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Fixes for ordered lists using parenthesis
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Jesse Griffin
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@ -22,9 +22,9 @@ This pattern is also seen in Psalm 119:32 where running in the path of God's com
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These patterns present three challenges to anyone who wants to identify them:
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These patterns present three challenges to anyone who wants to identify them:
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1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, it is God who puts strength on me like a belt. (Psalm 18:32 ULB) is based on the pairing of clothing with moral quality. In this case, the image of a belt represents strength. (see "Clothing represents a moral quality" in [Biblical Imagery - Man-made Objects](bita-manmade))
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1. When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, it is God who puts strength on me like a belt. (Psalm 18:32 ULB) is based on the pairing of clothing with moral quality. In this case, the image of a belt represents strength. (see "Clothing represents a moral quality" in [Biblical Imagery - Man-made Objects](bita-manmade))
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2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom))
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1. When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom))
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In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David's life. When his men were concerned that he might "put out the lamp of Israel" they were concerned that he might be killed.
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In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David's life. When his men were concerned that he might "put out the lamp of Israel" they were concerned that he might be killed.
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@ -34,7 +34,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
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>Ishbibenob...intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, "You must not go to battle anymore with us, so that you do not put out the <u>lamp</u> of Israel." (2 Samuel 21:16-17 ULB)
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>Ishbibenob...intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, "You must not go to battle anymore with us, so that you do not put out the <u>lamp</u> of Israel." (2 Samuel 21:16-17 ULB)
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3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models. (see [Biblical Imagery - Common Metonymies](bita-part2) and [Biblical Imagery - Cultural Models](bita-part3))
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1. Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models. (see [Biblical Imagery - Common Metonymies](bita-part2) and [Biblical Imagery - Cultural Models](bita-part3))
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For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
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For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
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@ -45,12 +45,8 @@ For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life
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The following pages have lists of some of the ideas that represent others in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
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The following pages have lists of some of the ideas that represent others in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
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A. [Biblical Imagery - Body Parts and Human Qualities](bita-hq)
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* [Biblical Imagery - Body Parts and Human Qualities](bita-hq)
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* [Biblical Imagery - Human Behavior](bita-humanbehavior) - Includes both physical and non-physical actions, conditions and experiences
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B. [Biblical Imagery - Human Behavior](bita-humanbehavior) - Includes both physical and non-physical actions, conditions and experiences
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* [Biblical Imagery - Plants](bita-plants)
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* [Biblical Imagery - Natural Phenomena](bita-phenom)
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C. [Biblical Imagery - Plants](bita-plants)
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* [Biblical Imagery - Man-made Objects](bita-manmade)
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D. [Biblical Imagery - Natural Phenomena](bita-phenom)
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E. [Biblical Imagery - Man-made Objects](bita-manmade)
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@ -32,7 +32,7 @@ If euphemism would be natural and give the right meaning in your language, consi
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Use a euphemism from your own culture.
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1. Use a euphemism from your own culture.
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* **... where there was a cave. Saul went inside to <u>relieve himself</u>.** (1 Samuel 24:3 ULB) - Some languages might use euphemisms like these:
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* **... where there was a cave. Saul went inside to <u>relieve himself</u>.** (1 Samuel 24:3 ULB) - Some languages might use euphemisms like these:
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* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
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* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
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@ -41,7 +41,7 @@ If euphemism would be natural and give the right meaning in your language, consi
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* **Mary said to the angel, “How will this happen, since I have not <u>slept with any man</u>?”** (Luke 1:34 ULB)
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* **Mary said to the angel, “How will this happen, since I have not <u>slept with any man</u>?”** (Luke 1:34 ULB)
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* Mary said to the angel, “How will this happen, since <u>I do not know a man</u>?” - (This is the euphemism used in the original Greek)
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* Mary said to the angel, “How will this happen, since <u>I do not know a man</u>?” - (This is the euphemism used in the original Greek)
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2) State the information plainly without a euphemism if it would not be offensive.
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1. State the information plainly without a euphemism if it would not be offensive.
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* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
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* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
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* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
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* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
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@ -60,7 +60,7 @@ Consider using the same extended metaphor if your readers will understand it in
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) If the target audience would think that the images should be understood literally, translate it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:
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1. If the target audience would think that the images should be understood literally, translate it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:
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>**Yahweh is <u>my shepherd</u>; I will lack nothing.**
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>**Yahweh is <u>my shepherd</u>; I will lack nothing.**
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>**He makes <u>me</u> to lie down in green pastures;**
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>**He makes <u>me</u> to lie down in green pastures;**
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@ -71,7 +71,7 @@ Can be translated as:
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> <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters,
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> <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters,
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> Yahweh helps me to rest peacefully."
