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Action Plan for Implementing the Convention on Biological Diversity's Programme of Work on Protected Areas
Action Plan for Implementing the Convention on Biological Diversity’s Programme of Work on Protected Areas (INSERT PHOTO OF COUNTRY) (TUVALU) Submitted to the Secretariat of the Convention on Biological Diversity October 6, 2011 Protected area information: PoWPA Focal Point: Mrs. Tilia Asau Assistant Environment officer-Biodiversity Department of Environment Ministry of Foreign Affairs, Trade, Tourism, Environment & Labour. Government of Tuvalu. Email:[email protected] Lead implementing agency: Department of Environment. Ministry of Foreign Affairs, Trade, Tourism, Environment & Labour. Multi-stakeholder committee: Advisory Committee for Tuvalu NBSAP project Description of protected area system National Targets and Vision for Protected Areas Vission: “Keeping in line with the Aichi targets - By the year 2020, Tuvalu would have a clean and healthy environment, full of biological resources where the present and future generations of Tuvalu will continue to enjoy the equitable sharing benefits of Tuvalu’s abundant biological diversity” Mission: “We shall apply our traditional knowledge, together with innovations and best practices to protect our environment, conserve and sustainably use our biological resources for the sustainable benefit of present and future Tuvaluans” Targets: Below are the broad targets for Tuvalu as complemented in the Tuvalu National Biodiversity Action Plan and NSSD. To prevent air, land , and marine pollution To control and minimise invasive species To rehabilitate and restore degraded ecosystems To promote and strengthen the conservation and sustainable use of Tuvalu’s biological diversity To recognize, protect and apply traditional knowledge innovations and best practices in relation to the management, protection and utilization of biological resources To protect wildlife To protect seabed and control overharvesting in high seas and territorial waters Coverage According to World data base on Protected Areas, as on 2010, 0.4% of Tuvalu’s terrestrial surface and 0.2% territorial Waters are protected. -
LCSH Section K
K., Rupert (Fictitious character) Motion of K stars in line of sight Ka-đai language USE Rupert (Fictitious character : Laporte) Radial velocity of K stars USE Kadai languages K-4 PRR 1361 (Steam locomotive) — Orbits Ka’do Herdé language USE 1361 K4 (Steam locomotive) UF Galactic orbits of K stars USE Herdé language K-9 (Fictitious character) (Not Subd Geog) K stars—Galactic orbits Ka’do Pévé language UF K-Nine (Fictitious character) BT Orbits USE Pévé language K9 (Fictitious character) — Radial velocity Ka Dwo (Asian people) K 37 (Military aircraft) USE K stars—Motion in line of sight USE Kadu (Asian people) USE Junkers K 37 (Military aircraft) — Spectra Ka-Ga-Nga script (May Subd Geog) K 98 k (Rifle) K Street (Sacramento, Calif.) UF Script, Ka-Ga-Nga USE Mauser K98k rifle This heading is not valid for use as a geographic BT Inscriptions, Malayan K.A.L. Flight 007 Incident, 1983 subdivision. Ka-houk (Wash.) USE Korean Air Lines Incident, 1983 BT Streets—California USE Ozette Lake (Wash.) K.A. Lind Honorary Award K-T boundary Ka Iwi National Scenic Shoreline (Hawaii) USE Moderna museets vänners skulpturpris USE Cretaceous-Paleogene boundary UF Ka Iwi Scenic Shoreline Park (Hawaii) K.A. Linds hederspris K-T Extinction Ka Iwi Shoreline (Hawaii) USE Moderna museets vänners skulpturpris USE Cretaceous-Paleogene Extinction BT National parks and reserves—Hawaii K-ABC (Intelligence test) K-T Mass Extinction Ka Iwi Scenic Shoreline Park (Hawaii) USE Kaufman Assessment Battery for Children USE Cretaceous-Paleogene Extinction USE Ka Iwi National Scenic Shoreline (Hawaii) K-B Bridge (Palau) K-TEA (Achievement test) Ka Iwi Shoreline (Hawaii) USE Koro-Babeldaod Bridge (Palau) USE Kaufman Test of Educational Achievement USE Ka Iwi National Scenic Shoreline (Hawaii) K-BIT (Intelligence test) K-theory Ka-ju-ken-bo USE Kaufman Brief Intelligence Test [QA612.33] USE Kajukenbo K. -
Language Isolates and Linguistic Diversity
