsp; ‘stress / feel pressured’<BR>
+        K&#354;-&#344;&nbsp;&nbsp;&nbsp; ‘worry / feel preoccupied’<BR>
+        ŠK-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp;&nbsp; ‘grief  / sadness from loss’<BR>
+        KS-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp; ‘angst /  weltschmertz’<BR>
+      </FONT>P-V&nbsp;&nbsp;&nbsp;  ‘regret, repining, ruefulness’<BR>
+    T-&#344;&nbsp;&nbsp;  ‘woe, despair, desolation’<BR>
+    SL-V&nbsp;&nbsp;&nbsp;  ‘sorrow, lamentation’<BR>
+    Q-&#344;&nbsp;&nbsp;  ‘wistfulness, bittersweetness’<BR>
+    X-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp;&nbsp;  ‘bittersweet longing’ (Portuguese “saudade”)<BR>
+    T-V&nbsp;&nbsp;&nbsp;  ‘anticipate (something positive); feeling of anticipation (for something positive)’<FONT color="#000000"><BR>
+      Q&#354;-V&nbsp; ‘feeling of surprise, revelation and  self-growth upon discovering that achievement of long-awaited vengeance or  vindication is hollow and meaningless due to personal maturation or present  irrelevance of original circumstances’<BR>
+      XL-V&nbsp;&nbsp;&nbsp; ‘mix of humor and shame felt upon pulling  joke on someone or at their expense but the target doesn’t “get it” or remains  ignorant of the joke’</FONT><BR>
+    K-V&nbsp;  serenity, peace of mind<BR>
+    T-&#286; schadenfreude; malicious glee  at another’s (implicitly deserved) discomfort or inconvenience<BR>
+      KL-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> impatience due to feeling  that time/resources being wasted<BR>
+&#325;-&#344; bother, annoyance (based on  displeasure at or disagreement with external circumstances)<BR>
+&#310;-V  bother, annoyance at self due to one’s own actions/behavior<BR>
+K-&#286; feeling of disappointment at  being letdown by another<BR>
+      TL-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> feeling of  disappointment/let-down at one’s own actions/behavior<BR>
+&#266; -&#344;&nbsp; anticipate a negative; dread<BR>
+&#266;-V&nbsp;  feeling of emotional maturity/superiority; feeling “above it all”<BR>
+&#310; -&#286;&nbsp; feeling of surprise, revelation and  self-growth upon discovering that one can get past, and need not succumb to,  feelings of defensiveness or “victimhood” upon being criticized, maligned,  slandered, or disrespected<BR>
+&#268;-V&nbsp;  achievement of zen-like enlightenment through meditation<BR>
+Q-&#286;&nbsp;  meditative bliss<BR>
+&#325;-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> post-orgasmic/post-coital  bliss; “afterglow”<BR>
+C-&#344; feeling of being “on edge”; at  cusp of loss-of-control or loss of one’s actions/inhibitions<BR>
+      F-V being ultra-alert with senses  heightened<BR>
+      M-&#286; ecstatic/euphoric feeling of  joie-de-vivre<BR>
+      L-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> feeling of inherent  “connection” to or oneness with the universe through space and time<BR>
+Ç-&#344; feeling of puzzlement and  curiosity, a desire to solve a mystery<BR>
+&#354;-V&nbsp;  feeling of piquancy, stimulated curiosity, a desire for a new experience<BR>
+N-&#286; feeling of “devilishness” and  spontaneous non-conformity<BR>
+&#350;-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> feeling flustered at not  knowing how to react or what to think<BR>
+M-&#344; embarrassment due to social  faux pas, behavioral misstep, or others seeing through one’s façade or airs<BR>
+Ç-V embarrassment at being unable  to perform a task or activity as expected<BR>
+L-&#286; humiliation<BR>
+      N-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> poignancy, “aaaaw” reaction to  irresistable cuteness<BR>
+      R-&#344; material lust, avarice, greed  (for sexual lust see root H-Z&nbsp;&nbsp; Š&#364;-)<BR>
+      S-V&nbsp;  shock, reeling (e.g., from bad news or an unexpected discovery)<BR>
+&#325;-&#286; swooning, feeling of faintness  due to emotional overload<BR>
+      S-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> repugnance, repellant feeling,  disgust<BR>
+      H-&#344;&nbsp;  discomfiture at having been socially snubbed or at being ill-prepared  for a situation after believing that one was accepted or was well-prepared<BR>
+Š-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG> solace, comfort in the face of sadness/grief</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">P-&#344;&nbsp;&nbsp;    ‘AFFECTIVE/NON-VOLITIONAL MENTAL STATE/PROCESS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. mood; be in a mood</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. rationalization; rationalize</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. instinct; act/behave on    instinct [state + content]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. delusion; (be) delude(d)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. psychic phenomenon, altered  state of consciousness</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. dream [state + content]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to state or process itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to content thereof</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring to    state or process itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to content thereof</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Derivatives for Stem  3:&nbsp; 1) “high”, under-the-influence of a  psycho-active substance&nbsp; 2)  hallucination; hallucinate, (observe) apparition 3) trance 4) instance of  telepathy 5) (experience) premonition/vision 6) synaesthetic experience 7)  sensory illusion 8) out-of-body experience&nbsp;  9) state of prescience/clairvoyance</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Q-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/d-cedilla.gif" alt="d + cedilla" width="12" height="17" align="absbottom"></FONT></STRONG>&nbsp;&nbsp; ‘DEGREE OF    PLEASURE/FULFILLMENT/SATISFACTION/HAPPINESS’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. degree of physical/sensual pleasure [both feeling and    cause]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. degree of spiritual/value-based/philosophically-oriented    pleasure/contentment [both feeling and cause]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. degree of emotional/psychological contentment/pleasure    [both feeling and cause]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. degree of happiness <BR>
+        (spiritual/value-based/philosophically-oriented) [both    feeling and cause]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. degree of physical satisfaction/satiety [both feeling    and cause]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. degree of emotional/psychological satisfaction and    fulfillment [both feeling and cause]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to the affective    state/feeling/experience itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to the cause or causal    context, e.g., ‘a pleasant visit’ or ‘a satisfying meal’</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to the affective    state/feeling/experience itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to the cause or causal    context, e.g., ‘a happy home’ or ‘a fulfilling job’</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Derivations:&nbsp;  gratify/gratification, satiety, ecstasy, joy</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">S-&#344;&nbsp;&nbsp;    ‘PRIDE/EGO/RESPECT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. feel proud (of oneself);    feeling of pride (in oneself)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. self-esteem</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. feel proud (of someone); feeling    of pride (of someone)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. respect/admiration</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. one’s    feelings/sensibilities (e.g., to hurt one’s feelings)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. ego/sense of self-identity;    to sense (some)one’s ego / to gain an impression of someone’s self-identity</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the cause</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the feeling</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the cause</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the feeling</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivatives:&nbsp; arrogance/arrogant, haughtiness/haughty,  pomposity/pompous, put on airs, vainglorious; magisterial/imperious</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">X-V&nbsp;&nbsp; &nbsp;‘DEGREE OF PAIN/LOSS/DISSATISFACTION/MISERY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. degree of physical pain    [both feeling and cause]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. degree of    spiritual/value-based/philosophically-oriented displeasure/discontent [both    feeling and cause]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. degree of    emotional/psychological discontent/pain [both feeling and cause]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. degree of    unhappiness/misery<BR>
