SEMOUR: a Scripted Emotional Speech Repository for Urdu
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Urdu & Hindi Poetry Generation Using Neaural Networks
Urdu & Hindi Poetry Generation using Neural Networks Urdu & Hindi Poetry Generation A system to overcome writer’s block by suggesting machine-generated prompts for aspiring poets. Shakeeb A. M. Mukhtar Computer Science & Engineering, Vishwakarma Institute of Technology, Pune, Maharashtra, India, [email protected] Pushkar S. Joglekar Computer Science & Engineering, Vishwakarma Institute of Technology, Pune, Maharashtra, India, [email protected] One of the major problems writers and poets face is the writer’s block. It is a condition in which an author loses the ability to produce new work or experiences a creative slowdown. The problem is more difficult in the context of poetry than prose, as in the latter case authors need not be very concise while expressing their ideas, also the various aspects such as rhyme, poetic meters are not relevant for prose. One of the most effective ways to overcome this writing block for poets can be, to have a prompt system, which would help their imagination and open their minds for new ideas. A prompt system can possibly generate one liner, two liner or full ghazals. The purpose of this work is to give an ode to the Urdu/Hindi poets, and helping them start their next line of poetry, a couplet or a complete ghazal considering various factors like rhymes, refrain, and meters. The result will help aspiring poets to get new ideas and help them overcome writer’s block by auto-generating pieces of poetry using Deep Learning techniques. A concern with creative works like this, especially in the literary context, is to ensure that the output is not plagiarized. -
The British Learning of Hindustani
The British Learning of Hindustani Tariq Rahman The British considered Hindustani, an urban language of north India, the lingua franca of the whole country. They associated it with (easy) Urdu and not modern, or Sanskritized, Hindi. They learned it to exercise power and, because of that, were not careful of mastering the polite usages of the language or its grammar. The British perceptions of the language spread it widely throughout India, especially the urban areas, making it much more widespread than it was when they had arrived. Moreover, their tilt towards Urdu associated it with the Muslims and the language was officially discarded in favour of Hindi in India after independence. The literature of Anglo-India (used here in the earlier sense for the British in India and not for those born of marriages between Europeans and Indians as it came to be understood later) is full of words from Hindustani (also called Urdu by some authors). Rudyard Kipling (1865-1936) can hardly be enjoyed unless one is provided with a glossary of these words and even then the authenticity of the experience of the raj is lost in the translation and the interpretation. Many of those who had been in India used words of Hindustani as an identity marker. According to Ivor Lewis, author of a dictionary of Anglo-Indian words: They [the Hindustani words] could not have been much used except (with fading relevance) among a declining number of 20 Pakistan Vision Vol. 8 No. 2 retired Anglo-Indians in the evening of their lives spent in their salubrious English compounds and cantonments. -
History Review Indian Economic & Social
Indian Economic & Social History Review http://ier.sagepub.com/ A Review Symposium : Literary Cultures in History Indian Economic Social History Review 2005 42: 377 DOI: 10.1177/001946460504200304 The online version of this article can be found at: http://ier.sagepub.com/content/42/3/377.citation Published by: http://www.sagepublications.com Additional services and information for Indian Economic & Social History Review can be found at: Email Alerts: http://ier.sagepub.com/cgi/alerts Subscriptions: http://ier.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav >> Version of Record - Oct 18, 2005 What is This? Downloaded from ier.sagepub.com at SOAS London on June 28, 2012 A Review Symposium / 377 A Review Symposium: Literary Cultures in History Sheldon Pollock, ed., Literary Cultures in History: Reconstructions from South Asia, Berkeley/Delhi: University of California Press/Oxford University Press, 2003, xxix, 1,066 pp., price $80.00. The review symposium is not a form that readers of the IESHR are likely to have seen with great frequency in this journal, with the possible exception of the reviews some two decades ago of the two volumes of the Cambridge Economic History of India. Occasionally, however, the appearance of a work of great ambition and scope calls for such a response, and this is the case of the work under review here, itself the product of a long gestation process, initiated by Sheldon Pollock and Velcheru Narayana Rao, and brought to fruition, after a number of conferences and meetings, under the sole editorship of Pollock at the University of Chicago. -
