Multiple Feature Affixation in Seenku Plural Formation
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T3 Sandhi Rules of Different Prosodic Hierarchies
T3 Sandhi rules of different prosodic hierarchies Abstract This study conducts acoustic analysis on T3 sandhi of two characters across different boundaries of prosodic hierarchies. The experimental data partly support Chen (2000)’s view about sandhi domain that “T3 sandhi takes place obligatorily within MRU”, and “sandhi rule can not apply cross intonation phrase boundary”. Nonetheless, the results do not support his claim that “there are no intermediate sandhi hierarchies between MRU and intonation phrase”. On the contrary, it is found that, although T3 sandhi could occur across all kinds of hierarchical boundaries between MRU and intonation phrase, T3 sandhi rules within a foot (prosodic word), or between foots without pause, or between pauses without intonation (phonology phrase) are very different in terms of acoustic properties. Furthermore, based on the facts that (1) T3 sandhi could occur cross boundary of pauses and (2) phrase-final sandhi could be significantly lengthening, it is argued that T3 sandhi is due to dissimilation of low tones, rather than duration reduction within MRU domain. It is also demonstrated that tone sandhi and prosodic hierarchies may not be equivalently evaluated in Chinese phonology. Prosodic hierarchies are determined by pause and lengthening, not by tone sandhi. Key words: tone sandhi; prosodic hierarchies; boundary; Mandarin Chinese 1 Introduction So-called T3 sandhi in mandarin Chinese has been widely discussed in Chinese Phonology. Mandarin Chinese has four tones: T1 (level 55), T2 (rising 35), T3 (low-rise 214), T4 (falling 51).Generally, when a T3 is followed by another T3, it turns into T2. The rule could be simply stated as: 214->35/ ___214. -
The Cambridge Handbook of Phonology
This page intentionally left blank The Cambridge Handbook of Phonology Phonology – the study of how the sounds of speech are represented in our minds – is one of the core areas of linguistic theory, and is central to the study of human language. This state-of-the-art handbook brings together the world’s leading experts in phonology to present the most comprehensive and detailed overview of the field to date. Focusing on the most recent research and the most influential theories, the authors discuss each of the central issues in phonological theory, explore a variety of empirical phenomena, and show how phonology interacts with other aspects of language such as syntax, morph- ology, phonetics, and language acquisition. Providing a one-stop guide to every aspect of this important field, The Cambridge Handbook of Phonology will serve as an invaluable source of readings for advanced undergraduate and graduate students, an informative overview for linguists, and a useful starting point for anyone beginning phonological research. PAUL DE LACY is Assistant Professor in the Department of Linguistics, Rutgers University. His publications include Markedness: Reduction and Preservation in Phonology (Cambridge University Press, 2006). The Cambridge Handbook of Phonology Edited by Paul de Lacy CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521848794 © Cambridge University Press 2007 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. -
5 Phonology Florian Lionnet and Larry M
5 Phonology Florian Lionnet and Larry M. Hyman 5.1. Introduction The historical relation between African and general phonology has been a mutu- ally beneficial one: the languages of the African continent provide some of the most interesting and, at times, unusual phonological phenomena, which have con- tributed to the development of phonology in quite central ways. This has been made possible by the careful descriptive work that has been done on African lan- guages, by linguists and non-linguists, and by Africanists and non-Africanists who have peeked in from time to time. Except for the click consonants of the Khoisan languages (which spill over onto some neighboring Bantu languages that have “borrowed” them), the phonological phenomena found in African languages are usually duplicated elsewhere on the globe, though not always in as concen- trated a fashion. The vast majority of African languages are tonal, and many also have vowel harmony (especially vowel height harmony and advanced tongue root [ATR] harmony). Not surprisingly, then, African languages have figured dispro- portionately in theoretical treatments of these two phenomena. On the other hand, if there is a phonological property where African languages are underrepresented, it would have to be stress systems – which rarely, if ever, achieve the complexity found in other (mostly non-tonal) languages. However, it should be noted that the languages of Africa have contributed significantly to virtually every other aspect of general phonology, and that the various developments of phonological theory have in turn often greatly contributed to a better understanding of the phonologies of African languages. Given the considerable diversity of the properties found in different parts of the continent, as well as in different genetic groups or areas, it will not be possible to provide a complete account of the phonological phenomena typically found in African languages, overviews of which are available in such works as Creissels (1994) and Clements (2000). -