+        (spiritual/value-based/philosophically-oriented)    [both feeling and cause]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. degree of physical    dissatisfaction/lack [both feeling and cause]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. degree of    emotional/psychological dissatisfaction and loss/lack [both feeling and    cause]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems    referring to the affective state/feeling/experience itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems    referring to the cause or causal context, e.g., ‘an unpleasant visit’ or ‘a    terrible meal’</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems    referring to the affective state/feeling/experience itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems    referring to the cause or causal context, e.g., ‘an unhappy home’ or ‘a    miserable job’</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><BR>
+    <STRONG>CLASS 14 ROOTS: concepts of intersocial volition and personal relations</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">F-Z&nbsp;&nbsp;&nbsp;&nbsp; ‘ATTRACTION</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. feel/be attracted to (physical    attraction to other person)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. feel/be attracted/drawn to (emotional-philosophical    attraction to inanimate thing or abstraction, e.g., a political platform,    buying a certain car, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. feel/be attractive (physical    attraction to other person)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. be attractive/seductive (emotional-philosophical    attraction to inanimate thing, idea or abstraction, e.g., a political    platform, buying a certain car, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. act/gesture indicating or    hinting of attraction to; “(give) clue/hint” (physical attraction to other person)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. “selling point” / a “pro” (vs.    “con”)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to viewpoint of others</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to viewpoint of party feeling attraction</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to viewpoint of others</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to viewpoint of party feeling attraction</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">MORPHOLOGICAL Derivations:&nbsp; seduce, seduction</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">H-Z&nbsp;&nbsp;&nbsp; ‘ROMANTIC    AND/OR SEXUAL RELATIONSHIP’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1.&nbsp; state of sexual/romantic relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. significant other / boyfriend    or girlfriend</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2.&nbsp; erotic/sexual act; engage in a    sexual/erotic activity</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. lover / sex partner</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3.&nbsp; to date / to court; pursue romantic    relationship</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. dating partner</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. sexual/romantic relationship    itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. emotional / hormonal basis    underlying sexual relationship</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. boyfriend</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. girlfriend</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. sexual/erotic act itself </FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. feeling of lust or other    motive underlying sexual act</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. male lover</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. female lover</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. particular act involved in    dating or courtship</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. feeling of hope or long-term    goal of monogamous relationship or marriage underlying pursuit of romantic    relationship</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. male dating partner</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. female dating partner</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MORPHOLOGICAL Derivations:&nbsp; h<FONT color="#000000">ave sex, make love, cheat,  monogamous relationship</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">H-Ž&nbsp;&nbsp; ‘CONFLICT-BASED HOSTILITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. hostility / anger / be angry [both emotion and    display/actions]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. authoritative/official (i.e., police/military, etc.)    use of force / act of aggression</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. threat(en) [reason for plus act]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. threat of official/authoritative use of force</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. defend oneself / defense [reason for plus act]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. official/authoritative defense</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. feeling of anger</P></TD>
+      <TD width="185" valign="top"><P>1. show/display of anger</P></TD>
+      <TD width="185" valign="top"><P>1. rationale/cause behind military agression</P></TD>
+      <TD width="185" valign="top"><P>1. official/authoritative act of force/agression</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. cause/rationale for threat</P></TD>
+      <TD width="185" valign="top"><P>2. effect of threat or being threatened</P></TD>
+      <TD width="185" valign="top"><P>2. cause/rationale for official/authoritative/ military    threat</P></TD>
+      <TD width="185" valign="top"><P>2. effect of official/authoritative/ military threat or    being threatened</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. situation/rationale for defensive act</P></TD>
+      <TD width="185" valign="top"><P>3. defend / take defensive action</P></TD>
+      <TD width="185" valign="top"><P>3. situation/rationale for official/authoritative/    military defensive act</P></TD>
+      <TD width="185" valign="top"><P>3. defend / take official/authoritative/ military    defensive action</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Derivations:&nbsp; peeved,  conflict, intimidate, fight, battle, skirmish, military operation or campaign,  war</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">K-Z&nbsp;&nbsp;&nbsp;&nbsp; ‘TRANSFER OF POSSESSION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. temporary, circumstantial, incidental direct transfer    of possession (i.e., give / take)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. quasi-permanent or official transfer of possession    (i.e., rendering/reception; render, receive)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. temporary, circumstantial, incidental indirect transfer    (i.e., to leave for someone / to take based on discernment of availability)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. quasi-permanent or official transfer (i.e., bestowal or    bequest/acquisition; bestow/acquire)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. temporary, circumstantial, incidental transfer over    distance (i.e., to bring something / to leave with something)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. deliver/take ownership of</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. give, lend</P></TD>
+      <TD width="185" valign="top"><P>1. take, borrow</P></TD>
+      <TD width="185" valign="top"><P>1. donate; donation</P></TD>
+      <TD width="185" valign="top"><P>1. receive; reception</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. leave (something for someone), make available</P></TD>
+      <TD width="185" valign="top"><P>2. get, obtain</P></TD>
+      <TD width="185" valign="top"><P>2. leave to heir</P></TD>
+      <TD width="185" valign="top"><P>2. inherit; inheritance</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. thing given, gift (given)</P></TD>
+      <TD width="185" valign="top"><P>3. thing taken, gift (taken)</P></TD>
+      <TD width="185" valign="top"><P>3. bestow; bequest</P></TD>
