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Adult Services Foreign Language Survey 9/2018 City Library Name Email Address Foreign Language collection Languages Covered? French, German, Hindi, Japanese, Russian, Spanish, Telugu, Tamil, Arabic, Bengali, Chinese (not broken down by Mandarin or Cantonese), Gujarati, Italian, Marathi, Auburn Hills Auburn Hills Public Library [email protected] Yes Urdu Belleville Belleville Area District Library [email protected] No Berkley Berkley Public Library [email protected] Yes ESL books only. Birmingham Baldwin Public Library [email protected] No Brighton Brighton District Library [email protected] No Hindi, Japanese, Korean, Spanish, Telugu, Tamil, Vietnamese, Chinese, Bengali, Kannada, Malayan, Canton Canton Public Library [email protected] Yes Marathi, Panjabi, Urdu Commerce TownshipCommerce Township Community Library [email protected] No Cantonese, French, German, Hindi, Japanese, Korean, Mandarin, Portuguese, Russian, Dexter Dexter District Library [email protected] Yes Spanish, Hebrew Ferndale Ferndale Area District Library [email protected] Yes French, German, Hindi, Japanese, Korean, Mandarin, Portuguese, Russian, Spanish, Tamil, Garden City Garden City Public Library [email protected] Yes Other Hamburg, MI Hamburg Twp. Library [email protected] No Hazel Park Hazel Park District Library [email protected] Yes Arabic French, German, Russian, Highland Highland Township Library [email protected] Yes Spanish Lincoln Park Lincoln Park Public Library [email protected] Yes Spanish Cantonese, Mandarin, Madison Heights Madison Heights Public Library [email protected] Yes Arabic Milford Milford Public Library [email protected] No French, German, Hindi, Japanese, Korean, Mandarin, Russian, Spanish, Telugu, Tamil, Vietnamese, Novi Novi PUblic LIbrary [email protected] Yes Punjabi Oak Park Oak Park Public Library [email protected] Yes Russian French, German, Korean, Ortonville Brandon Township Public Library [email protected] No Spanish, Italian and Greek Oxford Oxford Public Library [email protected] No Redford Redford Township District LIbrary [email protected] No Cantonese, French, German, Hindi, Japanese, Korean, Mandarin, Russian, Spanish, Telugu, Tamil, Vietnamese, Marathi, Gujarati, Polish, Arabic, Bengali, Urdu, Kannada, Albanian, Panjabi, Italian, Rochester Rochester Hills Public Library [email protected] Yes Manding French, German, Japanese, Korean, Mandarin, Russian, Royal Oak Royal Oak Public Library [email protected] Yes Spanish, Vietnamese South Lyon Salem-South Lyon District Library [email protected] No Springfield Township Kimberly Schaaf [email protected] No Taylor Taylor Community Library [email protected] No Walled Lake Walled Lake City Library [email protected] Yes ESL Waterford Township Waterford Township Public Library [email protected] Yes Spanish Westland Westland Public Library [email protected] White Lake White Lake Township Library [email protected] No Wixom Wixom Public Library [email protected] Yes Wyandotte Bacon Memorial Dist Library [email protected] No.

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Native Language Identification
Native Language Identification: a Simple n-gram Based Approach Binod Gyawali and Gabriela Ramirez and Thamar Solorio CoRAL Lab Department of Computer and Information Sciences University of Alabama at Birmingham Birmingham, Alabama, USA {bgyawali,gabyrr,solorio}@cis.uab.edu Abstract identified by age, gender, geographic origin, level of education and native language. The idea of identi- This paper describes our approaches to Na- fying the native language based on the manner of tive Language Identification (NLI) for the NLI speaking and writing a second language is borrowed shared task 2013. NLI as a sub area of au- from Second Language Acquisition (SLA), where thor profiling focuses on identifying the first language of an author given a text in his sec- this is known as language transfer. The theory of ond language. Researchers have reported sev- language transfer says that the first language (L1) eral sets of features that have achieved rel- influences the way that a second language (L2) is atively good performance in this task. The learned (Ahn, 2011; Tsur and Rappoport, 2007). type of features used in such works are: lex- According to this theory, if we learn to identify what ical, syntactic and stylistic features, depen- is being transfered from one language to another, dency parsers, psycholinguistic features and then it is possible to identify the native language of grammatical errors. In our approaches, we se- lected lexical and syntactic features based on an author given a text written in L2. For instance, n-grams of characters, words, Penn TreeBank a Korean native speaker can be identified by the er- (PTB) and Universal Parts Of Speech (POS) rors in the use of articles a and the in his English tagsets, and perplexity values of character of writings due to the lack of similar function words in n-grams to build four different models.