ELISION in ESAHIE Victoria Owusu Ansah Abstract One of the Syllable Structure Changes That Occur in Rapid Speech Because of Sounds Influencing Each Other Is Elision
Ghana Journal of Linguistics 9.2: 22-43 (2020) ________________________________________________________________________ http://dx.doi.org/10.4314/gjl.v9i2.2 ELISION IN ESAHIE Victoria Owusu Ansah Abstract One of the syllable structure changes that occur in rapid speech because of sounds influencing each other is elision. This paper provides an account of elision in Esahie, also known as Sehwi, a Kwa language spoken in the Western North region of Ghana. The paper discusses the processes involved in elision, and the context within which elision occurs in the language. The paper shows that sound segments, syllables and tones are affected by the elision process. It demonstrates that elision, though purely a phonological process, is influenced by morphological factors such as vowel juxtapositioning during compounding, and at word boundary. The evidence in this paper show that there is an interface between phonology and morphology when accounting for elision in Esahie. Data for this study were gathered from primary sources using ethnographic and stimuli methods. Keywords: Elision, Esahie, Sehwi, Tone, Deletion, Phonology 1.0 Introduction This paper provides an account of elision in Esahie, a Kwa language spoken in the Western North Region of Ghana1. It discusses the processes involved in elision in Esahie, and the context within which elision occurs in the language. The paper demonstrates that elision is employed in Esahie as a syllable structure repair mechanism. Elision is purely a phonological process but can sometimes be triggered by morphological factors. Indeed, the works of (Abakah 2004a, 2004b), Abdul-Rahman (2013), Abukari (2018), Becker and Gouskova (2016) writing on Akan, Dagbani and Russia respectively, confirm that elision 1 Speakers of Esahie in Ghana number about 580,000 and they live mostly in the Western North Region of the country (Ghana Statistical Service Report 2012, 2010 National Population Census). -
Alphabets, Letters and Diacritics in European Languages (As They Appear in Geography)
1 Vigleik Leira (Norway): [email protected] Alphabets, Letters and Diacritics in European Languages (as they appear in Geography) To the best of my knowledge English seems to be the only language which makes use of a "clean" Latin alphabet, i.d. there is no use of diacritics or special letters of any kind. All the other languages based on Latin letters employ, to a larger or lesser degree, some diacritics and/or some special letters. The survey below is purely literal. It has nothing to say on the pronunciation of the different letters. Information on the phonetic/phonemic values of the graphic entities must be sought elsewhere, in language specific descriptions. The 26 letters a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z may be considered the standard European alphabet. In this article the word diacritic is used with this meaning: any sign placed above, through or below a standard letter (among the 26 given above); disregarding the cases where the resulting letter (e.g. å in Norwegian) is considered an ordinary letter in the alphabet of the language where it is used. Albanian The alphabet (36 letters): a, b, c, ç, d, dh, e, ë, f, g, gj, h, i, j, k, l, ll, m, n, nj, o, p, q, r, rr, s, sh, t, th, u, v, x, xh, y, z, zh. Missing standard letter: w. Letters with diacritics: ç, ë. Sequences treated as one letter: dh, gj, ll, rr, sh, th, xh, zh. -
Recharge NY (RNY) Description
ReCharge New York A New York Power Authority Program As of April 2016 2 Overview NYPA and ReCharge NY (RNY) Description Application and Contract Process Evaluation Criteria Statistics 3 ReCharge NY (RNY) Program Description 4 NYPA/ReCharge NY (RNY) o NYPA is the largest state public power organization in the U.S. o Owns and operates 16 power plants o Operates 1,400 circuit-miles of the NYS transmission system o RNY is Governor Cuomo’s statewide economic development electric power program o 910 Megawatts (MW) o 50% NYPA hydropower o 50% market power procured by NYPA o Focuses on job creation or retention for existing, expanding, or new businesses 5 ReCharge NY (RNY) Program Description o Minimum of 350 MW for applicants within NYSEG, National Grid, and RG&E territories o All NYS utility customers can participate in RNY o Minimum 200 MW for attracting new businesses to New York State and expanding existing businesses o 100 MW for small businesses and not-for-profits 6 Eligibility Criteria • Large businesses (above 400 kW peak demand) • Small businesses (equal or less than 400 kW peak demand) Who’s • A corporation defined in Section 102 of the state’s Not-For-Profit Corporation Eligible? Law, subdivision five of paragraph (a) • Retail businesses • Sports venues Who’s not • Gaming or entertainment related establishments Eligible? • Places of overnight accommodations 7 Application & Contract Process 8 RNY Application Process Applicants must apply online through the Consolidated Funding Application (CFA): o The CFA is a single application for multiple funding sources o To access the CFA, please visit http://regionalcouncils.ny.gov Regional Economic Development Councils: o Developed strategic plans o Provide input on RNY applications to determine consistency with strategies and priorities for their respective regions 9 Application Review o Regional Councils: Score each application, contributing to 20% of the applicants’ overall score. -