+      <TD width="185" valign="top"><P>3. acquire; acquisition</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MORPHOLOGICAL DERIVATIONS:&nbsp;  procure(ment), requisition, accept (= willingly  receive)</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">L-Z&nbsp;&nbsp;&nbsp;&nbsp; ‘MANAGE/GUIDANCE/COMPLIANCE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. guide / guideline + compliance</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. rule, precept + obedience</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. manage / direct + compliance</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. preside over / mete out law / govern + abidance</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. discipline + submission/obedience</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. moral guideline + personal rectitude</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. guide / guideline</P></TD>
+      <TD width="185" valign="top"><P>1. follow guide / follow guideline</P></TD>
+      <TD width="185" valign="top"><P>1. rule, precept</P></TD>
+      <TD width="185" valign="top"><P>1. obey rule or precept</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. manage / direct</P></TD>
+      <TD width="185" valign="top"><P>2. comply / follow direction(s)</P></TD>
+      <TD width="185" valign="top"><P>2. preside over / met out law / govern</P></TD>
+      <TD width="185" valign="top"><P>2. abide by law / obey law</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. apply discipline</P></TD>
+      <TD width="185" valign="top"><P>3. submit to discipline</P></TD>
+      <TD width="185" valign="top"><P>3. moral guideline</P></TD>
+      <TD width="185" valign="top"><P>3. personal rectitude</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  guidance, management, morality, law, president, ruler; set of rules, steer,  administer, order, drive; oversee, custom, “norm”, authority</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">N-Z - ‘SOCIAL INTERRELATION/INTERACTION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. act/state of social    interaction/interrelation + benefits, consequences, or implications thereof</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. expected/natural role of    member of a relationship + benefits, consequences, or implications thereof</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. act/state of “dominant” or    initiating partner in social interaction/relationship</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. expected/natural role of    “dominant” or initiating partner of a relationship + benefits, consequences,    or implications thereof</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. act/state of “passive” or    secondary/complementary partner in social interaction/relationship</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. expected/natural role of    “passive” or secondary or complementary partner of a relationship + benefits,    consequences, or implications thereof</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems with focus    on act/state of social interaction or interrelation itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus on    benefits, consequences, or implications of act/state of social interaction or    interrelation </P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems with focus    on act/state of social interaction or interrelation itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus on    benefits, consequences, or implications of act/state of social interaction or    interrelation </P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Note:&nbsp; The above root (and those immediately below)  are likely to be used in conjunction with the various Valence categories (see Section XXX) to specify the exact  nature of the relationship between the parties involved.&nbsp; Note also that, for relationships where the  parties are acting in equivalent roles or positions of equal stature (i.e., no  “dominant” vs. “passive” roles), use of Stems 2 and 3 above would be  inapplicable.</P>
+  <P>THE STEMS OF THE FOLLOWING ROOTS  DESCRIBING SPECIFIC TYPES OF RELATIONSHIPS ARE STRUCTURED IDENTICALLY WITH THE  ROOT ABOVE:<BR>
+&#310;-Ž&nbsp;&nbsp; close loving friendship<BR>
+    <IMG src="assets/x-cedilla.gif" alt="x-cedilla" width="10" height="14" align="absbottom">-Z&nbsp; business partnership<BR>
+    K-Ž&nbsp;&nbsp; marriage<BR>
+    M-Z,&nbsp; temporary or youthful romantic  dalliance/lovers (with or without involving sex)<BR>
+    F-Ž&nbsp;&nbsp; sexual partners<BR>
+    N-Z,&nbsp; club members<BR>
+&#354;-Ž&nbsp;&nbsp; fellow hobbyists or enthusiasts<BR>
+L-Z,&nbsp; fan + celebrity<BR>
+Ç-Ž&nbsp;&nbsp; sage + disciples<BR>
+&#325; -Z&nbsp; “center of attention” + sycophants<BR>
+X-Ž&nbsp;&nbsp; master/servant<BR>
+&#310;-Z&nbsp;  sibling relations<BR>
+X,-Ž&nbsp;&nbsp; fellowship, “band of brothers”, fraternity,  sorority, etc.<BR>
+&#354;-Z&nbsp;  members of secret society<BR>
+S-Ž&nbsp;&nbsp; members of stigmatized/isolated/oppressed societal  group<BR>
+Ç-Z&nbsp;  owner + pet<BR>
+M-Ž&nbsp;&nbsp; co-workers/associates<BR>
+PL-Z&nbsp; co-authors/creators of joint opus or artistic  work<BR>
+L-Ž&nbsp;&nbsp; autocrat or autarch + subjects<BR>
+TL-Z&nbsp; official/agent of authority +  supplicant/petitioner/applicant<BR>
+&#325;-Ž&nbsp;&nbsp; interviewer/interrogator + interviewee<BR>
+KL-Z&nbsp; seller + buyer<BR>
+PL-Ž&nbsp;&nbsp; members of same religion or belief system<BR>
+FL-Z&nbsp; members of holy order or spiritual fellowship<BR>
+TL-Ž&nbsp;&nbsp; members of business/executive management<BR>
+&#354;L-Z&nbsp; strangers brought together by circumstances  of the moment<BR>
+KL-Ž&nbsp;&nbsp; romantic love relationship<BR>
+XL-Z&nbsp; parent-child relationship<BR>
+FL-Ž&nbsp;&nbsp; relationship between business associates<BR>
+&#342;-Z&nbsp;  supervisor/boss + employee<BR>
+&#354;L-Ž&nbsp;&nbsp; partners or team members in sporting match  or sporting activity<BR>
+&#315;-Z&nbsp;  adversaries or opposing team members in sporting match or sporting  activity<BR>
+XL-Ž&nbsp;&nbsp; socially adversarial based on social  one-upmanship/ego gratification<BR>
+    <IMG src="assets/x-cedilla.gif" alt="x-cedilla" width="10" height="14" align="absbottom">-Z,&nbsp; socially adversarial based on enmity/hatred<BR>
+    P&#354;-Ž&nbsp;&nbsp; relationship based on compulsion/threat<BR>
+    X-Z,&nbsp; adversarial based on a feud<BR>
+    K&#354; -Ž&nbsp;&nbsp; adversarial based on jealousy/coveting of  one’s situation<BR>
+Ç-Z,&nbsp; adversarial based on material envy/coveting  of one’s possessions<BR>
+Q&#354; -Ž&nbsp;&nbsp; enmity based on revenge<BR>
+&#354;-Z,&nbsp; adversarial based on anger/resentment<BR>
+SL-Ž&nbsp;&nbsp; allies<BR>
+F-Z,&nbsp; predator + prey<BR>
+SP-Ž&nbsp;&nbsp; invader + invadee<BR>
+Q-Z,&nbsp; co-participants in general activity<BR>
+ST-Ž&nbsp;&nbsp; matchmaker + parties being matched<BR>
+&#325;-Z&nbsp;  member of couple being matched or “set up” with each other<BR>
+SK-Ž&nbsp;&nbsp; lender + borrower<BR>
+&#310;-Z,&nbsp; perpetrator + victim<BR>
+SF-Ž&nbsp;&nbsp; traders/barterers<BR>
+K-Z,&nbsp; lessor + lessee<BR>
+S&#354;-Ž&nbsp;&nbsp; creditor + debtor<BR>
+T-Z,&nbsp; advisor + party seeking advise<BR>
+SX-Ž&nbsp;&nbsp; warring parties<BR>
+P-Z,&nbsp; entertainer/emcee + audience<BR>
+R-Ž&nbsp;&nbsp; speaker/speechmaker/presenter + audience</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">N-Ž&nbsp;&nbsp;&nbsp;    ‘MARITAL/SPOUSAL RELATIONSHIP’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1.&nbsp; state of marriage / marital state / state    of being married</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. spouse</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. act of infidelity /    extramarital liaison / to be unfaithful / to betray spouse</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. extramarital sex partner /    mistress or gigolo</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3.&nbsp; betrothal / engagement; be betrothed, be    engaged</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. fiancé(e) / being a fiancé(e)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000"></FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">1.&nbsp; formal/legal state of marriage</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. emotional bond of    love/fidelity underlying marriage</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. husband</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">1. wife</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. physical act of    infidelity/betrayal</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. breaking of emotional bond    underlying marriage</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. gigolo, kept man (male equivalent    of mistress)</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">2. mistress</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. formal/legal status of being    betrothed/engaged</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. emotional bond of love/fealty    underlying betrothal/engagement</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. fiancé</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">3. fiancée</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <P><FONT color="#000000">MORPHOLOGICAL DERIVATIVES:&nbsp; wed, wedded, marry, get married, marriage,  wedding ceremony, cuckold (male or female)</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-Z&nbsp;&nbsp;&nbsp;&nbsp; ‘EXCHANGE/PURCHASE’ <BR>