Mixed Language and the Examples of Hinglish and Rekhti
University of Montana ScholarWorks at University of Montana Global Humanities and Religions Faculty Publications Global Humanities and Religions Spring 2009 Eloquent Parrots; Mixed Language and the Examples of Hinglish and Rekhti Ruth Vanita University of Montana - Missoula, [email protected] Follow this and additional works at: https://scholarworks.umt.edu/libstudies_pubs Part of the South and Southeast Asian Languages and Societies Commons Let us know how access to this document benefits ou.y Recommended Citation Vanita, Ruth, "Eloquent Parrots; Mixed Language and the Examples of Hinglish and Rekhti" (2009). Global Humanities and Religions Faculty Publications. 2. https://scholarworks.umt.edu/libstudies_pubs/2 This Article is brought to you for free and open access by the Global Humanities and Religions at ScholarWorks at University of Montana. It has been accepted for inclusion in Global Humanities and Religions Faculty Publications by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. The Newsletter | No.50 | Spring 2009 16 The Study Eloquent Parrots Mixed language and the examples of hinglish and rekhti However, many rekhti poems do not contain either proverbs or exclamatory addresses. They are merely written in less Persianised Urdu than is mainstream rekhta poetry. Conversely, some rekhta poems, such as those of Jur’at, do contain these exclamations. What then was ‘women’s language?’ Was it a code spoken by women that men did not understand? Clearly not. Most rekhti was written by men and not just by a few men privy to a secret language of women but at the height of its popularity, by numerous poets. -
Urdu and Linguistics: a Fraught but Evolving Relationship
elena bashir Urdu and Linguistics: A Fraught But Evolving Relationship 1. Introduction I was honored to be invited to give a talk at the Urdu Humanities Conference held in Madison, Wisconsin on 14 October 2010. However, when I thought about this, I wondered, ìHow can I present anything at a conference on Urdu humanities? I would be like a crow among the swans óa linguist among the literary scholars.î However, since I am a com- mitted, card-carrying crow, with no pretensions to being a swan yet admiring their beauty, I took my life in my hands and proceeded. This estrangement that I have felt between the worlds of Urdu scholarship and of linguistics is the theme of this paper. I will begin by describing the disconnect I have perceived between Urdu studies and linguistics, discuss what I see as some reasons for it, and end with what seems to be a rapprochement or a new phase of this relationship. Both ìUrduî and ìlinguisticsî are recent terms. ìUrduî was not in use as the name of a language until the latter half of the eighteenth century (Faruqi 2001, 23),1 the language which has become Urdu having previously been known by a variety of other names. Similarly, for ìlinguistics,î the term ìlinguisticî first appeared as a noun in the sense of ìthe science of languagesî or ìphilologyî in 1837, and its plural ìlinguisticsî appeared in this sense first in 1855 (Onions 1955, 1148), and did not come into wider use as name for this discipline until the latter part of the twentieth century.2 Therefore, this discussion will necessarily focus on 1Bailey (1939, 264) cites a couplet written in 1782 in which ìUrduî is used as the name of the language. -
View Syllabus
BA HISTORY HONOURS AND BA PROGRAMME IN HISTORY 1ST SEMESTER PAPERS B.A. HISTORY HONOURS DEPARTMENT OF HISTORY, DELHI UNIVERSITY Core Course I History of India- I Course Objectives: Being the first paper of the History Honours course, it intends to provide an extensive survey of early Indian history to the students and familiarise them with the tools of studying ancient Indian history. The inter-disciplinary approach of the course provides the students a point of beginning from where they can build an understanding of the discipline of history. Spanning a very long period of India’s ancient past – from pre- historic times to the end of Vedic cultures in India – the course dwells upon major landmarks of ancient Indian history from the beginning of early human hunter gatherers to food producers. This course will equip the students with adequate expertise to analyse the further development of Indian culture which resulted in an advanced Harappan civilization. In course of time students will learn about the processes of cultural development and regional variations. Learning Outcomes: After completing the course the students will be able to: Discussthe landscape and environmental variations in Indian subcontinent and their impact on the making of India’s history. Describe main features of prehistoric and proto-historic cultures. List the sources and evidence for reconstructing the history of Ancient India Analyse the way earlier historians interpreted the history of India and while doing so they can write the alternative ways of looking at the past. List the main tools made by prehistoric and proto- historic humans in India along with their find spots. -