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Global Law Scholars 2018-2019
Global Law Scholars 2018-2019 Class of 2021 Gabriela Balbin Gabriela Balbín is a J.D. candidate with an interest in international anti-corruption law, national security law, and transitional justice in post-conflict societies. Raised between New York and Spain, Gabriela graduated high school from the American School of Madrid and earned her B.A. in 2015 from Cornell University in Political Science with minors in International Relations, Middle Eastern Studies, and Anthropology. During her undergraduate career, she interned at the Council on Foreign Relations in Washington D.C. and New York and spent a summer studying European politics and working at Helsinki España, a human rights non-profit in Madrid. Prior to starting law school, Gabriela worked for the United States Attorney’s Office in the Eastern District of New York as a litigation analyst in the Business and Securities Fraud Section. After two and a half years at EDNY and spending nearly a year in Judge Matsumoto’s courtroom working on two major trials, she left New York for Europe, making Spain her home-base for her last six months before law school. Gabriela enjoys traveling, hiking, and is an avid vinyl collector. Kemeng Fan Kemeng Fan graduated Cum Laude from Boston College in 2017 with a Bachelor of Arts in Philosophy. Born and raised in Taiyuan, China, he came to the U.S. as an international student to enter the tenth grade. He studied in Massachusetts during high school and college (where he heroically attempted and failed to memorize the correct spelling of the state’s name like many before him).
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Magellan Complete Care of Arizona Provider Directory
Magellan Complete Care of Arizona Provider Directory 800-424-5891 (TTY 711) www.MCCofAZ.com Contract services are funded under contract Magellan with the State of Arizona. COMPLETE CARE ® URGENT CARE CENTERS MCRAE, BRENDEN HEALTH FIRST URGENT CARE *@ 888 S GREENFIELD RD STE 101 GILBERT, AZ 85296-4012 Phone: (480) 892-1300 Ages: URL: Gender: Male Hospital Affiliations: Languages: ENGLISH Hours M: 09:00 AM-09:00 PM Tu: 09:00 AM-09:00 PM W: 09:00 AM-09:00 PM Th: 09:00 AM-06:00 PM F: 09:00 AM-09:00 PM Sa: 08:00 AM-09:00 PM Su: 08:00 AM-06:00 PM MCCAZ-PD-0001-18 Please see provider list pages for revision date Magellan Complete Care of Arizona Provider Directory MCCAZ-PD-0001-18 Please see provider list pages for revision date Welcome to Magellan Complete Care of Arizona This is your provider directory. This provider directory lists the doctors and specialists in your area who work with Magellan Complete Care of Arizona (MCC of AZ). This is called our network. We also list the names and locations of hospitals, urgent care centers, facilities, pharmacies and dentists who work with MCC of AZ. We are always working to add new providers and facilities to our network. To see the most up- to-date list, use our Find a Provider tool on our website at www.MCCofAZ.com. Important phone numbers Member Services 800-424-5891 (TTY 711) We’re here Monday through Friday from 8 a.m. to 6 p.m.
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Names Meanings
Name Language/Cultural Origin Inherent Meaning Spiritual Connotation A Aaron, Aaran, Aaren, Aarin, Aaronn, Aarron, Aron, Arran, Arron Hebrew Light Bringer Radiating God's Light Abbot, Abbott Aramaic Spiritual Leader Walks In Truth Abdiel, Abdeel, Abdeil Hebrew Servant of God Worshiper Abdul, Abdoul Middle Eastern Servant Humble Abel, Abell Hebrew Breath Life of God Abi, Abbey, Abbi, Abby Anglo-Saxon God's Will Secure in God Abia, Abiah Hebrew God Is My Father Child of God Abiel, Abielle Hebrew Child of God Heir of the Kingdom Abigail, Abbigayle, Abbigail, Abbygayle, Abigael, Abigale Hebrew My Farther Rejoices Cherished of God Abijah, Abija, Abiya, Abiyah Hebrew Will of God Eternal Abner, Ab, Avner Hebrew Enlightener Believer of Truth Abraham, Abe, Abrahim, Abram Hebrew Father of Nations Founder Abriel, Abrielle French Innocent Tenderhearted Ace, Acey, Acie Latin Unity One With the Father Acton, Akton Old English Oak-Tree Settlement Agreeable Ada, Adah, Adalee, Aida Hebrew Ornament One Who Adorns Adael, Adayel Hebrew God Is Witness Vindicated Adalia, Adala, Adalin, Adelyn Hebrew Honor Courageous Adam, Addam, Adem Hebrew Formed of Earth In God's Image Adara, Adair, Adaira Hebrew Exalted Worthy of Praise Adaya, Adaiah Hebrew God's Jewel Valuable Addi, Addy Hebrew My Witness Chosen Addison, Adison, Adisson Old English Son of Adam In God's Image Adleaide, Addey, Addie Old German Joyful Spirit of Joy Adeline, Adalina, Adella, Adelle, Adelynn Old German Noble Under God's Guidance Adia, Adiah African Gift Gift of Glory Adiel, Addiel, Addielle