+        Note: The stems below are generally used in conjunction    with PROCESSUAL versus COMPLETIVE version (See Secs. 5.3.1 and 5.3.2) in    order to distinguish an offer of exchange from a completed exchange.    Alternately, the distinction between MONOACTIVE and COMPLEMENTARY valence    (Sec. 5.2) can be used for the same purpose.</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. exchange / swap</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. act of trade / act of barter</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. substitute / transpose / interchange</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. purchase / commercial transaction; buy(ing) and    sell(ing)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. change out / supplant / replace</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. invest(ment)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. exchange (focus on entity given)</P></TD>
+      <TD width="185" valign="top"><P>1. exchange (focus on entity taken)</P></TD>
+      <TD width="185" valign="top"><P>1. to trade for / acquire through trade; act of acquiring    via trade</P></TD>
+      <TD width="185" valign="top"><P>1. to trade away / give up through trade; act of given    away via trade</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. substitute / transpose / interchange (focus on entity    substituted into new function/place)</P></TD>
+      <TD width="185" valign="top"><P>2. substitute / transpose / interchange (focus on entity    substituted out of old function/place)</P></TD>
+      <TD width="185" valign="top"><P>2. buy; acquisition via purchase</P></TD>
+      <TD width="185" valign="top"><P>2. sell; act of selling</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. change out / supplant / replace (focus on entity newly    placed)</P></TD>
+      <TD width="185" valign="top"><P>3. change out / supplant / replace (focus on entity taken    out of action)</P></TD>
+      <TD width="185" valign="top"><P>3. acquire via investment; act of acquisition via    investment</P></TD>
+      <TD width="185" valign="top"><P>3. release interest in / sell one’s investment</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  commercial venture, a purchase, acquisition via trade, acquisition via  investment; purvey, goods, thing sold, market, warehouse, buyer, seller, agent,  business</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-Ž&nbsp; -    ‘MASTERY/AUTHORITY/SERVITUDE/OBEDIENCE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. act/state of    mastery/ownership/overlordship + servitude/subservience/subjugation to that    mastery</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. military command/office +    obedience/following of orders</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. act/state of supervision or    formal oversight + following of orders/instructions</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. lordship, class-based rule/oversight    by noble right + recognition/submission to that rule</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. take charge of; act/state of    leadership + following that leadership</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. formal authorization,    appointed/elected authority / political authority; being official, being    authorized + recognition/compliance with that authority</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. act/state of mastery, ownership,    overlordship</P></TD>
+      <TD width="185" valign="top"><P>1. servitude, subservience,    subjugation to mastery or overlordship</P></TD>
+      <TD width="185" valign="top"><P>1. military command/office</P></TD>
+      <TD width="185" valign="top"><P>1. obedience/following of    military orders</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. act/state of supervision or    formal oversight</P></TD>
+      <TD width="185" valign="top"><P>2. following of orders or    instructions from super-visor/overseer</P></TD>
+      <TD width="185" valign="top"><P>2. lordship, class-based    rule/oversight by noble claim or “right”</P></TD>
+      <TD width="185" valign="top"><P>2. recognition/submission to    claim of noble rule</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. take charge of; act/state of    leadership</P></TD>
+      <TD width="185" valign="top"><P>3. follow/obey a leader</P></TD>
+      <TD width="185" valign="top"><P>3. formal authorization,    appointed/elected authority / political authority; being official, being    authorized</P></TD>
+      <TD width="185" valign="top"><P>3. recognition/compliance with    appointed, elected, official/political authority</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological derivatives: boss, supervisor, master, owner,  lord, commander, leader, person-in-charge, officer<BR>
+  SSD derivatives for Formal Stem  1:&nbsp; general, commodore, admiral, colonel,  major, captain, lieutenant</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Q-Ž&nbsp; -    ‘PSYCHOLOGICAL or PSYCHO-LINGUISTIC MANIPULATION/TREATMENT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. to fool someone (into    doing/believing something); state of being fooled</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. state of delusion (both state    + content)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. to “play games” (with someone)    = mentally manipulate via words/behavior/actions; state of being toyed with    mentally</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. means of psychiatric    treatment; component of psychotherapy</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. be mesmerized, entranced (by    something)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. hypnotic state; be hypnotized</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to state or process itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to content thereof</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to state or process itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring    to content thereof</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Derivations:&nbsp; to delude, to hypnotize, to “do a number” on  someone mentally, to entrance</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">R-Z&nbsp;&nbsp;&nbsp; ‘EFFORT/WORK’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. exert / expend energy</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. perform / operate / act / function</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. work / labor / effort</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. job task / employment-related task; perform job task</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. handiwork / craftsmanship</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. act of industry or enterprise</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to activity itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to result/product</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to activity itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems referring to result/product</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  strain, struggle, “fight”, toil, strenuous, persevere, operation, job,  achievement, industry, enterprise, employment, employer, employee</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-Z&nbsp;&nbsp; ‘OCCUPANCY/RESIDENCY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. entity present + presence</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. tenant + domicile</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. occupant + place occupied</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. resident + residence</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. denizen + claimed property</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. citizen + property</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. entity present</P></TD>