Language Isolates and Linguistic Diversity Jean-Marie Hombert BLS 36 Berkeley, Feb 6-7, 2010 • 1. Isolates : How many? Where? • 2. Their importance • 3. Problem of time barrier in langage classification • 4. Why do we have Isolates? • 5. « Real » language isolates and polygenesis • Language Family : group of languages which have a common ancestor • Language isolate : language without linguistic relatives (single unit family) © http://ehl.santafe.edu/main.html Distribution of Language Families (from Campbell, 1998) Languages Families Americas > 2000 > 150 New Guinea > 750 > 60 Australia 250 > 60 Africa > 2500 > 20 Europe + Asia 37 Europe 3 Families, Isolates and Macro-Families Ruhlen WALS Nichols Campbell Families 17 37 > 250 > 250 Isolates 5 169 Wrong debate? • It could just depend on the time depth considered: –300 «groups» at 2000 BP –50 «groups» at 5000 BP –About 12 « groups » at 15000 BP 1. Localisation of language isolates Distribution of Isolates • Few Isolates in Africa • Many Isolates in (South) America • …and New Guinea 2. Importance of language isolates • Clearer image of classification of the world’s languages • Better understanding of langage dispersals • Adequate representation of linguistic diversity in sampling for typological studies • Priority list for study of endangered languages Isolates and African language classification • Afroasiatic • Laal • Niger-Congo • Shabo • Mande • Ongota • Nilo-Saharan • Dompo • Songhay • Mpre • Kadu • Bangi-Me • Coman • Cen Tuum • Ju • Hadza • Khoe-Kwadi • Tuu 3. The 10.000 to 100.000 years -
Abstract of Counting Systems of Papua New Guinea and Oceania
Abstract of http://www.uog.ac.pg/glec/thesis/ch1web/ABSTRACT.htm Abstract of Counting Systems of Papua New Guinea and Oceania by Glendon A. Lean In modern technological societies we take the existence of numbers and the act of counting for granted: they occur in most everyday activities. They are regarded as being sufficiently important to warrant their occupying a substantial part of the primary school curriculum. Most of us, however, would find it difficult to answer with any authority several basic questions about number and counting. For example, how and when did numbers arise in human cultures: are they relatively recent inventions or are they an ancient feature of language? Is counting an important part of all cultures or only of some? Do all cultures count in essentially the same ways? In English, for example, we use what is known as a base 10 counting system and this is true of other European languages. Indeed our view of counting and number tends to be very much a Eurocentric one and yet the large majority the languages spoken in the world - about 4500 - are not European in nature but are the languages of the indigenous peoples of the Pacific, Africa, and the Americas. If we take these into account we obtain a quite different picture of counting systems from that of the Eurocentric view. This study, which attempts to answer these questions, is the culmination of more than twenty years on the counting systems of the indigenous and largely unwritten languages of the Pacific region and it involved extensive fieldwork as well as the consultation of published and rare unpublished sources. -
Exploring Material Culture Distributions in the Upper Sepik and Central New Guinea
Gender, mobility and population history: exploring material culture distributions in the Upper Sepik and Central New Guinea by Andrew Fyfe, BA (Hons) Thesis submitted for the Degree of Doctor of Philosophy in The Discipline of Geographical and Environmental Studies The University of Adelaide November 2008 …..These practices, then, and others which I will speak of later, were borrowed by the Greeks from Egypt. This is not the case, however, with the Greek custom of making images of Hermes with the phallus erect; it was the Athenians who took this from the Pelasgians, and from the Athenians the custom spread to the rest of Greece. For just at the time when the Athenians were assuming Hellenic nationality, the Pelasgians joined them, and thus first came to be regarded as Greeks. Anyone will know what I mean if he is familiar with the mysteries of the Cabiri-rites which the men of Samothrace learned from the Pelasgians, who lived in that island before they moved to Attica, and communicated the mysteries to the Athenians. This will show that the Athenians were the first Greeks to make statues of Hermes with the erect phallus, and that they learned the practice from the Pelasgians…… Herodotus c.430 BC ii Table of contents Acknowledgements vii List of figures viii List of tables xi List of Appendices xii Abstract xiv Declaration xvi Section One 1. Introduction 2 1.1 The Upper Sepik-Central New Guinea Project 2 1.2 Lapita and the exploration of relationships between language and culture in Melanesia 3 1.3 The quantification of relationships between material culture and language on New Guinea’s north coast 6 1.4 Thesis objectives 9 2. -
