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    <title>GKNT.ORG - Greek Class Updates, Greek NT Resources, et al.</title>
    <link>http://gknt.org/rss/</link>
    <language>en-us</language>
    <ttl>40</ttl>
    <description>Greek Class Updates, Greek NT Resources, et al.</description>
    
    
        <item>
          <title>Semester 3, Lecture 10: More about μι-verbs</title>
          <description>&lt;p&gt;&amp;#8220;χαῖρετε μαθηταί&amp;#8221;&lt;hr/&gt;&lt;/p&gt;
&lt;h4&gt;Scripture Memory for this week&lt;/h4&gt;
&lt;p&gt;John 1.17 &amp;#8211; ὅτι ὁ νόμος διὰ Μωϋσέως ἐδόθη, ἡ χάρις καὶ ἡ ἀλήθεια διὰ Ἰησοῦ Χριστοῦ ἐγένετο.&lt;/p&gt;
&lt;h4&gt;&lt;a href=&quot;http://gknt.org/class/semester-3-lecture-9-athematic-verbs/&quot;&gt;Review μι-verbs with stem in ο&lt;/a&gt;&lt;/h4&gt;
&lt;h4&gt;Quiz on μι-verbs&lt;/h4&gt;
&lt;h4&gt;More about μι-verbs (athematics)&lt;/h4&gt;</description>
          <pubDate>Fri, 06 Feb 2009 05:02:00 GMT</pubDate>
          <guid>http://gknt.org/class/semester-3-lecture-10-more-about-athematics/</guid>
          <link>http://gknt.org/class/semester-3-lecture-10-more-about-athematics/</link>
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        <item>
          <title>Semester 3, Lecture 9: μι-verbs</title>
          <description>&lt;p&gt;&amp;#8220;χαῖρετε μαθηταί&amp;#8221;&lt;hr/&gt;&lt;/p&gt;
&lt;h4&gt;Scripture Memory for this week&lt;/h4&gt;
&lt;p&gt;Gen. 1.3 &amp;#8211; καὶ εἶπεν ὁ θεός γενηθήτω φῶς καὶ ἐγένετο φῶς&lt;/p&gt;
&lt;h4&gt;&lt;a href=&quot;http://gknt.org/class/semester-3-lecture-8-imperatives/&quot;&gt;Review Imperatives&lt;/a&gt;&lt;/h4&gt;
&lt;h4&gt;Quiz on Imperatives&lt;/h4&gt;</description>
          <pubDate>Fri, 30 Jan 2009 04:00:00 GMT</pubDate>
          <guid>http://gknt.org/class/semester-3-lecture-9-athematic-verbs/</guid>
          <link>http://gknt.org/class/semester-3-lecture-9-athematic-verbs/</link>
        </item>
    
        <item>
          <title>Semester 3, Lecture 8: Imperatives</title>
          <description>&lt;p&gt;&amp;#8220;χαῖρετε μαθηταί&amp;#8221;&lt;hr/&gt;&lt;/p&gt;
&lt;h4&gt;Scripture Memory for this week&lt;/h4&gt;
&lt;p&gt;Luke 5.32 &amp;#8211; οὐκ ἐλήλυθα καλέσαι δικαίους ἀλλὰ ἁμαρτωλοὺς εἰς μετάνοιαν.&lt;/p&gt;
&lt;h4&gt;&lt;a href=&quot;/class/semester-3-lecture-7-infinitives&quot;&gt;Review Infinitives&lt;/a&gt;&lt;/h4&gt;
&lt;h4&gt;Quiz on Infinitives&lt;/h4&gt;</description>
          <pubDate>Fri, 23 Jan 2009 04:49:00 GMT</pubDate>
          <guid>http://gknt.org/class/semester-3-lecture-8-imperatives/</guid>
          <link>http://gknt.org/class/semester-3-lecture-8-imperatives/</link>
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        <item>
          <title>Semester 3, Lecture 7: Infinitives</title>
          <description>&lt;p&gt;&amp;#8220;χαῖρετε μαθηταί&amp;#8221;&lt;hr/&gt;&lt;/p&gt;
&lt;h4&gt;Scripture Memory for this week&lt;/h4&gt;
&lt;p&gt;John 17.3 – αὕτη δέ ἐστιν ἡ αἰώνιος ζωὴ ἵνα γινώσκωσιν σὲ τὸν μόνον ἀληθινὸν θεὸν καὶ ὃν ἀπέστειλας Ἰησοῦν Χριστόν.&lt;/p&gt;
&lt;h4&gt;Summary of Greek Moods&lt;/h4&gt;
&lt;p&gt;Moods indicate the relation of the action of the verb to reality.&lt;/p&gt;
&lt;p&gt;&lt;ins&gt;&lt;span class=&quot;caps&quot;&gt;&lt;span class=&quot;caps&quot;&gt;INDICATIVE&lt;/span&gt;&lt;/span&gt;&lt;/ins&gt; &amp;#8211; the mood of reality&lt;/p&gt;
&lt;ul&gt;
	&lt;li&gt;Latin &lt;em&gt;indicatus&lt;/em&gt;, past participle of &lt;em&gt;indicare&lt;/em&gt;, from &lt;em&gt;in&lt;/em&gt;- + &lt;em&gt;dicare&lt;/em&gt; &lt;strong&gt;to proclaim&lt;/strong&gt;&lt;/li&gt;
