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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. -
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. -
The Plymouth Brethren Medical Mission to Ikelenge, Northern Rhodesia Sarah Ponzer Northern Michigan University, [email protected]
Conspectus Borealis Volume 2 | Issue 1 Article 4 4-26-2017 "Disease, Wild Beasts, and Wilder Men": The Plymouth Brethren Medical Mission to Ikelenge, Northern Rhodesia Sarah Ponzer Northern Michigan University, [email protected] Follow this and additional works at: https://commons.nmu.edu/conspectus_borealis Part of the African History Commons Recommended Citation Ponzer, Sarah (2017) ""Disease, Wild Beasts, and Wilder Men": The lyP mouth Brethren Medical Mission to Ikelenge, Northern Rhodesia," Conspectus Borealis: Vol. 2 : Iss. 1 , Article 4. Available at: https://commons.nmu.edu/conspectus_borealis/vol2/iss1/4 This Article is brought to you for free and open access by the Journals and Peer-Reviewed Series at NMU Commons. It has been accepted for inclusion in Conspectus Borealis by an authorized administrator of NMU Commons. For more information, please contact Kevin McDonough. 1 “DISEASE, WILD BEASTS, AND WILDER MEN”1: THE PLYMOUTH BRETHREN MEDICAL MISSION TO IKELENGE, NORTHERN RHODESIA 1 William Singleton Fisher and Julyan Hoyte, Ndotolu: The Life Stories of Walter and Anna Fisher of Central Africa (London, Pickering and Inglis, Ltd., 1987) pp. 21, Walter in a letter of correspondence with his mother about things they feared. 2 Introduction The Plymouth Brethren2 medical mission to the Ikelenge region of Northern Rhodesia, now Zambia, has many unique features. First, the Plymouth Brethren, a rebellious evangelical Christian denomination that formed in the 1800’s. Second, the founding physician of Kalene Mission Hospital, Dr. Walter Fisher, a surgeon who used unprecedented and revolutionary social tactics to incorporate local culture into his medical and personal life. Lastly, the cultural and linguistic aspects of the Lunda-Ndembu tribe3 that allowed for the assimilation of Lunda culture and beliefs into the lives and medical practices of the Brethren. -
* Malawi, Tanzania, Zambia, Zimbabwe
DISABILITY & SOCIAL RESPONSES IN SOME SOUTHERN AFRICAN NATIONS: Angola, Botswana, Burundi, D.R. Congo (ex Zaire), Malawi, Mozambique, Namibia, Tanzania, Rwanda, Zambia, Zimbabwe. A bibliography, with introduction and some historical items. M. MILES (compiler / annotator), Birmingham, UK. [email protected] Copyright 2003 M.Miles / CIRRIE All materials may be reproduced for non-commercial purposes to advance educational or scientific research. * MALAWI, TANZANIA, ZAMBIA, ZIMBABWE AALL-JILEK LM (1965) Epilepsy in the Wapogoro tribe in Tanganyika. Acta Psychiatrica Scandinavica 41: 57-86. ACHOLA, Paul PW (1990) Implementing Educational Policies in Zambia. Discussion paper, Africa Tech. Dept. series 90. Washington DC: World Bank. ADAMOLEKUN B, MIELKE JK & BALL DE (1999) An evaluation of the impact of health and patient education on the care and compliance of patients with epilepsy in Zimbabwe. Epilepsia 40: 507-511. ADDISON, Joan (1986) A Historical Survey of Facilities for Handicapped People in Zimbabwe. Hrr: NASCOH. 36 pp. ADDISON J (1992) Education of the visually-handicapped in Zimbabwe: an overview. IJSE 7: 71-79. AGER, Alastair (1990) The importance of sustainability in the design of culturally appropriate programmes of early intervention. Intl Disab. Studies 12: 89-92. (Based in Malawi). AGER A & AGER W (1989) An investigation of the needs of mentally retarded individuals within Malawi: implications for the provision of community-based rehabilitation. Unpub. Chancellor Coll., Zomba. § AKAMANDISA F [1978] Psychological Research on Child Development in Zambia: an annotated bibliography. Lusaka: UNZA. 25 pp. ALLAIN TJ & WILSON AO (1997) Morbidity and disability in elderly Zimbabweans. Age and Ageing 26: 115-121. ALLISON, Olive (1976) Survey and analysis of patterns of stuttering among Zambian school children. -
The Living Heritage of Traditional Names in Postcolonial Zambia