+      <TD width="185" valign="top"><P>1. presence of entity</P></TD>
+      <TD width="185" valign="top"><P>1. tenant</P></TD>
+      <TD width="185" valign="top"><P>1. domicile</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. occupant</P></TD>
+      <TD width="185" valign="top"><P>2. place occupied</P></TD>
+      <TD width="185" valign="top"><P>2. resident</P></TD>
+      <TD width="185" valign="top"><P>2. residence</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. denizen</P></TD>
+      <TD width="185" valign="top"><P>3. claimed property</P></TD>
+      <TD width="185" valign="top"><P>3. citizen</P></TD>
+      <TD width="185" valign="top"><P>3. property</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  dwelling, quarters, population, community, town, village, city, hamlet, county,  geopolitical area, state/province, nation, geopolitical bloc<FONT color="#000000">; nest, lair, den</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">T-Ž&nbsp;&nbsp;    ‘MANNERS/DECORUM/DIGNITY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. well-mannered,    well-behaved; display a sense of manners </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. decorum/cultural    appropriateness; have/display a sense of decorum, politeness and civility</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. dignified; have/display a    sense of dignity</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. courtly/stately/refined;    stateliness</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. noble, distinguished,    cultivated; have/display a noble, distinguished or cultivated air</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. aristocratic, well-bred;    having/displaying a sense of aristocracy, nobility and breeding</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the cause</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the effect</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the cause</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the effect</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological derivatives:&nbsp; polite(ness); courtesy/courteous</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">X-Z&nbsp;&nbsp;    ‘GRATITUDE/THANKFULNESS/PRAISE’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. thank(s) / offer gratitude    due to unexpected favor or convenience performed</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. praise</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. thank(s) / offer gratitude    due to being relieved/rescued from negative situation</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. gratefulness; feeling or    manifestation of being beholden to someone or something [feeling is justified    and an honor to be feeling]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. thank(s) / offer gratitude    within ironic circumstances or merely as a courtesy, i.e., where expectation    of thanks is for an unwanted, unnecessary, or purely symbolic act or required    little or no effort on doer’s part</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. feeling or manifestation of    being beholden or obliged to someone or something [feeling is resented and    unwanted]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on intent to convey gratitude</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on actual display of gratitude</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on desire/intent to convey the feeling</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems with    focus on actual display of the feeling</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>MORPHOLOGICAL DERIVATIONS:&nbsp; worship, indebted(ness)</P>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><BR>
+    <STRONG>CLASS 15 ROOTS: concepts relating to existence, state, occurrence, subjectiveness</STRONG></P>
+<BLOCKQUOTE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">K-R&nbsp;    ‘APPEARANCE/SEMBLANCE/IMPRESSION’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. appear to be/seem/look as    if/give (off) the impression of; appearance/semblance/impression</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. ostensible/ostensibly</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. on the face of it, on first    blush</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. resemble, look like</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. on the    surface/superficially/seemingly</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. façade, veneer</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on thing giving off the impression or appearance</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on affective impression to the observer</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on thing giving off the impression or appearance</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on affective impression to the observer</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">M-J&nbsp;&nbsp;    ‘HAPPEN/OCCUR(ENCE)/MANIFEST/EVENT’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. happen / occur / take place /    to “pass”</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. step / act / action</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. manifest / be or make real /    reify</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. phenomenon</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. event (spacio-temporal    context)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. incident</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    physical manifestation itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    the effect or consequence</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    physical manifestation itself</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    the effect or consequence</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Various derivations from the above  stems:&nbsp; turn out, situation, chain of  events, doings, process, phase, deed, result(s), consequence(s)</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0" bordercolor="#D4D0C8">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><FONT color="#000000">P-J&nbsp;&nbsp;    ‘EXISTENCE/ONTOLOGY/METAPHYSICS’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="372" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">1. exist objectively; something    that exists; be(ing) [both ontological and metaphysical]</FONT></P></TD>
+      <TD width="372" rowspan="5" valign="top"><P><FONT color="#000000">Same as INFORMAL stems except in    reference to epistemological context [i.e., in relation to    knowledge/awareness of ontological or metaphysical existence]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">2. law of nature / existential    axiom</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P><FONT color="#000000">3. natural/inherent</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to ontology / ontological aspect</FONT></P></TD>
+      <TD width="194" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to metaphysics / metaphysical aspect</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0" bgcolor="#FFFFFF">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">K- <IMG src="assets/z-bar.gif" alt="z-bar" width="9" height="11">&nbsp;&nbsp;&nbsp; ‘TRANSCENDENCE / SPIRIT / RELIGION’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. one’s spirit or soul /    transcendent “connection” to the universe</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. religious belief</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. universal oneness /    metaphysical interconnectedness between all things</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. feeling of religious fervor or    zeal</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. striving/quest for ultimate    destiny/purpose/”Omega point”</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. striving/quest for    salvation/redemption/enlightment (specific to particular religion)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to ontological nature</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to belief/faith therein</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to ontological nature</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">same as above 3 stems referring    to belief/faith therein</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-R&nbsp;    ‘APPEAR/MANIFEST/SHOW/EXHIBIT/DISPLAY’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. appear/manifest/show =    be/make observable to the senses of