Appendix B : Language Codes
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Grade -7 Activity Sheets
Azaan International School Self-Assessment – 2019 Grade: VII Subject: English Time: 20 min Marks: 10M Name of the student: _______________________________________ Date: _____________ I. Identify if these sentences are simple(S), compound (CO) or complex (C): 5M 1. A king lives in a palace. ______________________ 2. He is polite but his brother is rude. ______________________ 3. He will visit me on Sunday. ______________________ 4. He came home when it was raining. ______________________ 5. Unless you work hard, you cannot get good marks. _____________________ 6. You better walk fast or you will miss the train. ______________________ 7. Cows are grazing in the field. ______________________ 8. We met a few people who could speak English. ______________________ 9. He didn’t want to go to the dentist, yet he went anyway. _________________ 10. Harry is a baseball player who is known all over the world. ______________ II. Underline the independent clause and circle the dependent clause in the following sentences: 5M 1. Sam watched TV after he finished his homework. 2. If the dress is on sale, she will buy it. 3. We went on a hike although it was cold and windy yesterday 4. Unless you have the right size, don’t try it on. 5. After the programme ended, we went home. Azaan International School Peer - Assessment –Sep 2019 Grade: VII Subject: English Time : 20 min Marks :10 Name of the student: _____________________________ A. Match the words in both the columns to complete the oxymoron: 1. alone a. Confused 2. clearly b. Sweet 3. open c. good 4. deafening d. funny 5. -
Chapter 2 Language Use in Nepal
CHAPTER 2 LANGUAGE USE IN NEPAL Yogendra P. Yadava* Abstract This chapter aims to analyse the use of languages as mother tongues and second lan- guages in Nepal on the basis of data from the 2011 census, using tables, maps, and figures and providing explanations for certain facts following sociolinguistic insights. The findings of this chapter are presented in five sections. Section 1 shows the impor- tance of language enumeration in censuses and also Nepal’s linguistic diversity due to historical and typological reasons. Section 2 shows that the number of mother tongues have increased considerably from 92 (Census 2001) to 123 in the census of 2011 due to democratic movements and ensuing linguistic awareness among Nepalese people since 1990. These mother tongues (except Kusunda) belong to four language families: Indo- European, Sino-Tibetan, Austro-Asiatic and Dravidian, while Kusunda is a language isolate. They have been categorised into two main groups: major and minor. The major group consists of 19 mother tongues spoken by almost 96 % of the total population, while the minor group is made up of the remaining 104 plus languages spoken by about 4% of Nepal’s total population. Nepali, highly concentrated in the Hills, but unevenly distributed in other parts of the country, accounts for the largest number of speakers (44.64%). Several cross-border, foreign and recently migrated languages have also been reported in Nepal. Section 3 briefly deals with the factors (such as sex, rural/ urban areas, ethnicity, age, literacy etc.) that interact with language. Section 4 shows that according to the census of 2011, the majority of Nepal’s population (59%) speak only one language while the remaining 41% speak at least a second language. -
Jefferson: Education As the Antidote to “Failed Revolutions”