Travel, Travel Writing and the "Means to Victory" in Modern South Asia
Travel, Travel Writing and the "Means to Victory" in Modern South Asia The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Majchrowicz, Daniel Joseph. 2015. Travel, Travel Writing and the "Means to Victory" in Modern South Asia. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467221 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Travel, Travel Writing and the "Means to Victory" in Modern South Asia A dissertation presented by Daniel Joseph Majchrowicz to The Department of NELC in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Near Eastern Language and Civilizations Harvard University Cambridge, Massachusetts May 2015 © 2015 Daniel Joseph Majchrowicz All rights reserved. Dissertation Advisor: Ali Asani Daniel Joseph Majchrowicz Travel, Travel Writing and the "Means to Victory" in Modern South Asia Abstract This dissertation is a history of the idea of travel in South Asia as it found expression in Urdu travel writing of the nineteenth and twentieth centuries. Though travel has always been integral to social life in South Asia, it was only during this period that it became an end in itself. The imagined virtues of travel hinged on two emergent beliefs: that travel was a requisite for inner growth, and that travel experience was transferable. -
The 40Th Annual Conference on South Asia (2011)
2011 40th Annual Conference on South Asia Paper Abstracts Center for South Asia University of Wisconsin - Madison Aaftaab, Naheed Claiming Middle Class: Globalization, IT, and exclusionary practices in Hyderabad In this paper, I propose that middle class identity in the IT sector can be read as part of an “identity politics” that claim certain rights and benefits from governmental bodies both at the national and international levels. India’s economic growth since the 1991 liberalization has been attended by the growth of the middle classes through an increase in employment opportunities, such as those in the IT sector. The claims to middle class status are couched in narratives of professional affiliations that shape culturally significant components of middle class identities. The narratives rely on the ability of IT professionals to reconcile the political identities of nationalism while simultaneously belonging to a global work force. IT workers and the industry at large are symbols of India’s entry into the global scene, which, in turn, further reinforces the patriotic and nationalist rhetoric of “Indianness.” This global/national identity, however, exists through exclusionary practices that are evident in the IT sector despite the management’s assertions that the industry’s success is dependent on “merit based” employment practices. Using ethnographic data, I will examine middle class cultural and political claims as well as exclusionary practices in professional settings of the IT industry in order to explore the construction of new forms of identity politics in India. 40th Annual Conference on South Asia, 2011 1 Acharya, Anirban Right To (Sell In) The City: Neoliberalism and the Hawkers of Calcutta This paper explores the struggles of urban street vendors in India especially during the post liberalization era. -
The Impact of Persian Language on Indian Languages
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 11, pp. 2360-2365, November 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.4.11.2360-2365 The Impact of Persian Language on Indian Languages Ali Akbar Khansir Bushehr University of Medical Sciences, Bushehr, Iran Nasrin Mozafari Bushehr University of Medical Sciences, Bushehr, Iran Abstract—The purpose of the paper is to examine the impact of Persian language on many Indian Languages like Bengali, Punjabi, Urdu, Gujarati, Telugu, and Hindi etc. For historical reasons, Indian languages have borrowed a great number of Persian words and phrases from Persian language that they have been using in the society of India. Old Persian Language, Middle Persian Language, and Modern Persian Language will be examined .Many Indian languages and Persian languages are part of the Indo-European languages. India and Iran have always had close relationship with each other; this relationship has been observed even before the advent of Islam. The time of Persians king was available trade ties between two nations who travelled with their ships and passed from Persian Gulf to Indian Ocean. The above Indian languages will be discussed briefly in this paper. Index Terms—Persian language, Indian languages, old Persian language, middle Persian language, modern Persian language I. INTRODUCTION The aim of this brief article is to highlight the impact of Persian language on Indian Languages. Gleason (1961) pointed out that "Indo-European is the largest and most important language family, from the point of view of both the social importance of the major language in the group, and their interest to linguists. -