others; manifestation, appearance</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. exhibit; display</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. expose; exposure</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. show off, flaunt</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. bring/call attention to =    make others aware of the appearance/showing of something</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. announce; advertise</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on act of manifestation/showing</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on thing manifested or shown</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on act of exhibiting or display</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on thing exhibited or displayed</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological derivations:&nbsp; demonstrate, flourish, show off, display,  spectacle, parade, promenade, procession, ostentation, gaudy, garish, pomp,  pompous</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">SP-R&nbsp;&nbsp; ‘MANNERCONDUCT/BEHAVIOR/DEMEANOR’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. manner (= the way something    or someone acts or behaves)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. method, the way something    happens, course of action; conduct</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. guise, form; to take the    form/guise of</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. behave/comport/conduct onself    = outward display of one’s personality/thoughts/emotions/motives;    behavior/conduct/deportment</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. practice/policy</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. bearing/carriage/demeanor</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the manner/form/practice itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the effect, impact or outcome</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the method or behavior itself</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the effect, impact or outcome</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivatives:&nbsp; process, procedure, regimen, strategy</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">X-J&nbsp;&nbsp;    ‘TEMPORARY ATMOSPHERIC PHENOMENA</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. momentaneous or short-lived    atmospheric phenomenon [physical occurrence + manifestation/effect]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. zone of high or low    barometric pressure relative to surrounding pressure</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. flash of lightning + peal    of thunder [electrical phenomenon + associated sound]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. cold or warm air front</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. cloud [in the sky]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. eye of a storm</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. momentaneous or short-lived    atmospheric phenomenon [physical occurrence]</P></TD>
+      <TD width="185" valign="top"><P>1. manifestation/effect of    momentaneous or short-lived atmospheric phenomenon </P></TD>
+      <TD width="185" valign="top"><P>1. low pressure zone</P></TD>
+      <TD width="185" valign="top"><P>1. high pressure zone</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. flash of lightning</P></TD>
+      <TD width="185" valign="top"><P>2. peal of thunder</P></TD>
+      <TD width="185" valign="top"><P>2. cold air front</P></TD>
+      <TD width="185" valign="top"><P>2. warm air front</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. cloud [in the sky] –    physical occurrence</P></TD>
+      <TD width="185" valign="top"><P>3. impact/effect of cloud [in    the sky], e.g., its hiding of the sun, it causing zero visibility as a plane    flies through it, etc.</P></TD>
+      <TD width="185" valign="top"><P>3. eye of storm [physical    occurrence]</P></TD>
+      <TD width="185" valign="top"><P>3. short-lived calm/still    conditions associated with the eye of a storm</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><STRONG>CLASS 16 ROOTS: concepts relating to individual volition and choice</STRONG></P>
+<BLOCKQUOTE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">C-H&nbsp;&nbsp;&nbsp;&nbsp; ‘PLAY/RECREATION/LEISURE’<BR>
+        (These stems are often used with the various Valence categories    (Section 5.2) to specify the manner of participation)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. play/recreate/amuse oneself    (activity + feeling of enjoyment derived) = self-involved activity, e.g.,    play w/ a toy, play hide-and-seek, etc.</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. play/recreate (activity +    feeling of amusement/enjoyment derived) = formal rule-oriented activity,    e.g., a board game, a sport, etc.</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. element of participitory or    self-involved leisure activity (activity + feeling of enjoyment/relaxation    derived), e.g., a dance, a hike, fishing, camping</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. attend/view a formal    entertainment (activity + feeling of enjoyment/diversion derived), e.g., view    a show, live performance, movie, a sporting event, etc.)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. practice hobby or pastime    (activity + feeling of enjoyment/relaxation derived)</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. engage in (a) sport    activity (activity + feeling of competitive spirit) for motive of formal competition,    e.g., victory-oriented</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the thing/activity being enjoyed, i.e., a toy, game or diversion</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the feeling of amusement/enjoyment derived</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the thing/activity being enjoyed</P></TD>
+      <TD width="185" valign="top"><P>Same as above 3 stems w/ focus    on the feeeling of amusement/enjoyment derived</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>SSD Derivatives:<BR>
+    sports, toys, traditional board  games, participitory outdoor games</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">&#268;-H&nbsp;&nbsp;&nbsp;&nbsp; ‘DEGREE OF WAKEFULNESS OR CONSCIOUSNESS’<BR>
+        Note: Stems from this root are used in conjunction with    various degree indicator affixes such as the EXN, EXD and SUF affixes from    Sec. 7.7.6 in order to distinguish which polarity (awake vs. asleep) is implied.</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. degree of consciousness or unconsciousness</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. degree of activity/vivaciousness/“energy”</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. degree of wakefulness or sleepiness</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. degree of dormancy or hibernation</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. degree of alertness/focus/attention/awareness or lack    thereof</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. degree of personal intent/diligence/enterprise</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>1. capacity for or faculty of consciousness</P></TD>
+      <TD width="185" valign="top"><P>1. object/entity/thought of which one is conscious</P></TD>
+      <TD width="185" valign="top"><P>1. state of activity / vivaciousness / liveliness / energy</P></TD>
+      <TD width="185" valign="top"><P>1. object of activity / vivaciousness / liveliness /    energy</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. capacity for or faculty of wakefulness/sleepiness</P></TD>
+      <TD width="185" valign="top"><P>2. that which stimulates awakening or lulls into sleep</P></TD>
+      <TD width="185" valign="top"><P>2. state of dormancy/hibernation</P></TD>
+      <TD width="185" valign="top"><P>2. object of dormancy/hibernation</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. capacity for or faculty of    alertness/attention/awareness</P></TD>
+      <TD width="185" valign="top"><P>3. that to or of which one is alert/attentive/aware</P></TD>
+      <TD width="185" valign="top"><P>3. state of personal intent/diligence/enterprise</P></TD>
