Trilingual Codeswitching in Kenya – Evidence from Ekegusii, Kiswahili, English and Sheng
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Cover Page the Handle Holds Various Files of This Leiden University Dissertation. Author: Lima
Cover Page The handle http://hdl.handle.net/1887/85723 holds various files of this Leiden University dissertation. Author: Lima Santiago J. de Title: Zoonímia Histórico-comparativa: Denominações dos antílopes em bantu Issue Date: 2020-02-26 729 ANEXO 1: TABELA RECAPITULATIVA DAS PROTOFORMAS Nas protoformas provenientes do BLR (2003) e nas reconstruções de outros autores (majoritariamente, Mouguiama & Hombert, 2006), as classes nominais em negrito e sublinhadas, são sugestões da autora da tese. Significados Reconstruções Propostas Propostas do BLR e de de correções (De Lima outros autores Santiago) *-bʊ́dʊ́kʊ́ °-bʊ́dʊ́gʊ́ (cl. 9/10, 12/13) °-cénda (cl. 12/13) Philantomba °-cótɩ́ monticola (cl. 12/13) *-kùengà > °-kùèngà (cl. 11/5, 7/8) °°-cécɩ/ °°-cétɩ (cl. 9/10, 12/13) *-pàmbı ́ °-pàmbɩ́ (cl. 9/10) °-dòbò Cephalophus (cl. 3+9/4, nigrifrons 5/6) *-pùmbɩ̀dɩ̀ °-pùmbèèdɩ̀ (cl. 9/10, 9/6) 730 Significados Reconstruções Propostas Propostas do BLR e de de correções (De Lima outros autores Santiago) *-jʊ́mbɩ̀ (cl. 9/10, 3/4) °°-cʊ́mbɩ (cl. 9/10, 5/6, 7/8, 11/10) *-jìbʊ̀ °-tʊ́ndʊ́ Cephalophus (cl. 9/10) (cl. 9/10) silvicultor °°-bɩ́mbà °-bɩ̀mbà (cl. 9/10) °-kʊtɩ (cl. 9, 3) *-kʊ́dʊ̀pà/ °-bɩ́ndɩ́ *-kúdùpà (cl. 9/10, 7/8, (cl. 9/10) 3, 12/13) Cephalophus dorsalis °°-cíbʊ̀ °-pòmbɩ̀ (cl. 7/8) (cl. 9/10) °°-cʊmɩ >°-cʊmɩ́ °-gindà (cl. 9) Cephalophus (cl. 3/4) callipygus °°-cábè >°-cábà (cl. 9/10, 7/8) °°-bɩ̀jɩ̀ (cl. 9) 731 Significados Reconstruções Propostas Propostas do BLR e de de correções (De Lima outros autores Santiago) *-bengeda >°-bèngédè °-cégé (cl.9/10) (cl. 9/10) °°-àngàdà >°-jàngàdà Cephalophus (cl. -
Delivering Quality Education at a Low Cost in Kenya, Nigeria and Uganda
BRIDGE INTERNATIONAL ACADEMIES DELIVERING QUALITY EDUCATION AT A LOW COST IN KENYA, NIGERIA, AND UGANDA Christina Kwauk and Jenny Perlman Robinson BRIDGE INTERNATIONAL ACADEMIES Sincere gratitude and appreciation to Priyanka Varma, research assistant, who has been instrumental in the production of the Bridge International Academies case study. DELIVERING QUALITY We are also thankful to a wide-range of colleagues who generously shared their knowledge and EDUCATION AT A LOW feedback on the Bridge International Academies case study, including: Geordie Brackin, Lucy Bradlow, COST IN KENYA, NIGERIA, Andrew Carruthers, Gibson Gisore, Jay Kimmelman, Marie Leznicki, Shannon May, Sujatha Muthayya, Sylvia Njoroge, Lillian Wamuyu, Andrew White, and the teachers, students and parents at Bridge AND UGANDA International Academies in Gicagi and Kwa Njenga, Nairobi. Lastly, we would like to extend a special thank you to the following: our copy-editor, Merrell Tuck- Primdahl, our designer, blossoming.it, and our colleagues, Kathryn Norris and Jennifer Tyre. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s) and do not reflect the views of the Institution, its management, or its other scholars. Support for this publication and research effort was generously provided by the John D. and Catherine T. MacArthur Foundation and The MasterCard Foundation. The authors also wish to acknowledge the broader programmatic support of the William and Flora Hewlett Foundation, the LEGO Foundation, and the Government of Norway. -
Environmental Education in Kenya : the Need for a Community- Based Biology Curriculum in the Secondary Schools