Dutchess County Public Transit Route C
Route C: Poughkeepsie Transit Hub to Tivoli Please see map on page 24 / Favor ver el mapa en la página 24 See map at left for continuation of Route C to Poughkeepsie / To/From MONDAY–SATURDAY / LUNES–SABADO NORTH / NORTE Ver el mapa a la derecha para la continuación de la Ruta C a Poughkeepsie Tivoli N Cross Rd NORTHBOUND: Poughkeepsie to Tivoli / HACIA EL NORTE: Poughkeepsie a Tivoli Tivoli Free Old Post Rd Library 13 Pine St Map not to scale 15 Broadway Mapa no a escala Tivoli Village of 14 Staatsburg Tivoli Hall W Anderson Center K erl S Cross Rd ey for Autism C or Kidd Ln n er s Rd Route 9 & CR 41 St) (East Market PARK HYDE Budds C Red Hook County Dutchess Hub Transit POUGHKEEPSIE Poughkeepsie StationTrain POUGHKEEPSIE Fulton St E & Beck Pl College Marist POUGHKEEPSIE DCC Lot E Bus Shelter POUGHKEEPSIE Ln Dorsey West & Route 9 (CIA) PARK HYDE Route 9 S (Across from Stop & Shop) PARK HYDE Stop Shop & PARK HYDE Route 9G (Violet & Ave) East Market St CR 41) PARK HYDE Stop Shop & RHINEBECK Route & 199 9G Route HOOK RED Bard College (Kline Bus Stop) HOOK RED Pine St & Katherine Ln TIVOLI orners Rd Stop # 1 2 3 4 5 6 7 8 9 10 11 12 13 1 3 117 89 93 88 94 116 80 104 96 81 100 Cruger Island Rd 9G Albany Post Rd 5:35 5:40 — — 5:47 5:50 * — — 6:16 6:27 * 6:39 6:05 6:10 — — 6:17 6:20 * — — 6:46 6:57 — 7:09 9G 12 W halesback R d 7:30 7:35 — 7:46 — — — 8:04 8:07 8:20 — — — Bard AM 8:30 8:35 — 8:46 8:54 8:57 8:58 — — 9:20 9:31 9:36 9:43 College 9:15 9:20 — 9:31 9:39 9:42 9:43 — — 10:08 10:19 10:24 10:30 Town of Hyde Hyde Park 11:00 11:05 — 11:16 -
How to Study a Tone Language, with Exemplification from Oku (Grassfields Bantu, Cameroon)
UC Berkeley Phonology Lab Annual Report (2010) How To Study a Tone Language, with exemplification from Oku (Grassfields Bantu, Cameroon) Larry M. Hyman University of California, Berkeley DRAFT • August 2010 • Comments Welcome 1. Introduction On numerous occasions I have been asked, “How does one study a tone language?” Or: “How can I tell if my language is tonal?” Even seasoned field researchers, upon confronting their first tone system, have asked me: “How do I figure out the number of tones I have?” When it comes to tone, colleagues and students alike often forget everything they’ve learned about discovering the phonology of a language and assume that tone is somehow different, that it requires different techniques or expertise. Some of this may derive from an incomplete understanding of what it means to be a tone system. Prior knowledge of possible tonal inventories, tone rules, and tone- grammar interfaces would definitely be helpful to a field researcher who has to decipher a tone system. However, despite such recurrent encounters, general works on tone seem not to answer these questions—specifically, they rarely tell you how to start and how to discover. I sometimes respond to the last question, “How do I figure out the number of tones I have?”, by asking in return, “Well, how would you figure out the number of vowels you have?” Hopefully the answer would be something like: “I would get a word list, starting with nouns, listen carefully, transcribe as much detail as I can, and then organize the materials to see if I have been consistent.” (I will put off until §5 commentary concerning the use of speech software as an aid in linguistic discovery.) Although I don’t think the elicitation techniques that one applies in studying segmental vs. -
Reminiscences of Red Hook" in November, 1926
Reminiscences of Red Hook (A story of the Village) by Edmund Bassett Edmund Bassett was born in Red Hook about 1865. He studied telegraphy and held various positions with the New York Central Railroad, among them Stationmaster at Tivoli. Later in life he went to New York City where he was very successful. Like most people who move to a big city life in a small town is remembered with great fondness. Mr. Bassett was no exception and these reminiscences were an expression of his feeling. Mr. Bassett started his "Reminiscences of Red Hook" in November, 1926. These were published weekly over a period of three months in the REV HOOK AVVERTISER. The second series, "Reminisoenoes of Some of the Highways and Byways of Red Hook" were written in 1928 and published in the REV HOOK AVVERTISER over a period of several months from April 10, 1930 to October 9, 1930. By using the enclosed 1867 map of the Village of Red Hook, it is possible to follow Mr. Bassett's travels.and identify families, buildings, and streets mentioned in the articles. Reprinted June 1976 by Red Hook-Tivoli Bicentennial Committee REMINISCENCES OF RED HOOK By Edmund Bassett As good "Americans" we should love our native country, but no part of same is so dear to me as Red Hook, the spot where I first saw the light of day. We should all follow the commandment, "Love your neighbor as yourself" and all men are our neighbors; but the poor and down trodden should ever have a special appeal to us, and they do; but the old neighbors at home, in dear old Red Hook, have an appeal all their own to me. -