	&lt;li&gt;&amp;#8220;constituting a verb form that represents the denoted act or state as an objective fact&amp;#8221; (Webster)&lt;/li&gt;
	&lt;li&gt;&lt;strong&gt;The Indicative Mood is the mood of &lt;em&gt;reality&lt;/em&gt;&lt;/strong&gt;&lt;/li&gt;
	&lt;li&gt;We have studied only the &lt;em&gt;Indicative Mood&lt;/em&gt; thus far.&lt;br /&gt;
	&lt;ul&gt;&lt;br /&gt;
		&lt;li&gt;whether making a statement, or asking a question about what is factual and real.&lt;/li&gt;
&lt;p&gt;&lt;/ul&gt;&lt;/li&gt;&lt;br /&gt;
	&lt;li&gt;This does &lt;strong&gt;&lt;em&gt;not&lt;/em&gt;&lt;/strong&gt; mean that everything stated in the Indicative Mood is true, but only that it &lt;em&gt;is being stated&lt;/em&gt;&lt;br /&gt;
	&lt;ul&gt;&lt;br /&gt;
		&lt;li&gt;as opposed to being wished for, hoped for, commanded, considered a possiblity, etc.&lt;/li&gt;&lt;br /&gt;
		&lt;li&gt;If someone says &amp;#8220;Jesus was just a good teacher&amp;#8221;, he is making a statement about reality, from his point of view.  Therefore it is Indicative, though it is not actually true.&lt;/li&gt;&lt;/p&gt;
&lt;p&gt;&lt;/ul&gt;&lt;/li&gt;&lt;br /&gt;
	&lt;li&gt;This is the only mood which has time significance.  All the other moods have significance of aspect only&lt;/li&gt;&lt;/p&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;ins&gt;&lt;span class=&quot;caps&quot;&gt;&lt;span class=&quot;caps&quot;&gt;SUBJUNCTIVE&lt;/span&gt;&lt;/span&gt;&lt;/ins&gt; &amp;#8211; the mood of possibility&lt;/p&gt;
&lt;ul&gt;
	&lt;li&gt;Latin &lt;em&gt;subjunctivus&lt;/em&gt;, from  &lt;em&gt;subjunctus&lt;/em&gt;, past participle of &lt;em&gt;subjungere&lt;/em&gt; to join beneath, &lt;strong&gt;subordinate&lt;/strong&gt;&lt;/li&gt;
	&lt;li&gt;&amp;#8220;constituting a verb form that represents a denoted act or state not as fact but as contingent or possible&amp;#8221; (Webster)&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;ins&gt;&lt;span class=&quot;caps&quot;&gt;&lt;span class=&quot;caps&quot;&gt;OPTATIVE&lt;/span&gt;&lt;/span&gt;&lt;/ins&gt; &amp;#8211; the mood of wish&lt;/p&gt;
&lt;ul&gt;
	&lt;li&gt;Latin &lt;em&gt;optativus&lt;/em&gt;, from &lt;em&gt;optare&lt;/em&gt; to wish&lt;/li&gt;
	&lt;li&gt;&amp;#8220;constituting a verbal mood that is expressive of wish or desire&amp;#8221; (Webster)&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;ins&gt;&lt;span class=&quot;caps&quot;&gt;&lt;span class=&quot;caps&quot;&gt;IMPERATIVE&lt;/span&gt;&lt;/span&gt;&lt;/ins&gt; &amp;#8211; the mood of command&lt;/p&gt;
&lt;ul&gt;
	&lt;li&gt;Latin &lt;em&gt;imperativus&lt;/em&gt;, from  &lt;em&gt;imperatus&lt;/em&gt;, past participle of &lt;em&gt;imperare&lt;/em&gt; to command&lt;/li&gt;
	&lt;li&gt;&amp;#8220;constituting the grammatical mood that expresses the will to influence the behavior of another&amp;#8221; (Webster)&lt;/li&gt;
&lt;/ul&gt;
&lt;h4&gt;&lt;a href=&quot;/class/semester-3-lecture-6-subjunctives/&quot;&gt;Review Subjunctives&lt;/a&gt;&lt;/h4&gt;
&lt;h4&gt;Quiz on Subjunctives&lt;/h4&gt;</description>
          <pubDate>Fri, 16 Jan 2009 05:10:00 GMT</pubDate>
          <guid>http://gknt.org/class/semester-3-lecture-7-infinitives/</guid>
          <link>http://gknt.org/class/semester-3-lecture-7-infinitives/</link>
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        <item>
          <title>Semester 3, Lecture 6: Subjunctives</title>
          <description>&lt;p&gt;&amp;#8220;χαῖρετε μαθηταί&amp;#8221;&lt;hr/&gt;&lt;/p&gt;
&lt;p&gt;Only 5 more chapters!&lt;/p&gt;
&lt;h4&gt;Overview of resources for upcoming 4th semester&lt;/h4&gt;
&lt;ul&gt;