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1993 Environmental education in Kenya : the need for a community- based biology curriculum in the secondary schools Suanne Unger The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Unger, Suanne, "Environmental education in Kenya : the need for a community-based biology curriculum in the secondary schools" (1993). Graduate Student Theses, Dissertations, & Professional Papers. 7615. https://scholarworks.umt.edu/etd/7615 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY Copying allowed as provided under provisions of the Fair Use Section of the U.S. COPYRIGHT LAW, 1976. Any copying for commercial purposes or financial gain may be under^en only with the author’s written consent. University of M ontana Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ENVIRONMENTAL EDUCATION IN KENYA: THE NEED FOR A COMMUNITY-BASED BIOLOGY CURRICULUM IN THE SECONDARY SCHOOLS b y Suanne Unger B. S., University of Wisconsin—Madison, 1988 Presented in partial fulfillment of the requirements for the degree of Master of Science Environmental Studies University of Montana 1993 Approved by Chairman, oard of Exammers ;an, Graduate School Date Reproduced with permission of the copyright owner. -
Mary Okelo and Makini Schools
COLUMBIA BUSINESS SCHOOL Entrepreneurship: A Case Study in African Enterprise Growth Expanding Private Education in Kenya: Mary Okelo and Makini Schools Andrew Bauer MBA ’03 Frederick Brust MBA/MIA ’04 Joshua Hubbert MBA ’02 With the support of Peter Kibiriti and Enterprise Africa magazine Professor Murray Low and the Eugene M. Lang Center for Entrepreneurship The Jerome A. Chazen Institute of International Business Mary and Pius Okelo and Makini Schools Columbia Business School wishes to acknowledge Corporate Africa, Ltd., for its valuable support of the field research that led to this case study. © 2002 by The Trustees of Columbia University in the City of New York and Corporate Africa, Ltd. All rights reserved. CHAZEN WEB JOURNAL OF INTERNATIONAL BUSINESS FALL 2002 www.gsb.columbia.edu/chazenjournal IT WAS JANUARY 7, 2002, AND THE FIRST DAY OF SCHOOL in a lush neighborhood of Nairobi, Kenya. The children of the Makini Upper Primary School mixed noisily with teachers, who were trying to direct them to their classes. Mary Okelo surveyed the scene from her nearby office. The modest eight-student enterprise she had founded in 1978 with her husband, Pius Okelo, had grown into one of Kenya’s top private schools. Indeed, by 2002 one could no longer even speak of just one school. The enterprise had grown to consist of seven related schools: lower, middle and upper primary schools within walking distance of the school’s original location; primary, secondary and International Baccalaureate schools at a new location outside of Nairobi; and a new satellite primary school close to downtown, on its very first day of operation. -
Swahili and the Dilemma of Ugandan Language Policy*
ASIAN AND AFRICAN STUDIES, 5, 1996, 2, 158170 SWAHILI AND THE DILEMMA OF UGANDAN LANGUAGE POLICY* Viera PAWLIKOVÁ-VILHANOVÁ Institute of Oriental and African Studies, Slovak Academy of Sciences, Klemensova 19, 813 64 Bratislava, Slovakia The language situation in East Africa is characterized by the widespread use of Swahili. While both in Tanzania and Kenya Swahili has been systematically promoted in all spheres of everyday life, Uganda has lacked a coherent government policy on language development and the position of Swahili in Uganda has always been very ambiguous. The continued vacil- lation over language policy and the Luganda/Swahili opposition threatening to carve the country into two major camps of language choice which is characteristic of the Ugandan lan- guage situation suggests that the language issue is not likely to be solved in the near future. Africa probably has the most complex and varied language situation in the world. It is a well known fact that the national boundaries of African countries drawn arbitrarily by the colonial powers at conferences in Europe during the time of the imperial partition of the African continent, pay little regard to the historical, cultural and linguistic affinity of the Africans. Few African states are known for their linguistic homogeneity.1 Given a very complex language situa- tion in Africa south of the Sahara with African languages co-existing and com- peting with European languages as well as with various lingua francas, Pidgins and Creoles, multilinguism and hence multilingualism is a feature of most Afri- can countries and it seems that it will remain the norm for a long time to come. -