1 | MESALC NEWSLETTER Volume 7, Issue 1 | Spring 2018 Jefferson: Education as the Antidote Jefferson: to “Failed Revolutions” ................. 1 Education as the Antidote to J-Term in Kerala: India in Global History .......................................... 3 “Failed Revolutions” Welcome to MESALC: New Hindi Instructor ...................................... 4 New Fall 2018 Courses ................. 5 New Faculty Publications ............. 6 Sajedeh Hosseini: Serving as a TA at Mr. Jefferson’s School Brightened my Days ......................................... 8 Mehr Farooqi: A Night of Ghazals “The Arab Spring” now seems to many but a distant and Sufi Kalam ............................. 9 memory, a chimera, a false hope, one too painful to remember, revisit, or even study seriously. Mr. Jefferson would beg to Janaezjah Ryder: From Pune to differ. UVA ............................................... 10 Jefferson’s words on revolution did not stop with his crafting of America’s Declaration of Independence. During the Hanadi Al-Samman: The Aesthetics half century that followed, Jefferson avidly followed and of Trauma ...................................... 11 commented upon revolutionary developments around the world. While Ambassador to France, Jefferson warmly supported the Aenon Moose’s Speech at 2017 emerging French Revolution, counseling moderation and MESALC Graduation Ceremony .. 12 advising the Marquis de Lafayette on France’s Declaration of the Rights of Man. Thomas Jefferson Makes his Debut As France’s revolution struggled, Jefferson as US Secretary of State offered encouragement to French friends and on Arabic TV ................................. 13 intellectuals. To the Duchess d’Auville, on April 2, 1790, Jefferson wrote, “You have had some checks, some horrors since st Envisioning 21 Century Middle I left you; but the way to heaven, you know, has always been East & South Asian Studies ......... -
Some Principles of the Use of Macro-Areas Language Dynamics &A
Online Appendix for Harald Hammarstr¨om& Mark Donohue (2014) Some Principles of the Use of Macro-Areas Language Dynamics & Change Harald Hammarstr¨om& Mark Donohue The following document lists the languages of the world and their as- signment to the macro-areas described in the main body of the paper as well as the WALS macro-area for languages featured in the WALS 2005 edi- tion. 7160 languages are included, which represent all languages for which we had coordinates available1. Every language is given with its ISO-639-3 code (if it has one) for proper identification. The mapping between WALS languages and ISO-codes was done by using the mapping downloadable from the 2011 online WALS edition2 (because a number of errors in the mapping were corrected for the 2011 edition). 38 WALS languages are not given an ISO-code in the 2011 mapping, 36 of these have been assigned their appropri- ate iso-code based on the sources the WALS lists for the respective language. This was not possible for Tasmanian (WALS-code: tsm) because the WALS mixes data from very different Tasmanian languages and for Kualan (WALS- code: kua) because no source is given. 17 WALS-languages were assigned ISO-codes which have subsequently been retired { these have been assigned their appropriate updated ISO-code. In many cases, a WALS-language is mapped to several ISO-codes. As this has no bearing for the assignment to macro-areas, multiple mappings have been retained. 1There are another couple of hundred languages which are attested but for which our database currently lacks coordinates. -
Ethnicity, Education and Equality in Nepal
HIMALAYA, the Journal of the Association for Nepal and Himalayan Studies Volume 36 Number 2 Article 6 December 2016 New Languages of Schooling: Ethnicity, Education and Equality in Nepal Uma Pradhan University of Oxford, [email protected] Follow this and additional works at: https://digitalcommons.macalester.edu/himalaya Recommended Citation Pradhan, Uma. 2016. New Languages of Schooling: Ethnicity, Education and Equality in Nepal. HIMALAYA 36(2). Available at: https://digitalcommons.macalester.edu/himalaya/vol36/iss2/6 This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License This Research Article is brought to you for free and open access by the DigitalCommons@Macalester College at DigitalCommons@Macalester College. It has been accepted for inclusion in HIMALAYA, the Journal of the Association for Nepal and Himalayan Studies by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. New Languages of Schooling: Ethnicity, Education, and Equality in Nepal Uma Pradhan Mother tongue education has remained this attempt to seek membership into a controversial issue in Nepal. Scholars, multiple groups and display of apparently activists, and