22 Literature in Persian and Other Indo – Iranian Languages
ISBN 978-92-3-103876-1 LITERATURE IN PERSIAN 22 LITERATURE IN PERSIAN AND OTHER INDO – IRANIAN LANGUAGES K. Aini, R. Farhadi and Irfan Habib Contents LITERATURE IN PERSIAN .............................. 692 Principal prose works .................................. 693 Major poets of Transoxania, Khurasan, Iran and India ................. 698 Lexicography ...................................... 706 LITERATURE IN PASHTO .............................. 707 LITERATURE IN THE INDIC LANGUAGES OF PAKISTAN AND NORTH-WESTERN INDIA ....................................... 710 Kashmiri ......................................... 710 Panjabi .......................................... 711 Sindhi .......................................... 712 Hindustani (Urdu and Hindi) .............................. 712 THE LANGUAGES OF AFGHANISTAN ....................... 714 Notes to Table 1 ..................................... 716 691 ISBN 978-92-3-103876-1 LITERATURE IN PERSIAN Part One LITERATURE IN PERSIAN (K. Aini) In Central Asia at the beginning of the sixteenth century, Iran and Transoxania were divided between two opposing forces, the Shaybanids under Shayban¯ ¯ı Khan¯ (1500–10), expanding from the north-east to the west, and the Safavids under Shah¯ Isma¯c¯ıl I (1501–24), expanding from the west to the east. The Shaybanid state in Transoxania, with its capital at Bukhara, and the Safavid state in Khurasan and Iran, with its capital at Tabriz, were established on territory ravaged by war. The third regional state was the Mughal empire, founded by Babur,¯ a descendant -
Garçin De Tassy
garçin de tassy Hindustani Language and Literature tr an sla t or’ s no te: Presented here is the translation of selected pas- sages from the 1874 report (Garçin de Tassy 1875) in the series of annual reports published by the French Orientalist and Indologist Garçin de Tassy under the title La Langue et la Littérature Hindoustanies. Garçin de Tassy, whose full name was Joseph Héliodore Sagesse Vertu Garçin de Tassy (Garçin being the surname of his father and Tassy that of his mother), was born in Marseille on 25 January 1794. He was exposed to the community of Egyptians living in Marseille because of his familyís in- volvement in trade with the Middle East (Gaborieau 2000, 130). Having learned Arabic from some Egyptian Copts, he decided to pursue scholarly studies in Oriental Languages, rather than be a part of his familyís busi- ness enterprises. So in 1817 he moved to Paris and studied Arabic, Persian, and Turkish for four years under the renowned Orientalist Silvestre de Sacy (1758–1838), earning a diploma from the Sorbonne in 1821. His first impor- tant work was the annotated translation of ʿIzz ad-Dīn al-Muqaddasīís Kashf al-Isrār fī Ḥukm-i a-uyūr wa al-Azhār, published in 1821 under the title Les Oiseaux et les Fleurs, Allégories Morales díAzz-eddin Elmocaddessi. It was followed by French translations of a Turkish book on Islam, a Persian poem by Saʿdī, and the Arabic poem known as Qaṣīdah al-Burdāʾ, pub- lished together in 1822. In 1822, Garçin de Tassy was recruited to serve as Secretary in the office of his teacher Silvestre de Sacy at Collège de France. -
Final Ba Honours History Syllabus 2019-Ugc Locf
!द#ी%व'%व(ालय UNIVERSITY OF DELHI Bachelor of Arts (Hons.) History (Effective from Academic Year 2019-20) Revised Syllabus as approved by Academic Council Date: No: Executive Council Date: No: Applicable for students registered with Regular Colleges, Non Collegiate Women’s Education Board and School of Open Learning !1 List of Contents Page No. Preamble 3 1. Introduction to the Honours Programme of the History Department 4 2. Learning Outcome-based Curriculum Framework in B.A. (Hons.) in History 4 2.1. Nature and Extent of the Programme in B.A. (Hons.) History 5 2.2. Aims of Bachelor Degree Programme in B.A. (Hons.) History 5 3. Graduate Attributes in B.A. (Hons.) History 6 4. Qualification Descriptors for Graduates B.A. (Hons.) History 7 5. Programme Learning Outcomes for in B.A. (Hons.) History 7 6. Structure of B.A. (Hons.) History Programme 8 6.1. Credit Distribution for B.A. (Hons.) History 9 6.2. Semester-wise Distribution of Courses. 12 7. Courses for B.A. (Hons.) HistoryProgramme 13 7.1. Course Learning Objective 15 7.2. Course Learning Outcomes 16 7.3. Course Teaching-Learning Process 18 7.4. Assessment Methods 19 8. Keywords 20 !2 !3 Preamble The objective of any programme at Higher Education Institute is to prepare their students for the society at large. The University of Delhi envisions all its programmes in the best interest of their students and in this endeavour it offers a new vision to all its Under-Graduate courses. It imbibes a Learning Outcome-based Curriculum Framework (LOCF) for all its Under Graduate programmes.