Nyikina Paradigms and Refunctionalization: a Cautionary Tale in Morphological Reconstruction
Nyikina Paradigms and Refunctionalization: A Cautionary Tale in Morphological Reconstruction Claire Bowern Yale University Department of Linguistics PO Box 208366 New Haven, CT 06520, USA [email protected] Ph: +1.203.432.2045 Keywords: morphology, Nyulnyulan, Australian languages, exaptation, reconstruction, analogy 1 Abstract Here I present a case study of change in the complex verb morphology of the Nyikina language of Northwestern Australia. I describe changes which lead to reanalysis of underlying forms while preserving much of the inherited phonological material. The changes presented here do not fit into previous typologies of morphological change. Nyikina lost the distinction between past and present, and in doing so, merged two paradigms into one. The former past tense marker came to be associated with intransitive verb stems. The inflected verbs thus continue inherited material, but in a different function. These changes are most parsimoniously described in a theory of word formation which makes reference to paradigms. 1 Introduction 1.1 Background Many types of change can occur in morphology. Studies such as Anderson (1988) and Koch (1996) identified a series of processes which cause change in morphemes. These include, in addition to regular sound change which operates on fully inflected forms, various types of boundary shift (such as the absorption of material into stems or the reanalysis of one morpheme as two), and analogical changes such as paradigm regularization. Inflectional material can also be lost. Other processes are particularly associated with morphological change in complex paradigms, though by no means exclusively so. These include so-called “hermit-crab” morphology – and the related change of “lost wax” – described by Heath (1997, 1998). -
0=AFRICAN Geosector
2= AUSTRALASIA geosector Observatoire Linguistique Linguasphere Observatory page 123 2=AUSTRALASIA geosector édition princeps foundation edition DU RÉPERTOIRE DE LA LINGUASPHÈRE 1999-2000 THE LINGUASPHERE REGISTER 1999-2000 publiée en ligne et mise à jour dès novembre 2012 published online & updated from November 2012 This geosector covers 223 sets of languages (1167 outer languages, composed of 2258 inner languages) spoken or formerly spoken by communities in Australasia in a geographic sequence from Maluku and the Lesser Sunda islands through New Guinea and its adjacent islands, and throughout the Australian mainland to Tasmania. They comprise all languages of Australasia (Oceania) not covered by phylosectors 3=Austronesian or 5=Indo-European. Zones 20= to 24= cover all so-called "Papuan" languages, spoken on Maluku and the Lesser Sunda islands and the New Guinea mainland, which have been previously treated within the "Trans-New Guinea" hypothesis: 20= ARAFURA geozone 21= MAMBERAMO geozone 22= MANDANGIC phylozone 23= OWALAMIC phylozone 24= TRANSIRIANIC phylozone Zones 25= to 27= cover all other so-called "Papuan" languages, on the New Guinea mainland, Bismarck archipelago, New Britain, New Ireland and Solomon islands, which have not been treated within the "Trans-New Guinea" hypothesis: 25= CENDRAWASIH geozone 26= SEPIK-VALLEY geozone 27= BISMARCK-SEA geozone Zones 28= to 29= cover all languages spoken traditionally across the Australian mainland, on the offshore Elcho, Howard, Crocodile and Torres Strait islands (excluding Darnley island), and formerly on the island of Tasmania. An "Australian" hypothesis covers all these languages, excluding the extinct and little known languages of Tasmania, comprising (1.) an area of more diffuse and complex relationships in the extreme north, covered here by geozone 28=, and (2.) a more closely related affinity (Pama+ Nyungan) throughout the rest of Australia, covered by 24 of the 25 sets of phylozone 29=. -