+      <TD width="185" valign="top"><P>3. object of one’s intent/diligence/enterprise</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  sleepy, listless(ness), grogginess, “fresh”, unconscious, dull, inattentive,  vigilant, to “stir”, frisky, ardent, eager, persevere, bustling, zeal</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-H&nbsp;&nbsp;    ‘SEEK/SEARCH’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. search, seek, look for    something unknown [i.e., location/existence uncertain]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. hunt, hunt for [i.e.,    location/existence uncertain]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. search, seek, look for    something lost [i.e., something known to exist which is missing]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. pursue, track down [i.e.,    existence certain, location surmisable]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. inspect </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. quest / seek to    accomplish/achieve something</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems w/    reference to search/quest itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/    reference to thing being looked for or sought</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/    reference to search/quest itself</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/    reference to thing being looked for or sought</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivations: find,  scan, reconnoiter, ransack, pry, ferret out, winnow through, fulfill a quest</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">P-X&nbsp;&nbsp;&nbsp;&nbsp; ‘WANT/DESIRE/REQUEST’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. affective (i.e., unwilled) want/desire [emotion +    object of desire]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. request [desire + thing requested]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. conscious desire based on need/lack/goal</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. need/lack/necessity + thing needed or lacking</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. hope/wish [feeling + thing wished/hoped for]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. ambition/goal/aspiration; aspire</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the feeling of desire</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the thing desired</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the feeling of    desire/need</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems referring to the thing    requested/needed</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  whim, fancy, inclination, appetite, “hunger”, greed, covet, propensity,  aptness, eagerness, longing, crave, urge, passion, attract, tempt, persuade,  allure, popularity, demand</P>
+  <P></P>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center">Q-H - ‘HUNTING &amp; GATHERING/PLANTING &amp;    HARVESTING/SUBSISTENCE FROM THE LAND’</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>1. searching for and    gathering/collection of plants, vegetable matter for purposes of sustenance </P></TD>
+      <TD width="370" colspan="2" valign="top"><P>1. plant/sow and harvest an    annual crop</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>2. nomadic hunting/harvesting,    subsistance-style nomadic sustenance [practices + products]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>2. plant/sow and harvest a    permanent seasonal crop (e.g., vines, trees, bushes, etc.)</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P>3. live off the land    [hunting/gathering practice + product(s) derived]</P></TD>
+      <TD width="370" colspan="2" valign="top"><P>3. manage crop(s) and practice    animal husbandry [sowing/raising + reaping/product(s) derived]</P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" rowspan="3" valign="top"><P>Same as above 3 stems w/ focus on    the hunting or gathering process</P></TD>
+      <TD width="185" rowspan="3" valign="top"><P>Same as above 3 stems w/ focus on    the products hunted or gathered</P></TD>
+      <TD width="185" valign="top"><P>1. till/plow &amp; plant seeds or    seedlings</P></TD>
+      <TD width="185" valign="top"><P>1.&nbsp; harvest/reap an annual crop</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>2. raise/grow a permanent    seasonal crop</P></TD>
+      <TD width="185" valign="top"><P>2. harvest/reap a permanent    seasonal crop</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>3. raise/grow crop(s) &amp;    manage domesticated food-producing animal(s)</P></TD>
+      <TD width="185" valign="top"><P>3. harvest/reap crop products and    process/collect animal products</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>Morphological Derivations:&nbsp; to farm, a farm, practice agriculture</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">T-H&nbsp;&nbsp;    ‘CHOICE/ALTERNTIVE’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. choose/choice [from open    selection]</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. select/pick [from limited    selection]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. prefer(ence)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. alternative/option</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. settle (for)</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. vote [w/ CPT = elect]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act of choosing/preferring</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    choice or preference made</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    act of choosing/preferring</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems w/ focus on    choice or preference made</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+</BLOCKQUOTE>
+<P><STRONG>CLASS 17 ROOTS: temporal concepts</STRONG></P>
+<BLOCKQUOTE>
+  <TABLE border="1" cellspacing="0" cellpadding="0">
+    <TBODY><TR>
+      <TD width="739" colspan="3" valign="top"><P align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">k</FONT></STRONG>-<STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Jv.gif" alt="j + hacek" width="9" height="20" align="absmiddle"></FONT></STRONG>&nbsp;&nbsp;&nbsp; ‘DAY/NIGHT’</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD width="372" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>1. day [= 24-hour period]</P></TD>
+      <TD width="372" rowspan="7" valign="top"><P>same as for INFORMAL stems except applied to a particular    date or scheduled day as in “my first day at work” or “Independence Day”</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>2. sky</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P>3. degree of sunlight [use with EXN, EXD, SUF affixes,    etc. from Sec. 7.7.6]</P></TD>
+    </TR>
+    <TR>
+      <TD width="367" colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>1. daytime</P></TD>
+      <TD width="194" valign="top"><P>1. nighttime</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>2. daytime sky</P></TD>
+      <TD width="194" valign="top"><P>2. nighttime sky</P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P>3. daylight</P></TD>
+      <TD width="194" valign="top"><P>3. natural darkness</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>EXAMPLE MORPHOLOGICAL DERIVATIVES FROM THE ABOVE STEMS:  dawn, sunrise, daybreak, evening, sunset, twilight, morning, evening,  afternoon, mid-day, noontime, midnight, the “wee” hours [= Spanish ‘madrugada’]</P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">M-&#310;&nbsp;&nbsp; ‘TIME    PERIOD/DURATION LESS THAN ONE DAY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="346" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="394" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="346" colspan="2" valign="top"><P><FONT color="#000000">1. moment/instant</FONT></P></TD>
+      <TD width="394" colspan="2" valign="top"><P><FONT color="#000000">1. ‘second’ [= basic unit of    cyclic time, based on clapping of hands once together then once with back of    hands together]</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="346" colspan="2" valign="top"><P><FONT color="#000000">2. a ‘while’</FONT></P></TD>
+      <TD width="394" colspan="2" valign="top"><P><FONT color="#000000">2. ‘minute’ = 100 seconds</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="346" colspan="2" valign="top"><P><FONT color="#000000">3. portion of a day</FONT></P></TD>
+      <TD width="394" colspan="2" valign="top"><P><FONT color="#000000">3. ‘hour’ = 100 minutes</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="346" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="394" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on elapsed time</FONT></P></TD>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on time during which</FONT></P></TD>
+      <TD width="173" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on elapsed time</FONT></P></TD>