Osward Chanda PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA MA Thesis in Cultural Heritage Studies: Academic Research, Policy, Management. Central European University Budapest June 2020 CEU eTD Collection PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ Chair, Examination Committee ____________________________________________ Thesis Supervisor ____________________________________________ Examiner CEU eTD Collection ____________________________________________ Examiner Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ External Reader CEU eTD Collection Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted -
Much More Access, in Many More Ways Dear Friends, Later We Coordinated Their Getting Low-Cost Tablets It’S Been a Busy Year for Hesperian
annual report July 2014 – June 2015 1 much more access, in many more ways Dear friends, Later we coordinated their getting low-cost tablets It’s been a busy year for Hesperian. We released two loaded with the Spanish version of Safe Pregnancy and major new books in English—Health Actions for Women Birth. They learned to navigate the app, gave the trainers and Workers’ Guide to Health and Safety—produced feedback, then took the tablets home to use in their daily and published two new French editions, and helped work. These efforts resulted in a vast improvement in the partners complete translations into Bengali and Dari. reproductive health of Oaxacan communities, especially Hesperian Health Guides are now available in 84 in remote locations. languages—263 titles in all. We’re proud of how easy we’ve made it for people At the same time, an astonishing 4.7 million people, to get good health information. But making that mostly using cell phones and coming from every corner easy isn’t easy—it takes hard work, and lots of it. We of the globe, found critical health information online in accomplished everything described in this annual our expanded HealthWiki. And that’s not counting the report with a lean, hard-working staff of twenty, our people who used our award-winning mobile app, Safe global partners and nearly 12,000 hours donated by Pregnancy and Birth. devoted volunteers. Traditional midwives in Mexico made use of all three One other component is necessary—you. Your pathways. For the last six years, a group of these parteras contribution to our work is crucial, because it makes have been attending an annual, four-day training in the everything else possible. -
Competition Materials
Competition Opens: October 7, 2019 Questions due: October 23, 2019 (12:00 pm ET) Closing Date: November 15, 2019 (12:00 pm ET) Begin with Books Prize Competition Document Contents Acronym List 3 Glossary 3 Prize Competition Summary 4 Background 5 Who is seeking solutions? 8 What is the Begin with Books Prize? 9 What are the Solution Requirements? 11 Resources 13 Application Process Overview 13 Submission Requirements 14 Judging Criteria 17 Annexes 19 2 Acronym List ACR GCD All Children Reading: A Grand Challenge for Development EGIDS Expanded Graded Intergenerational Disruption Scale (EGIDS) EPUB Electronic Publication File Format ET Eastern Time GBA Global Book Alliance GDL Global Digital Library HTML Hypertext Markup Language MICS Multiple Indicator Cluster Survey PDF Portable Document Format QA Quality Assurance SL Sign Language STEM Science, Technology, Engineering, Math (STEM) URL Uniform Resource Locator WCAG Web Content Accessibility Guidelines Glossary Cost-Effective The package of books that uses the Eligible Approaches to develop the most economical combination of books for each level (Pre-primary, Kindergarten, Grades 1 & 2) which meet the Solution Requirements. High-Quality Titles that meet the Solution Requirements. Library Materials Decodable and levelled reading resources for children’s independent reading and more complex texts that adults can read aloud for children. 3 Prize Competition Summary A child's path to opportunity begins with literacy, and literacy begins with books. Join this global competition to create books for children in languages they use and understand. Literacy leads to better health, broadens employment opportunities, and creates safer and more stable societies. However, more than 387 million children are not expected to read or do basic math by the end of primary school.1 For the more than 93 million children with disabilities globally, learning outcomes are even lower, as they are less likely to go to school and have access to accessible learning resources. -