Complete Paper
A Second or Foreign Language? Unveiling the Realities of English in Rural Kisii, Kenya Martha M. Michieka East Tennessee State University 1. Introduction This current study explores the presence and accessibility of English in rural Kisii, Kenya. A total of 111 youths were surveyed by use of a questionnaire. The respondents were asked to report the presence and use of English in their immediate environment such as its presence at home, at school, in the media, and in other social places. The findings show that there is limited presence of English in this rural context. Modern technology, which is indisputably a great resource in the global spread of English, is lacking. Although it is too early to draw generalized conclusions, the findings show that rural Kisii leans more toward English as a foreign language (EFL) context calling for a need for a re-evaluation of the choice of the language of instruction in rural Kisii schools and maybe other rural contexts as well. At independence, in 1963, Kenya adopted a capitalist economy, which consequently means that wealth is not equally distributed. As Prewitt (1974) observes, there are several geographical and educational inequalities in Kenya and a big gap between the haves and have-nots. The majority of the wealthy Kenyans live in Nairobi or other big cities where there is easy access to resources and development opportunities. However, a large percentage (70 to 75%) of the Kenyan population is rural and only 25% of the population lives in the cities (Ember &Ember, 2001; Gall, 1998,). Unlike the urban areas, most rural areas are remote, making it difficult for people who live there to enjoy public services such as education, better transport, and communication. -
44965829006.Pdf
Revista de Biología Tropical ISSN: 0034-7744 ISSN: 0034-7744 Universidad de Costa Rica Nirchio, Mauro; Veintimilla, Oscar Choco; Cordero, Patricio Fredy Quizhpe; Hernández, José Gregorio; Oliveira, Claudio Genotoxic effects of mercury chloride on the Neotropical fish Andinoacara rivulatus (Cichlidae: Cichlasomatini) Revista de Biología Tropical, vol. 67, no. 4, 2019, July-September, pp. 745-754 Universidad de Costa Rica DOI: 10.15517/RBT.V67I4.34133 Available in: http://www.redalyc.org/articulo.oa?id=44965829006 How to cite Complete issue Scientific Information System Redalyc More information about this article Network of Scientific Journals from Latin America and the Caribbean, Spain and Journal's webpage in redalyc.org Portugal Project academic non-profit, developed under the open access initiative Genotoxic effects of mercury chloride on the Neotropical fish Andinoacara rivulatus (Cichlidae: Cichlasomatini) Mauro Nirchio 1,2, Oscar Choco-Veintimilla1, Patricio Fredy Quizhpe-Cordero1, José Gregorio Hernández2 & Claudio Oliveira3 1. Universidad Técnica de Machala, Facultad de Ciencias Agropecuarias, Av. Panamericana Km. 5 1/2 Vía a Pasaje, Machala, Ecuador; [email protected], [email protected], [email protected], [email protected] 2. Universidad de Oriente, Núcleo Nueva Esparta, Porlamar, Venezuela; [email protected] 3. Departamento de Morfologia, Instituto de Biociências, Universidade Estadual Paulista, Sao Paulo, Brazil; [email protected] Received 29-VII-2018. Corrected 10-V-2019. Accepted 26-VI-2019. Abstract: Understanding the effects of heavy metals in aquatic ecosystems is of significant importance due to their potential to bioaccumulate at various trophic levels and induce damage in DNA. Mercury is considered one of the most dangerous heavy metals, causing chromosomal breakage (clastogenic event) or spindle dysfunction (aneugenic event), that can lead to the formation of encapsulated chromatin into a separate smaller nucleus, generally referred to as a micronucleus. -