1 Bibliography 1. Kaa, DJ Van De. the Demography of Papua and New
1 Bibliography 1. Kaa, D. J. van de. The Demography of Papua and New Guinea's Indigenous Population [Ph.D. Dissertation]. Canberra: Australian National University; 1971. xiii, 235 pp. Note: [general PNG]. 2. Kaa, D. J. van de. Estimates of Vital Rates and Future Growth. In: Kaa, D. J. van de; Stanhope, J. M.; Epstein, T. S.; Fry, N. H.; Beltz, C. L. People and Planning in Papua and New Guinea. Canberra and Boroko: Australian National University, New Guinea Research Unit; 1970: 1-23. (New Guinea Research Bulletins; v. 34). Note: [general PNG]. 3. Kaa, D. J. van de. The Future Growth of Papua New Guinea's Indigenous Population. In: Ward, Marion W., Editor. Population Growth and Socio-economic Change: Papers from the Second Demography Seminar, Port Moresby, 1970. Canberra and Boroko: Australian National University, New Guinea Research Unit; 1971: 16-30. (New Guinea Research Bulletins; v. 42). Note: [general PNG]. 4. Kaa, D. J. Van de. Medical Work and Changes in Infant Mortality in Western New Guinea. Papua and New Guinea Medical Journal. 1967; 10: 89-94. Note: [1959-1962: Schouten Is, Fak-Fak, Lower Waropen, Nimboran, Moejoe, Noemfoor]. 5. Kaa, D. J. van de. Opportunities for Research in Papua-New Guinea and Irian Barat: Demography. In: Reeves, Susan C.; Dudley, May. New Guinea Social Science Field Research and Publications 1962-67. Canberra and Port Moresby: Australian National University, New Guinea Research Unit; 1969: 202-203. (New Guinea Research Bulletins; v. 32). Note: [general PNG]. 6. Kaa, D. J. van de. Population Censuses in Papua New Guinea. South Pacific Bulletin. -
Language Teacher Guide 2015
Language Teacher Guide 2015 Standard Based Elementary Two Language Teacher Guide 2015 Elementary Two Standard Based Issued free to schools by the Department of Education Published in 2015 by the Department of Education, Papua New Guinea. First Edition © Copyright 2014, Department of Education, Papua New Guinea All rights reserved. No part of this publication may be recorded, stored in a retrieval system or transmitted by any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. Graphic Design Layout by David Kuki Gerega ISBN 978-998080-87-896-0 Acknowledgements The Elementary Two Language Teacher Guide was developed by the Curriculum Development Division of the Department of Education and coordinated by Philippa Anskar Darius with assistance from the Subject Curriculum Group, (SCG) members. Teachers College and Universities Lecturers, Teachers, Standards Officers and other stake holders such as Non Government Organisation, (NGO) and Churches are acknowledge for their contributions. Syllabus Advice Committee, (SAC) and Basic Education Board of Studies, (BEBOS) Committee members are acknowledged for their recommendation and endorsement of this Syllabus. Special acknowledgement to Summer Institute of Linguistic (SIL) Ukarumpa and Voluntary Service Organisation (VSO) for their writing and editorial support. The document was funded by the Australian Aid through Department of Foreign Affairs and Trade, (DFAT) and Government of Papua New Guinea. CONTENTS Secretary’s Message iv Introduction 1 Key Features 3 Teaching and Learning 4 Content Overview 5 Planning and Programming 13 Assessment, Recording and Reporting 36 Glossary 45 Resources 46 References 47 Appendix 48 E2 LANGUAGE TEACHER GUIDE 2015 iii SECRETARy’S MESSAGE This Teacher’s Guide is intended for Elementary Two teachers in Papua New Guinea Schools. -
Wipi Grammar Essentials