Communication Skills
DOCUMENT RESUME ED 329 092 EC 300 088 AUTHOR Stuckless, E. Ross, Ed.; And Others TITLE International Congress on Education of the Deaf. Proceedings I: Abstracts of Presentations (17th, Rochester, New York, July 29-August 3, 1990). INSTITUTION Rochester Inst. of Technology, NY. National Technical Inst. for the Deaf. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Aug 90 NOTE 164p. AVAILABLE FROMRochester Institute of Technology, National Technical Institute for the Deaf, ICED Office, One Lomb Memorial Dr., P.O. Box 9887, Rochester, NY 14623-0887 ($10.00). PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Adults; Audiology; *Communication Aids (for Disabd); Communication Skills; Continuing Education; *Deafness; Delivery Systems; Early Intervention; Educational Policy; *Educational Practices; Elementary Secondary Education; Employment; *Hearing Impairments; Higher Education; *Language Acquisition; Mainstreaming; Mental Health; Multiple Disabilities; Physical Health; Postsecondary Education; Preschool Education; School Administration; Social Development; Social Integration; Teaching Methods; Vocational Education ABSTRACT Abstracts from presentations given at the 1990 International Congress on Education of the Deaf are organized by 12 major topics: development of language skills; communication; instruction; cognition and learning; educational policies and services; organization and administration of schools and programs; students with special needs; psychosocial development -
Sign Bilingual Education Practice As a Strategy for Inclusion of Deaf Children in Zimbabwe
SIGN BILINGUAL EDUCATION PRACTICE AS A STRATEGY FOR INCLUSION OF DEAF CHILDREN IN ZIMBABWE By PATRICK SIBANDA Submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY In the subject Inclusive Education at the UNIVERSITY OF SOUTH AFRICA Supervisor: PROF LDN TLALE November 2017 DECLARATION Name: Patrick Sibanda Student Number: 3202-576-9 Degree: Doctor of Philosophy of Education I declare that ‘SIGN BILINGUAL EDUCATION PRACTICE AS A STRATEGY FOR INCLUSION OF DEAF CHILDREN IN ZIMBABWE’ is my own original work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. November 2017 SIGNATURE DATE (Mr. P. Sibanda) UNIVERSITY OF SOUTH AFRICA i DEDICATION To my mother Maria Sibanda, wife Grace Sibanda, my late brother Timothy Sibanda and all my sons and daughters. ii ACKNOWLEDGEMENTS My heartfelt thanks go to the following people who contributed immensely and variously towards my ability to accomplish this project: My supervisor, Professor Lloyd Daniel Nkoli Tlale, for his patience, outstanding scholarly advisement and warmly encouragement and dedication. The editor of this work, Doctor Isaac Mhute, for his linguistic and technical expertise. My nephew Gideon for his material and spiritual support. My immediate family for the social support and encouragement they rendered throughout my engagement with this project. My workmates, colleagues and friends in the fold of Printah, Thuli, Edmore, Nozi and Onias who kept urging me on even when my spirit was at its lowest ebb. Above all, the Almighty who gave me the life, the prayerful spirit, the urge, the power and the encouragement to venture into this thesis and to sustain up to its fruition. -
Prayer Cards (216)
Pray for the Nations Pray for the Nations Deaf in Aruba Deaf in Antigua and Barbuda Population: 800 Population: 500 World Popl: 48,206,860 World Popl: 48,206,860 Total Countries: 216 Total Countries: 216 People Cluster: Deaf People Cluster: Deaf Main Language: Language unknown Main Language: Language unknown Main Religion: Christianity Main Religion: Christianity Status: Superficially reached Status: Superficially reached Evangelicals: Unknown % Evangelicals: Unknown % Chr Adherents: 92.9% Chr Adherents: 92.5% Scripture: Unspecified Scripture: Unspecified www.joshuaproject.net www.joshuaproject.net "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Deaf in UAE Deaf in Afghanistan Population: 20,000 Population: 398,000 World Popl: 48,206,860 World Popl: 48,206,860 Total Countries: 216 Total Countries: 216 People Cluster: Deaf People Cluster: Deaf Main Language: Language unknown Main Language: Afghan Sign Language Main Religion: Islam Main Religion: Islam Status: Minimally Reached Status: Unreached Evangelicals: Unknown % Evangelicals: Unknown % Chr Adherents: 8.55% Chr Adherents: 0.05% Scripture: Unspecified Scripture: Translation Needed www.joshuaproject.net www.joshuaproject.net "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Deaf in Algeria Deaf in Azerbaijan Population: 223,000 Population: 77,000 World Popl: 48,206,860 World Popl: 48,206,860 Total Countries: -