New York Standards Alignment ELA: Kindergarten Through Grade 3
New York Standards Alignment 2011 New York State P-12 Common Core Learning Standards, produced by the State Department of Education ELA: Kindergarten through Grade 3 English Language Arts and Literacy in History/Social Studies Math: Prekindergarten through Grade 1 Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries . P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 • Fax: (715) 424-4242 www.renlearn.com New York Standards Alignment Standards List with Aligned Product Skills The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject, discipline, and grade and the product skills aligned to those standards. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator ................................................................................................... iii ELA: Kindergarten English Language Arts and Literacy in History/Social Studies ........................... 1 ELA: Grade 1 English Language Arts and Literacy in History/Social Studies ................................ 5 ELA: Grade 2 English Language Arts and Literacy in History/Social Studies ................................ 9 ELA: Grade 3 English Language Arts and Literacy in History/Social Studies ................................ 12 Math: Prekindergarten ............................................................................................. -
Interim Guidance for Office-Based Work During the Covid-19 Public Health Emergency
INTERIM GUIDANCE FOR OFFICE-BASED WORK DURING THE COVID-19 PUBLIC HEALTH EMERGENCY When you have read this document, you can affirm at the bottom. As of June 8, 2021 Purpose This Interim Guidance for Office-Based Work during the COVID-19 Public Health Emergency (“Interim COVID-19 Guidance for Office-Based Work”) was created to provide businesses and entities that operate in office spaces and their employees and contractors with precautions to help protect against the spread of COVID-19 as their businesses reopen or continue to operate. This guidance addresses business activities where the core function takes place within an office setting. This guidance may apply – but is not limited – to businesses and entities in the following sectors: Professional services, nonprofit, technology, administrative support, and higher education administration (excluding full campus reopening). Please note that these guidelines may also apply to business operating parts of their business functions under different guidelines (e.g. front office for a construction company). This guidance does not address medical offices, such as doctors’ offices or dentists’ offices. This guidance also does not address building owners/managers and their employees or contractors. For more information on building management, see, “Interim COVID-19 Guidance for Commercial Building Management.” Owners and operators of offices are authorized to require masks and six feet of social distancing for employees within their establishments or adhere to DOH guidance, consistent with the Centers for Disease Control and Prevention’s (CDC) “Interim Public Health Recommendations for Fully Vaccinated People.” If choosing to adhere to CDC guidance, offices generally do not congregate patrons or operate above the State’s social gathering limits, and must follow applicable guidelines for masks, distancing, and capacity as outlined in New York State’s guidelines on Implementing CDC Guidance. -
The Phonology of Tone and Intonation
This page intentionally left blank The Phonology of Tone and Intonation Tone and Intonation are two types of pitch variation, which are used by speak- ers of many languages in order to give shape to utterances. More specifically, tone encodes morphemes, and intonation gives utterances a further discoursal meaning that is independent of the meanings of the words themselves. In this comprehensive survey, Carlos Gussenhoven provides an up-to-date overview of research into tone and intonation, discussing why speakers vary their pitch, what pitch variations mean, and how they are integrated into our grammars. He also explains why intonation in part appears to be universally understood, while at other times it is language-specific and can lead to misunderstandings. The first eight chapters concern general topics: phonetic aspects of pitch mod- ulation; typological notions (stress, accent, tone, and intonation); the distinction between phonetic implementation and phonological representation; the paralin- guistic meaning of pitch variation; the phonology and phonetics of downtrends; developments from the Pierrehumbert–Beckman model; and tone and intona- tion in Optimality Theory. In chapters 9–15, the book’s central arguments are illustrated with comprehensive phonological descriptions – partly in OT – of the tonal and intonational systems of six languages, including Japanese, French, and English. Accompanying sound files can be found on the author’s web site: http://www.let.kun.nl/pti Carlos Gussenhoven is Professor and Chair of General and Experimental Phonology at the University of Nijmegen. He has previously published On the Grammar and Semantics of Sentence Accents (1994), English Pronunciation for Student Teachers (co-authored with A.