+      <TD width="221" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on time during which</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">SSD affix used with FORMAL stems by  degree:&nbsp; 1) 1/100 of time period 2) 1/10  3) ¼ 4) ½&nbsp; 5) exactly/precisely 6) twice  the duration 7) 4 times 8) 10 times 9) 100 times</FONT></P>
+  <P><FONT color="#000000">SSD affix used with INFORMAL Stem  No. 3 by degree:&nbsp; 1) midnight to dawn  period [Spanish ‘madrugada’] 2) dawn [use of CPT or TRM = ‘sunrise’] 3) early  morning 4) morning 5) midday 6) afternoon [use of CPT or TRM = ‘sunset’] 7)  twilight 8) evening 9) late night, from darkness till midnight</FONT></P>
+  <P><FONT color="#000000"><STRONG>&nbsp;</STRONG></FONT></P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD colspan="4" valign="top"><P align="center">N-&#310;&nbsp;&nbsp;    ‘WAIT/AWAIT’</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P align="center">INFORMAL Stems</P></TD>
+      <TD colspan="2" valign="top"><P align="center">FORMAL Stems</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>1. wait (for), await; waiting,    a wait</P></TD>
+      <TD colspan="2" valign="top"><P>1. vigil/a watch; be vigilant/watchful</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>2. expect; expectation;    expected/impending</P></TD>
+      <TD colspan="2" valign="top"><P>2. foresee; foresight;    prospective/foreseeable</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P>3. predict; prediction</P></TD>
+      <TD colspan="2" valign="top"><P>3. prognosticate, forecast</P></TD>
+    </TR>
+    <TR>
+      <TD colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+      <TD colspan="2" valign="top"><P align="center">COMPLEMENTARY Stems</P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on the process</P></TD>
+      <TD width="184" valign="top"><P>same as above 3 stems w/ focus    on what is awaited, expected, predicted</P></TD>
+      <TD width="186" valign="top"><P>same as above 3 stems w/ focus    on the process</P></TD>
+      <TD width="185" valign="top"><P>same as above 3 stems w/ focus    on what is awaited, expected, predicted</P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">P-&#310;&nbsp;&nbsp; ‘TIME    PERIOD/DURATION MORE THAN ONE DAY’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. expanse of    time/period/duration more than 1 day</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. subjective long-term    period/era</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. lunar period / month</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. geologic era</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. solar year</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. ‘lifetime’; timespan from    beginning to end of something</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on elapsed time</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on time during which</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on elapsed time</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above three stems w/    focus on time during which</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">Use of SSD affix give equivalents  to ‘decade’, ‘century,’ ‘millenium’, etc.</FONT></P>
+  <P>&nbsp;</P>
+  <TABLE border="1" cellpadding="0" cellspacing="0">
+    <TBODY><TR>
+      <TD width="739" colspan="4" valign="top"><P align="center"><FONT color="#000000">T-&#310;&nbsp;&nbsp; ‘SEASON’</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">INFORMAL Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">FORMAL Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1. season, time of year</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">1.&nbsp; social behavior/custom associated with    particular season (e.g., celebration, recreation, vacation, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. weather associated w/    particular season / seasonal weather</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">2. weather-determined    practice/behavior/custom associated with particular season (e.g., migration,    mating, nesting, hibernation, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. cyclic state/condition of    flora/fauna associated with a particular season</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P><FONT color="#000000">3. practice/behavior/custom    relating to maintenance/upkeep of crops, game and other material resources    associated with a particular season (e.g., foraging, hunting, planting,    harvest, storage, etc.)</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+      <TD width="370" colspan="2" valign="top"><P align="center"><FONT color="#000000">COMPLEMENTARY Stems</FONT></P></TD>
+    </TR>
+    <TR>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the timeframe itself relative to the greater annual cycle or calendar year</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the context of the season itself irrespective of the greater annual cycle</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the timeframe itself relative to the greater annual cycle or calendar year</FONT></P></TD>
+      <TD width="185" valign="top"><P><FONT color="#000000">Same as above 3 stems referring    to the context of the season itself irrespective of the greater annual cycle</FONT></P></TD>
+    </TR>
+  </TBODY></TABLE>
+  <P><FONT color="#000000">THE ABOVE PATTERN IS APPLIED TO  FOLLOWING ROOTS:</FONT><FONT color="#0000FF"><BR>
+        <FONT color="#000000">R-&#310;&nbsp;&nbsp;&nbsp; ‘SPRING’<BR>
+          L-&#310;&nbsp;&nbsp;&nbsp; ‘SUMMER’<BR>
+          S-&#310;&nbsp;&nbsp;&nbsp; ‘AUTUMN/FALL’<BR>
+          C -&#310;&nbsp;&nbsp;&nbsp; ‘WINTER’<BR>
+          PS-&#310;&nbsp;&nbsp;&nbsp; ‘TROPICAL RAINY SEASON’<BR>
+          TL-&#310;&nbsp;&nbsp;&nbsp; ‘TROPICAL DRY SEASON’</FONT></FONT></P>
+</BLOCKQUOTE>
+<P align="center"></P>
+<P><BR>
+</P>
+<TABLE width="100%" border="0" cellpadding="1">
+  <TBODY><TR>
+    <TD width="9%" height="25" valign="top"><DIV align="left"><FONT size="1"><A name="menu"></A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="index.html" target="_top">Home</A></FONT></DIV></TD>
+    <TD width="37%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5a-verbs.html">5a 
+      Verb Morphology </A></FONT></DIV></TD>
+    <TD width="27%" valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch9-syntax.html">9 
+      Syntax</A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"><FONT face="Arial, Helvetica, sans-serif"></FONT></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-intro.html">Introduction</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch5b-verbs-contd.html">5b 
+      Verb Morphology (continued)</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch10-lexicosemantics.html">10 
+      Lexico-Semantics</A></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top"><DIV align="left"><FONT size="2"></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT size="2"></FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch1-phonology.html">1 
+      Phonology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch6-moreverbs.html">6 
+      More Verb Morphology</A></FONT></DIV></TD>
+    <TD valign="top"><DIV align="left"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch11-script.html">11 
+      The Script </A></FONT></FONT></DIV></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch2-morphophonology.html">2 
+      Morpho-Phonology</A></FONT><FONT size="2">&nbsp;</FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7a-affixes.html">7a 
+      Using Affixes </A></FONT></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch12-numbers.html">12 
+      The Number System</A></FONT></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT size="2">&nbsp;</FONT><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch3-morphology.html">3 
+      Basic Morphology</A></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch7b-affixes-contd.html">7b 
+      Using Affixes (continued) </A></FONT></FONT></TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><FONT face="Arial, Helvetica, sans-serif"><A href="assets/ithkuil-lexicon.html">The 
+      Lexicon</A></FONT></FONT></TD>
+  </TR>
+  <TR>
+    <TD height="26" valign="top">&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch4-case.html">4 
+      Case Morphology </A></FONT>&nbsp;</TD>
+    <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ithkuil-ch8-adjuncts.html">8 
+      Adjuncts</A></FONT></TD>
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+  </TR>
+</TBODY></TABLE>
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+  of the contents of this website provided you give full attribution to the author 
+  and this website. </FONT></P>
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