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THEORIZING BROWN IDENTITY by Danielle Sandhu a Thesis
THEORIZING BROWN IDENTITY by Danielle Sandhu A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Sociology and Equity Studies in Education University of Toronto © Danielle Sandhu 2014 THEORIZING BROWN IDENTITY Master of Arts 2014 Danielle Sandhu Department of Sociology and Equity Studies in Education University of Toronto Abstract This thesis examines the possibilities and limitations of theorizing Brown identity as an anti-racist and anti-colonial framework. By examining discursive representations of Brownness and Brown Identity in the Brown Canada Project, a community-led project of the Council of Agencies Serving South Asians, it introduces a new framework for conceptualizing the racialization, identity, and resistance of South Asians in the Greater Toronto Area. The thesis reveals three key themes: the salience of Brown identity in terms of a spirit injury that results from migration, assertion of pride in resistance, and how shared values and experiences of racism form pedagogies for education and community-building. These themes inform a theory of Brown identity and Brownness for anti-racist and anti-colonial resistance. This thesis aims to inform anti-racist and anti-colonial educational practices, political activism, and social movements. It serves as a point of generation for new lines of inquiry into Brown epistemologies, experiences, and relationships. ii Acknowledgements This thesis is dedicated to my parents, Paramjit Singh Sandhu and Swarn Lata Chopra Sandhu. Thank you for your sacrifices, your neverending support and encouragement, and love. You taught me about justice, struggle, and resistance from an early age. You are my pillars; my gurus on earth.
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Understanding Arab-American Adolescents’ Experiences with Discrimination: a Phenomenological Approach
UNDERSTANDING ARAB-AMERICAN ADOLESCENTS’ EXPERIENCES WITH DISCRIMINATION: A PHENOMENOLOGICAL APPROACH By Danielle Balaghi A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of School Psychology—Doctor of Philosophy 2018 ABSTRACT UNDERSTANDING ARAB-AMERICAN ADOLESCENTS’ EXPERIENCES WITH DISCRIMINATION: A PHENOMENOLOGICAL APPROACH By Danielle Balaghi Arab-Americans are a vastly understudied group in the social sciences. Of the extant research, there is some evidence that racial minority individuals, such as Arab-Americans, tend to have poorer psychological well-being than European Americans (Amin, 2000). Poor psychological well-being in racial minority individuals has been linked to societal risk factors, such as perceived discrimination (Umana-Taylor, 2004). This is especially relevant for Arab- Americans, who have experienced a dramatic increase in discriminatory actions since September 11, 2011 (Arab Anti-Discrimination Committee, 2008). There is some evidence to suggest, however, that social context matters, such as living in communities having a large population of one’s racial group. Ethnically dense communities have been shown to protect members of racial minority groups from experiencing and perceiving discrimination, ultimately leading to better well-being. Although Arab-Americans living in racial communities have unique experiences, being an Arab-American (ArAm) adolescent, may pose additional challenges that could affect their experiences with and responses to discrimination. This is an area however, that has received limited attention and little is known about their experiences. The study used resiliency theory (RR) and critical race theory (CRT) as conceptual frameworks to study ArAm adolescents who live in a racial community and how their experiences with and responses to perceived discrimination relate to their well-being.