policy-makers have favored contradictory dynamics. On the one hand, the mother tongue education from the standpoint practices in these schools display inward- of social justice. Against these views, others looking characteristics through the everyday have identified this effort as predominantly use of mother tongue, the construction of groupist in its orientation and not helpful unified ethnic identity, and cultural practices. in imagining a unified national community. On the other hand, outward-looking dynamics Taking this contention as a point of inquiry, of making claims in the universal spaces of this paper explores the contested space of national education and public places could mother tongue education to understand the also be seen. -
Linguistic Survey of India Bihar
LINGUISTIC SURVEY OF INDIA BIHAR 2020 LANGUAGE DIVISION OFFICE OF THE REGISTRAR GENERAL, INDIA i CONTENTS Pages Foreword iii-iv Preface v-vii Acknowledgements viii List of Abbreviations ix-xi List of Phonetic Symbols xii-xiii List of Maps xiv Introduction R. Nakkeerar 1-61 Languages Hindi S.P. Ahirwal 62-143 Maithili S. Boopathy & 144-222 Sibasis Mukherjee Urdu S.S. Bhattacharya 223-292 Mother Tongues Bhojpuri J. Rajathi & 293-407 P. Perumalsamy Kurmali Thar Tapati Ghosh 408-476 Magadhi/ Magahi Balaram Prasad & 477-575 Sibasis Mukherjee Surjapuri S.P. Srivastava & 576-649 P. Perumalsamy Comparative Lexicon of 3 Languages & 650-674 4 Mother Tongues ii FOREWORD Since Linguistic Survey of India was published in 1930, a lot of changes have taken place with respect to the language situation in India. Though individual language wise surveys have been done in large number, however state wise survey of languages of India has not taken place. The main reason is that such a survey project requires large manpower and financial support. Linguistic Survey of India opens up new avenues for language studies and adds successfully to the linguistic profile of the state. In view of its relevance in academic life, the Office of the Registrar General, India, Language Division, has taken up the Linguistic Survey of India as an ongoing project of Government of India. It gives me immense pleasure in presenting LSI- Bihar volume. The present volume devoted to the state of Bihar has the description of three languages namely Hindi, Maithili, Urdu along with four Mother Tongues namely Bhojpuri, Kurmali Thar, Magadhi/ Magahi, Surjapuri. -
The Genus Anadenanthera in Amerindian Cultures
THE GENUS ANADENANTHERA IN AMERINDIAN CULTURES BY SIRI VON REIS ALTSCHUL, PH .D. RESEARCH FELLOW BOTANICAL MUSEUM HARVARD UNIVERSITY CAMBRIDGE, MASSACHUSETTS 1972 This monograph is dedicated in affectionate memory to the late DANIEL HERBERT EFRON, PH.D., M.D. 1913-1972 cherished friend of the author and of the Botanical Museum, a true scientist devoted to the interdisciplinary approach in the advancement of knowledge. A/""'f""'<J liz {i>U<// t~ },~u 0<<J4 ~ If;. r:J~ ~ //"'~uI ~ ()< d~ ~ !dtd't;:..1 "./.u.L .A Vdl0 If;;: ~ '" OU'''-k4 :/" tu-d ''''''"-''t2.. ?,,".jd,~ jft I;ft'- ?_rl; A~~ ~r'4tft,t -5 " q,.,<,4 ~~ l' #- /""/) -/~ "1'Ii;. ,1""", "/'/1'1",, I X C"'-r'fttt. #) (../..d ~;, . W,( ~ ~ f;r"'" y it;.,,J 11/" Y 4J.. %~~ l{jr~ t> ~~ ~txh '1'ix r 4 6~" c/<'T'''(''-;{' rn« ?.d ~;;1';;/ a-.d txZ-~ ~ ;o/~ <A.H-iz "" ~".,/( 1-/X< "..< ,:" -.... ~ ~ . JJlr-0? on . .it-(,0.1' r 4 -11<.1.- aw./{') -:JL. P7t;;"j~;1 S .d-At ;0~/lAQ<..t ,ti~?,f,.... vj "7rU<-'- ~I""" =iiR-I1;M~ a....k«<-l, ¢- f!!) d..;.:~ M ~ ~y£/1 ~/.u..-... It'--, "" # :Z:-,k. "i ~ "d/~ efL<.<~/ ,w 1'#,') /';~~;d-t a;.. tlArl-<7'" I .Ii;'~.1 (1(-;.,} >Lc -(l"7C),.,..,;.. :.... ,,:/ ~ /-V,~ , ,1" # (i F'"' l' fJ~~A- (.tG- ~/~ Z:--7Co- ,,:. ,L7r= f,-, , ~t) ahd-p;: fJ~ / tr>d .4 ~f- $. b".,,1 ~/. ~ pd. 1'7'-· X ~-t;;;;.,~;z jM ~0Y:tJ;; ~ """.,4? br;K,' ./.n.u" ~ 7r .".,.~,j~ ;;f;tT ~ ..4'./ ;pf,., tJd~ M_~ (./I<'/~.'. IU. et. c./,. ~L.y !f-t.<H>:t;.tu ~ ~,:,-,p., .....:. -
India Country Name India