Identity Dynamics in the Context of Male Circumcision and HIV/AIDS Among Luo Youth in Kisumu, Kenya Dissertation Committee: Dr
Negotiating Identity: Identity Dynamics in the Context of Male Circumcision and HIV/AIDS among Luo Youth in Kisumu, Kenya By Salome N. Wawire B.A., Agra University, 1994 M.A., University of Nairobi, 2000 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Anthropology at Brown University Providence, Rhode Island May 2010 Copyright 2010 by Salome N. Wawire This dissertation by Salome N. Wawire is accepted in its present form By the Department of Anthropology as satisfying the Dissertation requirement for the degree of Doctor of Philosophy. Date______________ __________________________________ Nicholas Townsend, Advisor Recommended to the Graduate Council Date______________ __________________________________ Daniel J. Smith, Reader Date______________ __________________________________ Philip Leis, Reader Date ______________ Wanjiku Khamasi, Reader Approved by the Graduate Council Date______________ __________________________________ Sheila Bonde, Dean of Graduate School iii SALOME N. WAWI RE Brown University, Department of Anthropology, Box 1921● Providence, RI, 02912 ●USA - - - ● Cell: 1-401- 588-0615 ● Fax: 1-401- 863-7588 [email protected] Education Brown University, Providence, Rhode Island Ph.D., Anthropology (2010) Pre-doctoral Trainee, Anthropological Demography Dissertation: Negotiating Identity: Identity Dynamics in the Context of Male Circumcision and HIV/AIDS among Luo Youth in Kisumu, Kenya Dissertation Committee: Dr. Nicholas Townsend (Chair), -
South Nyanza Historical Texts Volume I
SOUTH NYANZA HISTORICAL TEXTS VOLUME I THEODORA OLUNGA AYOT THIS TIIERIR FMS Itl'^V A rTEPTKD FOT Tm: d m - » AND A ( - . , pi tu UN 'iUU UaiVKUSITY U ^uAliU UNIVERSITY OF NAIROBI DEPARTMENT OF HISTORY 1076-1978 UNIVERSITY OF NAIROBI LIBRARY 0100157 7 TABLE OF CONTENTS Pag* Introduction 11 CHAPTER 1 JO-KARACHUONYO.................. 1 2 THE HAS I PUL. i.................. 43 3 THE KABONDO. .1................. 71 \ 4 KANYADA.......................... 05 5 JO-KOCBIA........................ 121 \ 6 THE KAGAN........................ 140 7 JO-GEM........................... 140 8 KANYAMWA......................... 160 0 THE KARUNGU..................... 172 10 KADEM............................ 102 11 KWABWAI, KANYADOTO fc KANYIKELA... 200 12 JO-KAMAGAMBO.................... 230 , 13 THE KANYAMKAGO.................. 256 14 JO-SAKWA......................... 264 15 JO-KOGELO..... ............... 282 16 JO-ALEGO......................... 306 17 JO-CHULA......................... 341 i / ,1 Introduction South Nyanza Historical Texts consists of the material collected during 1976-1978 field research. The research was conducted among the people of Kanyamwa, Kabuoch, Karungu, Kadera, Kwa- bwai, Kanyadoto, Kanyikela, Kanyada, Kochia, Kagan, Gem, Karachuonyo, Kabondo/Kasipul, Kamagambo, Sakwa, Kanyarakago, Jo-Kogelo, Alego and Jo-Chula. CHAPTER 1 JO-KARACHUONYO Intro due Mo n Tho history of Jo-Karachuonyo is the history of the Southern Luo migrations into Kenya between 1450-1750. Karachuonyo derives its name from 'Rachuonyo* who accord ing to tradition was the ancestor of most of the lineages living here. Roughly it is bordered to the south by Jok- O.iiolo group of Kochia, Kagan and Gem, To the South east are the Gusli and Kipsigis peoples respectively and to north is Nyakach and the rest of the ..rta is bordered by Nyanza Gulf. -
Learning Swahili Morphology, with Fidele Mpiranya. 2018