	&lt;li&gt;&lt;a href=&quot;http://www.amazon.com/Graded-Reader-Biblical-Greek/dp/0310205824/ref=pd_bbs_sr_1?ie=UTF8&amp;amp;s=books&amp;amp;qid=1230753084&amp;amp;sr=8-1&quot;&gt;Graded Reader of Biblical Greek&lt;/a&gt;&lt;/li&gt;
&lt;/ul&gt;
&lt;ul&gt;
	&lt;li&gt;&lt;a href=&quot;http://www.amazon.com/Grammar-Beyond-Basics-Daniel-Wallace/dp/0310218950/ref=sr_1_2?ie=UTF8&amp;amp;s=books&amp;amp;qid=1230766480&amp;amp;sr=1-2&quot;&gt;Greek Grammar Beyond the Basics&lt;/a&gt;&lt;/li&gt;
&lt;/ul&gt;
&lt;ul&gt;
	&lt;li&gt;A good NT Lexicon, preferably &lt;a href=&quot;http://amazon.com/dp/0226039331&quot;&gt;&lt;span class=&quot;caps&quot;&gt;BAGD&lt;/span&gt;&lt;/a&gt;.  If you cannot afford &lt;span class=&quot;caps&quot;&gt;BAGD&lt;/span&gt;, you can ask the διδάσκαλος concerning other alternatives. There are online lexical resources you can use such as &lt;a href=&quot;http://gknt.org/greek/resurgence/&quot;&gt;The Resurgence Greek Project&lt;/a&gt;, but you really should have a hard copy lexicon if at all possible.&lt;/li&gt;
&lt;/ul&gt;
&lt;ul&gt;
	&lt;li&gt;&lt;a href=&quot;http://www.amazon.com/Morphology-Biblical-Greek-William-Mounce/dp/0310226368/ref=pd_bbs_sr_1?ie=UTF8&amp;amp;s=books&amp;amp;qid=1231044849&amp;amp;sr=8-1&quot;&gt;Morphology of Biblical Greek&lt;/a&gt; &amp;#8211; (&lt;span class=&quot;caps&quot;&gt;MBG&lt;/span&gt;) is a compendium of the paradigms of Greek grammar which when used will help you to recognize the patterns in what is a very regular language.&lt;/li&gt;
&lt;/ul&gt;</description>
          <pubDate>Fri, 09 Jan 2009 04:55:00 GMT</pubDate>
          <guid>http://gknt.org/class/semester-3-lecture-6-subjunctives/</guid>
          <link>http://gknt.org/class/semester-3-lecture-6-subjunctives/</link>
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        <item>
          <title>Institute of Biblical Greek</title>
          <description>
&lt;iframe name=&quot;ifr&quot; width=822 height=6000 scrolling=&quot;auto&quot; src=&quot;http://www.biblicalgreek.org/&quot;&gt;&lt;/iframe&gt;

</description>
          <pubDate>Sat, 21 Mar 2009 23:24:53 GMT</pubDate>
          <guid>http://gknt.org/greek/institute-of-biblical-greek/</guid>
          <link>http://gknt.org/greek/institute-of-biblical-greek/</link>
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        <item>
          <title>NTGreek.org</title>
          <description>
&lt;iframe name=&quot;ifr&quot; width=822 height=6000 scrolling=&quot;auto&quot; src=&quot;http://www.ntgreek.org/&quot;&gt;&lt;/iframe&gt;

</description>
          <pubDate>Sat, 21 Mar 2009 23:24:00 GMT</pubDate>
          <guid>http://gknt.org/greek/ntgreek-org/</guid>
          <link>http://gknt.org/greek/ntgreek-org/</link>
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        <item>
          <title>Participle Chart</title>
          <description>&lt;h4&gt;Master Participle Chart (&lt;span class=&quot;caps&quot;&gt;&lt;span class=&quot;caps&quot;&gt;BBG&lt;/span&gt;&lt;/span&gt; p.357)&lt;/h4&gt;
&lt;table style=&quot;border:1px solid black; padding:12px; width:810px ;&quot;&gt;
&lt;tr&gt;
		&lt;th&gt;Morpheme&lt;/th&gt;
		&lt;th&gt;Tense/Voice&lt;/th&gt;
		&lt;th&gt;Case Endings&lt;/th&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ντ&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;all Active and Aorist Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;3-1-3&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;οτ&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Perfect Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;3-1-3&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;μενο/η&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;all Middle/Passive and all Middle&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;2-1-2&lt;/td&gt;