TOPONYMIC FACT FILE India Country name India State title in English Republic of India State title in official languages (Bhārat Gaṇarājya) (romanized in brackets) भारत गणरा煍य Name of citizen Indian Official languages Hindi, written in Devanagari script, and English1 Country name in official languages (Bhārat) (romanized in brackets) भारत Script Devanagari ISO-3166 code (alpha-2/alpha-3) IN/IND Capital New Delhi Population 1,210 million2 Introduction India occupies the greater part of South Asia. It was part of the British Empire from 1858 until 1947 when India was split along religious lines into two nations at independence: the Hindu-majority India and the Muslim-majority Pakistan. Its highly diverse population consists of thousands of ethnic groups and hundreds of languages. Northeast India comprises the states of Arunāchal Pradesh, Assam, Manipur, Meghālaya, Mizoram, Nāgāland, Sikkim and Tripura. It is connected to the rest of India through a narrow corridor of the state of West Bengal. It shares borders with the countries of Nepal, China, Bhutan, Myanmar (Burma) and Bangladesh. The mostly hilly and mountainous region is home to many hill tribes, with their own distinct languages and culture. Geographical names policy PCGN policy for India is to use the Roman-script geographical names found on official India-produced sources. Official maps are produced by the Survey of India primarily in Hindi and English (versions are also made in Odiya for Odisha state, Tamil for Tamil Nādu state and there is a Sanskrit version of the political map of the whole of India). The Survey of India is also responsible for the standardization of geographical names in India. -
Kalenjin Bible Old Testament
Kalenjin Bible Old Testament Reddened Thorny yokes her tapestries so afterwards that Gunner misspells very malapropos. Knobbier and pugilistic Leonerd enravish: which Gus is wiry enough? Parenthetical and dumpier Euclid eyeing almost spaciously, though Kalvin frap his limnologist disinhumed. What ever the Judgment Seat of Christ The Bema. KALENJIN BIBLE Bukuit Ne Tilil 200 apk download for. An acceptable practice it strictly orders all who is blank please check your bible study the old testament kalenjin bible is available so he will receive photos and old testaments! For kalenjin bible has something went on phone number format and old testament kalenjin bible! Kalenjin Bible APK Download for Windows Latest Version 273. The brick Testament translation has proceeded as live as Hosea and sister is hoped that the. Alur language Bari language Kakwa dialect Kalenjin language Karamojong. Kalenjin Bible App Ranking and vote Data App Annie. New york times, you the old testament bible will return for more details of elders who works of old testament kalenjin bible which circumcision was it. The Holy Bible in KalenjinContaining The wrong Testament and ponder New crop You concede now read my Holy Bible in Kalenjin Share with friends about the. Cambridge Calfskin Leather NIV New Testament Bible Vest. Web with water, hearts melted and kalenjin bible old testament had had roots and myths which initially was eating with. There was only because he shall we provide bible of old testament kalenjin bible is a cultural significance in the teso community as a slave that is! So it and old testament had by a dozen other languages and other masterminds of jews at the old testament? Those who are not heard the glory in the developer of moses abdicated and new. -
Languages of the Middle Andes in Areal-Typological Perspective: Emphasis on Quechuan and Aymaran
Languages of the Middle Andes in areal-typological perspective: Emphasis on Quechuan and Aymaran Willem F.H. Adelaar 1. Introduction1 Among the indigenous languages of the Andean region of Ecuador, Peru, Bolivia, northern Chile and northern Argentina, Quechuan and Aymaran have traditionally occupied a dominant position. Both Quechuan and Aymaran are language families of several million speakers each. Quechuan consists of a conglomerate of geo- graphically defined varieties, traditionally referred to as Quechua “dialects”, not- withstanding the fact that mutual intelligibility is often lacking. Present-day Ayma- ran consists of two distinct languages that are not normally referred to as “dialects”. The absence of a demonstrable genetic relationship between the Quechuan and Aymaran