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> Yahweh helps me to rest peacefully."
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2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
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1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
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>**My well beloved had a <u>vineyard</u> on a very fertile hill.**
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>**My well beloved had a <u>vineyard</u> on a very fertile hill.**
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>**He <u>spaded</u> it and removed the stones, and planted it with the <u>choicest</u> vine.**
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>**He <u>spaded</u> it and removed the stones, and planted it with the <u>choicest</u> vine.**
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@ -84,7 +84,7 @@ May be translated as:
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> He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>.
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> He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>.
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> He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
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> He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
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3) If the target audience still would not understand, then state it clearly.
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1. If the target audience still would not understand, then state it clearly.
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Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
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Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
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@ -41,7 +41,7 @@ If the irony would be understood correctly in your language, translate it as it
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Translate it in a way that shows that the speaker is saying what someone else believes.
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1. Translate it in a way that shows that the speaker is saying what someone else believes.
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* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
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* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
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* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
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* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
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@ -50,7 +50,7 @@ If the irony would be understood correctly in your language, translate it as it
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* **I did not come to call <u>righteous people</u> to repentance, but to call sinners to repentance.** (Luke 5:32 ULB)
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* **I did not come to call <u>righteous people</u> to repentance, but to call sinners to repentance.** (Luke 5:32 ULB)
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* I did not come to call <u>people who think that they are righteous</u> to repentance, but to call sinners to repentance.
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* I did not come to call <u>people who think that they are righteous</u> to repentance, but to call sinners to repentance.
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2) Translate the actual, intended meaning of the statement of irony.
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1. Translate the actual, intended meaning of the statement of irony.
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* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
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* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
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* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
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* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
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@ -38,17 +38,17 @@ If the past tense would be natural and give the right meaning in your language,
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Use the future tense to refer to future events.
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1. Use the future tense to refer to future events.
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* **For to us a child <u>has been born</u>, to us a son <u>has been given</u>;** (Isaiah 9:6a ULB)
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* **For to us a child <u>has been born</u>, to us a son <u>has been given</u>;** (Isaiah 9:6a ULB)
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* "For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
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* "For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
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2) If it refers to something that would happen very soon, use a form that shows that.
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1. If it refers to something that would happen very soon, use a form that shows that.
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* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
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* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
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* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
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* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
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3) Some languages may use the present tense to show that something will happen very soon.
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1. Some languages may use the present tense to show that something will happen very soon.
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* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
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* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
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* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
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* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
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@ -27,6 +27,7 @@ The examples below show each of these types used for their main functions.
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Statements can also have other functions. (see [Statements - Other Uses](../figs-declarative/01.md))
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Statements can also have other functions. (see [Statements - Other Uses](../figs-declarative/01.md))
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#### Questions
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#### Questions
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The speakers below used these questions to get information, and the people they were speaking to answered their questions.
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The speakers below used these questions to get information, and the people they were speaking to answered their questions.
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<blockquote>Jesus said to them, "<u>Do you believe that I can do this?</u>" They said to him, "Yes, Lord." (Matthew 9:28 ULB) </blockquote>
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<blockquote>Jesus said to them, "<u>Do you believe that I can do this?</u>" They said to him, "Yes, Lord." (Matthew 9:28 ULB) </blockquote>
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@ -49,7 +49,7 @@ Here are ways you might translate a term that is not known in your language:
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
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1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
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* **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
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* **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
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* Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
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* Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
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* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
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* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
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* We have here only five <u>loaves of baked grain seeds</u> and two fish
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* We have here only five <u>loaves of baked grain seeds</u> and two fish
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2) Substitute something similar from your language if doing so does not falsely represent a historical fact.
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1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
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* **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
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* **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
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* your sins ... will be white like <u>milk</u>
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* your sins ... will be white like <u>milk</u>
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* your sins ... will be white like <u>the moon</u>
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* your sins ... will be white like <u>the moon</u>
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3) Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
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1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
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* **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine."
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* **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine."
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* Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
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* Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
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* **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
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* **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
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* We have here only five loaves of <u>baked crushed seed bread</u> and two fish
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* We have here only five loaves of <u>baked crushed seed bread</u> and two fish
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4) Use a word that is more general in meaning.