1 Wipi Grammar Essentials Written by Anne Dondorp and Jae-Wook Shim, January 1997 Formatted for online publishing by Ruth Wester, November 2013 2 1. INTRODUCTION ............................................................................................................................ 7 1.1 General Information ................................................................................................................................... 7 1.2 Conventions Used ....................................................................................................................................... 8 1.3 Abbreviations ............................................................................................................................................. 8 2. PHONOLOGICAL DESCRIPTION ............................................................................................. 10 2.1 Tentative Orthography ............................................................................................................................. 10 2.2 Morphophonemics ................................................................................................................................... 11 2.2.1 Epenthesis ................................................................................................................................................ 11 2.2.2 Deletion .................................................................................................................................................... 11 2.2.3 Assimilation ............................................................................................................................................. -
The Evolution of Linguistic Diversity
The Evolution of Linguistic Diversity Daniel Nettle Thesis submitted for the degree of PhD University College London 1996 ProQuest Number: 10044366 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10044366 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT This thesis examines the causes and consequences of diversity in human language. It is divided into three sections, each of which addresses a different aspect of the topic. The first section uses computer simulations to examine various mechanisms which may produce diversity in language: imperfect learning, geographical isolation, selection on the basis of social affiliation, and functional selection amongst linguistic variants. It is concluded that social and functional selection by speakers provide the main motive forces for the divergence of languages. The second section examines the factors influencing the geographical distribution of languages in the world. By far the most important is the ecological regime in which people live. Seasonal climates produce large ethnolinguistic groups because people form large networks of exchange to mitigate the subsistence risk to which they are exposed. -
Tuvalu-Eiwironrnental Conditions 3
TUuolu Nlzi -IrZI^-iN M"ry@ffi Tuaalu Sto te Of the Environment Report t993 USP Library Catalogrring-in-Publicadon data: Iane,John Tutalu : state of the environinent report y'byJohn Lane.-Apia, Western Sarhoa : SPREF, lg9g, wii, 64p. : ?9cm "Rcport for the South Pacific Regional Environment Programme (SPREP) as documentation in support of the Tilvalu National Environrnental Manageruent Srategy (NEMS). Produced witlt financial asgis$nce frorn the United Nations Development Prograrnme (UNDP) aud the Australian Intemational Development Assistance Bureau (AIDAB)." Bibliography. rsBN 982-04-0070-8 1. lluman ecologpT[va]u 2. Tuvalu-Eiwironrnental conditions 3. Environmennl protection -'Tuvalu I. South Pacific Regional Environment Programme II. Title G'F852.T9L35 304.2'09968s Prepa'red for publication by the South Facific Regio nal Enlirsnme nt Programm e, Apia, Westem Sanoa @ South Pacific Regional Environment Proglamme; 19Q4 The South Pacitric Regional Envirorrrnent Proglamme authoriiles the'reproduction of &xtual nrarerial,'vvhsle or parq in any forrn, provided appropriate acknowledgement is given. Coordinating editor Suzanne Grano Editor' Barb.ara Henson Editorial assistant Betqrlynne Mantell Design and production Peter Evans Artwork for symbols Ca*rerine Appleton Cover clesign by Peter, Eranc based on an ortginal design by CatherineAppleton Photographs Alefaio Sernese andJohn Lanre Maps eupplied by MAP'gmphics, Brisbane, Atuualia Tlpeset in New Baskerville and Gill Sans Br.inted on 110 gsrn Tudor R. P. ( 1007o recy.cled) by ABC Printing Brisbane, Atrstralia Illustrative rnaterial cannot be reProduced without per-mis$ion of the ptotographer- or artisl Produced wirh fiqlmciat aasistancc from the United Nations Developmerrt hogra4me (UNDP) and the Austrnliao Interriational Dwelop-ment Asgbtatrc'e Bureru (AIDAB) Coaa pholagraph: Trailitional cultun is,tmtral to Twaluan life- Parl af lhe'passing aut' tcbbwilkmsfor gmd'aatiwg sfudmts of the I\atalu Maritivu Silool, Funafuli'{tall.