language families, accompanied by a lack of recognizable external gen- etic connections, suggests a long period of independent development, which may hark back to a period of incipient subsistence agriculture roughly dated between 8000 and 5000 BP (Torero 2002: 123–124), long before the Andean civilization at- tained its highest stages of complexity. Quechuan and Aymaran feature a great amount of detailed structural, phono- logical and lexical similarities and thus exemplify one of the most intriguing and intense cases of language contact to be found in the entire world. Often treated as a product of long-term convergence, the similarities between the Quechuan and Ay- maran families can best be understood as the result of an intense period of social and cultural intertwinement, which must have pre-dated the stage of the proto-lan- guages and was in turn followed by a protracted process of incidental and locally confined diffusion. -
Tru Helper. a Melodic Analysis of Christian Music in Garhwal, North India
Scholars Crossing Masters Theses Center for Music and Worship 12-15-2004 Sachu Saharu: Tru Helper. A Melodic Analysis of Christian Music in Garhwal, North India Laura Eilders Bethel University Follow this and additional works at: https://digitalcommons.liberty.edu/ethno_master Recommended Citation Eilders, Laura, "Sachu Saharu: Tru Helper. A Melodic Analysis of Christian Music in Garhwal, North India" (2004). Masters Theses. 6. https://digitalcommons.liberty.edu/ethno_master/6 This Article is brought to you for free and open access by the Center for Music and Worship at Scholars Crossing. It has been accepted for inclusion in Masters Theses by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. SACHU SAHARU: TRUE HELPER A Melodic Analysis of Christian Music in Garhwal, North India A MASTER’S THESIS SUBMITTED TO THE GRADUATE FACULTY OF THE CENTER FOR GRADUATE AND CONTINUING STUDIES BETHEL UNIVERSITY BY LAURA EILDERS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ETHNOMUSICOLOGY DECEMBER 15, 2004 Copyright DECEMBER 15, 2004 by Laura Eilders BETHEL UNIVERSITY TITLE LAURA EILDERS DECEMBER, 2004 Approved: ___________________________________, Thesis Advisor ___________________________________ ___________________________________ ACCEPTED _____________________________ Program Director _____________________________ Dean of Graduate Studies Acknowledgements As I neared the completion of the required classes for a Master’s in Ethnomusicology, -
The Tatoeba Translation Challenge--Realistic Data Sets For
The Tatoeba Translation Challenge – Realistic Data Sets for Low Resource and Multilingual MT Jorg¨ Tiedemann University of Helsinki [email protected] https://github.com/Helsinki-NLP/Tatoeba-Challenge Abstract most important point is to get away from artificial This paper describes the development of a new setups that only simulate low-resource scenarios or benchmark for machine translation that pro- zero-shot translations. A lot of research is tested vides training and test data for thousands of with multi-parallel data sets and high resource lan- language pairs covering over 500 languages guages using data sets such as WIT3 (Cettolo et al., and tools for creating state-of-the-art transla- 2012) or Europarl (Koehn, 2005) simply reducing tion models from that collection. The main or taking away one language pair for arguing about goal is to trigger the development of open the capabilities of learning translation with little or translation tools and models with a much without explicit training data for the language pair broader coverage of the World’s languages. Using the package it is possible to work on in question (see, e.g., Firat et al.(2016a,b); Ha et al. realistic low-resource scenarios avoiding arti- (2016); Lakew et al.(2018)). Such a setup is, how- ficially reduced setups that are common when ever, not realistic and most probably over-estimates demonstrating zero-shot or few-shot learning. the ability of transfer learning making claims that For the first time, this package provides a do not necessarily carry over towards real-world comprehensive collection of diverse data sets tasks.