Classification of Bantu Languages by Malcolm Guthrie Pdf
Classification of bantu languages by malcolm guthrie pdf Continue Linguistic classification BantuNarrow BantuGeographicdistributionAfrica, from approximately equator southern linguistics classificationNiger-CongoAtlantisk-CongoBenue-CongoSudder BantoidBantuSubdivisions Zones A-S (geographical) Glottoologistnarr1281[1]The approximate locations of the sixteen Guthrie Bantu zones, including the addition of a zone J The approximately 250 Narrow Bantu languages are conventionally divided into geographical zones, as Malcolm Guthrie first proposed (1967-1971). [2] These were assigned letters A-S and divided into decades (groups A10, A20, etc.); individual languages were assigned unit numbers (A11, A12, etc.) and dialects were further divided (A11a, A11b, etc.). This encoding system has become the standard for identifying Bantu languages. It was the only practical way to distinguish many ambiguously named languages before the introduction of ISO 639-3 coding, and it continues to be widely used. Only Guthrie's Zone S is considered (sometimes) to be a genealogical group. Since guthrie's time, a zone J (made of languages previously classified in groups D and E) has been created as another possible genealogical group bordering the Great Lakes. The list is first summarized, with links to articles about accepted groups of Bantu language (bold decade headlines). Then the complete 1948[3] list, updated by Guthrie in 1971 and by J. F. Maho in 2009. Summary The list below reflects Guthrie as updated by Maho (2009). Not included in details is the northeastern Bantu language characterized by Dahl's Law, which is believed to be a genealogical group, cuts across the Guthrie system and is covered in northeastern Bantu. Other groups with dedicated articles, such as Southern Bantu (Zone S) are also only summarized here, so that the original listing is only a summary and an index for other articles. -
Where Women Have No Doctor a Health Guide for Women
Where Women Have No Doctor A health guide for women A. August Burns Ronnie Lovich Jane Maxwell Katharine Shapiro Editor: Sandy Niemann Assistant editor: Elena Metcalf health guides Berkeley, California, USA www.hesperian.org health guides Published by: Hesperian Health Guides 1919 Addison St., #304 Berkeley, California 94704 • USA [email protected] • www.hesperian.org Copyright © 1997, 2018 by Hesperian First edition: June 1997 Sixth updated printing: December 2018 ISBN: 978-0-942364-25-5 Hesperian encourages you to copy, reproduce, or adapt any or all parts of this book, including the illustrations, provided that you do this for non-commercial purposes, credit Hesperian, and follow the other requirements of Hesperian’s Open Copyright License (see www.hesperian.org/about/ open-copyright). For certain kinds of adaptation and distribution, we ask that you first obtain permission from Hesperian. Contact [email protected] to use any part of this book for commercial purposes; in quantities more than 100 print copies; in any digital format; or with an organizational budget more than US$1 million. We also ask that you contact Hesperian for permission before beginning any translation, to avoid duplication of efforts, and for suggestions about adapting the information in this book. Please send Hesperian a copy of any materials in which text or illustrations from this book have been used. THIS REVISED EDITION CAN BE IMPROVED WITH YOUR HELP. If you are a community health worker, doctor, mother, or anyone with ideas or suggestions for ways this book could be changed to better meet the needs of your community, please write to Hesperian at the above address.