&lt;/tr&gt;
&lt;/table&gt;
&lt;table style=&quot;border:1px solid black; padding:12px; width:810px ;&quot;&gt;
&lt;tr&gt;
		&lt;td&gt;&lt;strong&gt;Tense and Voice&lt;/strong&gt;&lt;/td&gt;
		&lt;th style=&quot;text-align:center;&quot;&gt;Redup.&lt;/th&gt;
		&lt;th style=&quot;text-align:center;&quot;&gt;Tense&lt;br/&gt;Stem&lt;/th&gt;
		&lt;th style=&quot;text-align:center;&quot;&gt;Tense Form. or&lt;br/&gt;Conn. Vowel&lt;/th&gt;
		&lt;th style=&quot;text-align:center;&quot;&gt;Morpheme&lt;/th&gt;
		&lt;th style=&quot;text-align:center;&quot;&gt;Nom. Plural&lt;/th&gt;
		&lt;td&gt;&lt;strong&gt;Six Memory Forms&lt;/strong&gt;&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td colspan=&quot;7&quot;&gt;&amp;nbsp;&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;Present Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Present&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ο&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ντ / ουσα&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λέγοντες &lt;/td&gt;
		&lt;td&gt; ων, ουσα, ον&lt;br/&gt;οντος, ουσης, οντος &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;Present Middle/Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Present&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ο&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;μενο / η&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λεγόμενοι&lt;/td&gt;
		&lt;td&gt; ομενος, ομενη, ομενον&lt;br/&gt;ομενου, ομενης, ομενου &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;1st Aorist Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Aorist&lt;br/&gt;Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;σα&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ντ / σα&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λύσαντες&lt;/td&gt;
		&lt;td&gt; σας, σασα, σαν&lt;br/&gt;σαντος, σασης, σαντος &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;1st Aorist Middle&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Aorist&lt;br/&gt;Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;σα&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;μενο / η&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λυσάμενοι&lt;/td&gt;
		&lt;td&gt; σαμενος, σαμενη, σαμενον&lt;br/&gt;σαμενου, σαμενης, σαμενου &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;1st Aorist Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Aorist&lt;br/&gt;Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;θε&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ντ&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λυθέντες&lt;/td&gt;
		&lt;td&gt; θεις, θεισα, θεν&lt;br/&gt;θεντος, θεισης, θεντος &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;2nd Aorist Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Aorist&lt;br/&gt;Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ο&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ντ&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;βαλόντες&lt;/td&gt;
		&lt;td&gt; ων, ουσα, ον&lt;br/&gt;οντος, ουσης, οντος &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;2nd Aorist Middle&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Aorist&lt;br/&gt;Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ο&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;μενο / η&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;γενόμενοι&lt;/td&gt;