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1. Use a word that is more general in meaning.
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* **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
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* **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
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* I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
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* I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
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* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
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* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
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* We have here only five <u>loaves of baked food</u> and two fish
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* We have here only five <u>loaves of baked food</u> and two fish
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5) Use a word or phrase that is more specific in meaning.
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1. Use a word or phrase that is more specific in meaning.
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* **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
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* **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
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* to him who made <u>the sun and the moon</u>
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* to him who made <u>the sun and the moon</u>
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Use your language's way of showing that certain information is background information. The examples below explain how this was done in the ULB English translations.
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1. Use your language's way of showing that certain information is background information. The examples below explain how this was done in the ULB English translations.
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* **<u>Now</u> Jesus himself, when he began to teach, <u>was</u> about thirty years of age. He <u>was</u> the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULB) English uses the word "now" to show that there is some kind of change in the story. The verb "was" shows that it is background information.
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* **<u>Now</u> Jesus himself, when he began to teach, <u>was</u> about thirty years of age. He <u>was</u> the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULB) English uses the word "now" to show that there is some kind of change in the story. The verb "was" shows that it is background information.
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* **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20 ULB) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him.
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* **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20 ULB) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him.
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2) Reorder the information so that earlier events are mentioned first.
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1. Reorder the information so that earlier events are mentioned first.
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* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
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* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
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* "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael."
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* "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael."
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@ -47,12 +47,12 @@ If the way the relationship between thoughts is shown in the ULB would be natura
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Use a connecting word (even if the ULB does not use one).
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1. Use a connecting word (even if the ULB does not use one).
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* **Jesus said to them, "Come after me, and I will make you become fishers of men." Immediately they left the nets and went after him.** (Mark 1:17-18 ULB) - They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with "so."
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* **Jesus said to them, "Come after me, and I will make you become fishers of men." Immediately they left the nets and went after him.** (Mark 1:17-18 ULB) - They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with "so."
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* Jesus said to them, "Come after me, and I will make you become fishers of men." <u>So</u> immediately they left the nets and went after him.
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* Jesus said to them, "Come after me, and I will make you become fishers of men." <u>So</u> immediately they left the nets and went after him.
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2) Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
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1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
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* **Therefore whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) -
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* **Therefore whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) -
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@ -66,7 +66,7 @@ Some languages might not need the words "but" or "then" here.
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* I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
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* I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
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3) Use a different connecting word.
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1. Use a different connecting word.
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* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) Instead of a word like "therefore," a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word "but" is used here because of the contrast between the two groups of people. But in some languages, the word "but" would show that what comes after it is surprising because of what came before it. So "and" might be clearer for those languages.
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* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) Instead of a word like "therefore," a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word "but" is used here because of the contrast between the two groups of people. But in some languages, the word "but" would show that what comes after it is surprising because of what came before it. So "and" might be clearer for those languages.
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* <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
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* <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
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@ -45,7 +45,7 @@ If translating a proverb literally would be natural and give the right meaning i
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### Examples of Translation Strategies Applied
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### Examples of Translation Strategies Applied
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1) Find out how people say proverbs in your language, and use one of those ways.
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1. Find out how people say proverbs in your language, and use one of those ways.
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* **A good name is to be chosen over great riches,**
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* **A good name is to be chosen over great riches,**
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@ -58,7 +58,7 @@ Here are some ideas for ways that people might say a proverb in their language.
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* Try to have a good reputation rather than great riches.
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* Try to have a good reputation rather than great riches.
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* Will riches really help you? I would rather have a good reputation.
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* Will riches really help you? I would rather have a good reputation.
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2) If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language.
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1. If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language.
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* **Like <u>snow in summer</u> or rain in harvest,**
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* **Like <u>snow in summer</u> or rain in harvest,**
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@ -66,12 +66,12 @@ Here are some ideas for ways that people might say a proverb in their language.
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* It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
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* It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
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3) Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
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1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
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* **Do not boast about tomorrow** (Proverbs 27:1 ULB)
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* **Do not boast about tomorrow** (Proverbs 27:1 ULB)
|
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* Do not count your chickens before they hatch.
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* Do not count your chickens before they hatch.
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||||||
4) Give the same teaching but not in a form of a proverb.
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1. Give the same teaching but not in a form of a proverb.
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* **A generation that curses their father and does not bless their mother,**
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* **A generation that curses their father and does not bless their mother,**
|
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Loading…
Reference in New Issue