Learning Swahili morphology John Goldsmith and Fidèle Mpiranya July 23, 2018 1 Introduction In this paper we would like to explain some of the things that we have learned from a project on the learning of morphology. “Learning of morphology” in this context means using an algorithm which takes a large amount of text from a language, and draws conclusions about what are the roots, affixes, and principles of word construction (from roots and affixes) in this particular language. The crucial fact to bear in mind is that the algorithm is to have no prior knowledge of the language that we give to it. If the language is English or is Swahili, the learning algorithm starts from the same point; any differences that it draws between the two derive entirely from the data, and not from anything that we have given to the algorithm. That sounds like a tall order, and in some ways it is. But we can offer the following as motivation for this work. When we teach an introductory course on linguistics, we always reserve the second class on morphology for an experiment. We begin by putting a word on the board: ninasema, but we do not tell them this is from Swahili. We ask if anyone knows what it means or what language it comes from; if someone does know, we tell them to be quiet for the rest of the class. Then we ask everyone else to divide it into morphemes. There is silence, of course, because the students think they have no idea what the right answer is. -
ECFG-DRC-2020R.Pdf
ECFG About this Guide This guide is designed to prepare you to deploy to culturally t complex environments and achieve mission objectives. The he fundamental information contained within will help you understand the cultural dimension of your assigned location and gain skills necessary for success. Democratic Republicof The guide consists of 2 parts: Part 1 introduces “Culture General,” the foundational knowledge you need to operate effectively in any global environment. Part 2 presents “Culture Specific” the Democratic Republic of the Congo (DRC), focusing on unique cultural features of the DRC’s society and is designed to complement other pre-deployment training. It applies culture-general concepts to help increase your knowledge of your assigned deployment location (Photo courtesy of IRIN © Siegfried Modola). the For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact Congo AFCLC’s Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of the AFCLC. All photography is a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. A culture is the sum of all of the beliefs, values, behaviors, and symbols that have meaning for a society. -
The Studio Museum in Harlem Magazine Summer/Fall 2015 Studio Magazine Board of Trustees This Issue of Studio Is Underwritten, Editor-In-Chief Raymond J
The Studio Museum in Harlem Magazine Summer/Fall 2015 Studio magazine Board of Trustees This issue of Studio is underwritten, Editor-in-Chief Raymond J. McGuire, Chairman in part, with support from Elizabeth Gwinn Carol Sutton Lewis, Vice-Chair Rodney M. Miller, Treasurer Creative Director The Studio Museum in Harlem is sup- Thelma Golden Dr. Anita Blanchard ported, in part, with public funds provided Jacqueline L. Bradley Managing Editor by the following government agencies and Valentino D. Carlotti Dana Liss elected representatives: Kathryn C. Chenault Joan S. Davidson Copy Editor The New York City Department of Cultural Gordon J. Davis, Esq. Samir S. Patel Aairs; New York State Council on the Dr. Henry Louis Gates, Jr. Arts, a state agency; National Endowment Design Sandra Grymes for the Arts; the New York City Council; Pentagram Arthur J. Humphrey Jr. and the Manhattan Borough President. George L. Knox Printing Nancy L. Lane Allied Printing Services The Studio Museum in Harlem is deeply Dr. Michael L. Lomax grateful to the following institutional do- Original Design Concept Bernard I. Lumpkin nors for their leadership support: 2X4, Inc. Dr. Amelia Ogunlesi Ann G. Tenenbaum Studio is published two times a year Bloomberg Philanthropies John T. Thompson by The Studio Museum in Harlem, Booth Ferris Foundation Reginald Van Lee 144 W. 125th St., New York, NY 10027. Ed Bradley Family Foundation The Ralph and Fanny Ellison Hon. Bill de Blasio, ex-oicio Copyright ©2015 Studio magazine. Charitable Trust Hon. Tom Finkelpearl, ex-oicio Ford Foundation All rights, including translation into other The Horace W. Goldsmith Foundation languages, are reserved by the publisher.