		&lt;td&gt; ομενος, ομενη, ομενον&lt;br/&gt;ομενου, ομενης, ομενου &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;2nd Aorist Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Aorist&lt;br/&gt;Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ε&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;ντ&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;γραφέντες&lt;/td&gt;
		&lt;td&gt; εις, εισα, εν&lt;br/&gt;εντος, εισης, εντος &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;Perfect Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λε&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Perfect Active&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;κ&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;οτ &lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λελυκότες &lt;/td&gt;
		&lt;td&gt; κως, κυια, κος&lt;br/&gt;κοτος, κυιας, κοτος &lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
		&lt;td&gt;Perfect Middle/Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λε&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;Perfect Midddle/Passive&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;&amp;#8212;&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;μενο / η&lt;/td&gt;
		&lt;td style=&quot;text-align:center;&quot;&gt;λελυμένοι&lt;/td&gt;
		&lt;td&gt; μενος, μενη, μενον&lt;br/&gt;μενου, μενης, μενου &lt;/td&gt;
&lt;/tr&gt;
&lt;/table&gt;</description>
          <pubDate>Thu, 15 Jan 2009 23:15:02 GMT</pubDate>
          <guid>http://gknt.org/greek/participle-chart/</guid>
          <link>http://gknt.org/greek/participle-chart/</link>
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          <title>Phonetic Pronunciation</title>
          <description>&lt;object width=&quot;425&quot; height=&quot;355&quot;&gt;&lt;param name=&quot;movie&quot; value=&quot;http://www.youtube.com/v/lF4qii8S3gw&amp;hl=en&quot;&gt;&lt;/param&gt;&lt;param name=&quot;wmode&quot; value=&quot;transparent&quot;&gt;&lt;/param&gt;&lt;embed src=&quot;http://www.youtube.com/v/lF4qii8S3gw&amp;hl=en&quot; type=&quot;application/x-shockwave-flash&quot; wmode=&quot;transparent&quot; width=&quot;425&quot; height=&quot;355&quot;&gt;&lt;/embed&gt;&lt;/object&gt;</description>
          <pubDate>Fri, 28 Mar 2008 23:29:00 GMT</pubDate>
          <guid>http://gknt.org/articles/phonetic-pronunciation/</guid>
          <link>http://gknt.org/articles/phonetic-pronunciation/</link>
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        <item>
          <title>Introduction to Eusebius</title>
          <description>&lt;h3&gt;His Life&lt;/h3&gt;
&lt;p&gt;Eusebius was born around 265, and as a youth he became a student in the theological school of Caesarea founded by Origen, who was one of the great men of the Alexandrian allegorical school of interpretation.  Thus the theological, biblical and exegetical tradition of Origen was most influential on Eusebius.  He studied under Pamphilius, and their relationship became more than that of student to teacher &amp;#8212; they were friends and co-workers.  They studied many works, and added new books to the illustrious library gathered together at Caesarea by Origen during the last twenty years of his life.   Being both lovers of books and admirers of Origen, together they studied the text of the Bible, with the aid of Origen&amp;#8217;s Hexapla and commentaries collected by Pamphilus, in an attempt to prepare a correct version.&lt;/p&gt;</description>
          <pubDate>Thu, 17 Jan 2008 23:34:37 GMT</pubDate>
          <guid>http://gknt.org/articles/introduction-to-eusebius/</guid>
          <link>http://gknt.org/articles/introduction-to-eusebius/</link>
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