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Expertise, Normativity, and Scales of Belonging in the Montreal Tamil Diasporas
BETWEEN TEXT AND TALK: EXPERTISE, NORMATIVITY, AND SCALES OF BELONGING IN THE MONTREAL TAMIL DIASPORAS by Sonia Neela Das A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in The University of Michigan 2008 Doctoral Committee: Professor Judith T. Irvine, Chair Associate Professor Barbra A. Meek Associate Professor Andrew J. Shryock Professor Thomas R. Trautmann © Sonia Neela Das 2008 Dedication To those for whom the act of speaking, writing, and belonging is vexed with uncertainty ii Acknowledgements I would like to thank the members of my committee, Judy Irvine, Andrew Shryock, and Barb Meek, as well as my cognate committee member, Tom Trautmann, and my Tamil language teacher, K. Karunakaran, for their unfailing support these past seven years. Their contributions to the fields of anthropology, history, and linguistics and their long-standing dedication to teaching and mentoring always inspire me to strive to be the best scholar, teacher, and writer possible. I would also like to acknowledge other faculty members of the University of Michigan who have played an important role in my academic progress. These include Jennifer Robertson, Webb Keane, Gillian Feeley- Harnik, Bruce Mannheim, Sharad Chari, Janet Hart, Sarah Thomason, Lesley Milroy, Pam Beddor, Fernando Coronil, Alaina Lemon, Erik Mueggler, Barbara Metcalf, Nita Kumar, Ashutosh Varshney, Jarrod Hayes, and Matt Hull. To John Mitani, Roberto Frisancho, Laura MacLatchy, and Stuart Kirsch, I would like to thank them for the opportunity to GSI their classes. I am also grateful to the Center for South Asian Studies at the University of Michigan for creating a stimulating intellectual environment in which to host the “Language and Mediation in South Asian Societies” conference and, to its participants, for the thought-provoking exchange of ideas.
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LATIN and ARABIC Entangled Histories
LATIN AND ARABIC Entangled Histories Daniel G. König Editor HEIDELBERG UNIVERSITY PUBLISHING Latin and Arabic: Entangled Histories Heidelberg Studies on Transculturality – 5 Series Editors: Reuven Amitai, Jerusalem; David Armitage, Harvard; Christiane Brosius, Heidelberg; Beatrix Busse, Heidelberg; Prasenjit Duara, Durham; Christian Henriot, Lyon; Madeleine Herren, Basel; Joachim Kurtz, Heidelberg; Joseph Maran, Heidelberg; Axel Michaels, Heidelberg; Barbara Mittler, Heidelberg; Sumathi Ramaswamy, Durham; Roland Wenzlhuemer, Munich Latin and Arabic Entangled Histories Daniel G. König Editor HEIDELBERG UNIVERSITY PUBLISHING Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie. Detailed bibliographic data are available on the Internet at http://dnb.dnb.de. This book is published under the Creative Commons Attribution 4.0 International License (CC BY-SA 4.0). The cover is subject to the Creative Commons License CC BY-ND 4.0. The electronic, open access version of this work is permanently available on Heidelberg University Publishing’s website: https://heiup.uni-heidelberg.de. urn: urn:nbn:de:bsz:16-heiup-book-448-6 doi: https://doi.org/10.17885/heiup.448 Text © 2019, by the authors. Cover image: The first page of a seventeenth-century Arabic-Latin version of the Qurʾānic sūra 12 (sūrat Yūsuf), printed in Leiden by Thomas Erpenius (1584–1624) using his own typeset. Taken from Thomas Erpenius, Historia Iosephi patriarchae, ex Alcorano, Arabicè. Cum triplici versione Latina, & scholijs Thomae Erpenii, cujus & alphabetum Arabicum praemittitur (Leiden: Ex Typographia Erpeniana, 1617), D2. ISSN 2365-7987 (Print) ISSN 2365-7995 (eISSN) ISBN 978-3-947732-25-8 (Softcover) ISBN 978-3-947732-26-5 (Hardcover) ISBN 978-3-947732-24-1 (PDF) Table of Contents Preface ...............................................................................................................vii Part I: Latin and Arabic: Macro-historical Perspectives ..........
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Jewish Studies Program
University of Kentucky Jewish Studies Program Fall Newsletter Volume 2 – Issue 1 – August 2014 Director’s Welcome Dear Friends, It is with great excitement and enthusiasm that I write to share the growth and development of Jewish Studies at the University of Kentucky. It was just two years ago that I began my work with program, first as Interim Director in 2012-2013, and last year in my role as Director of Jewish Studies. In that time, the program has already begun to expand in exciting ways—increasing our programming, course offerings, student participants, and social media presence. Last year, we received an American Israeli Cooperative Enterprise grant, which enabled us to hire Prof. Tikva Meroz-Aharoni as the 2013-2014 Visiting AICE Scholar of Israel Studies to reintroduce modern Hebrew into the curriculum after more than a decade hiatus. In addition to teaching modern Hebrew language, Prof. Meroz-Aharoni also taught courses in contemporary Israeli literature and film and the Bible as literature. Alongside Hebrew, we also offered introductory Yiddish language courses for the first time ever, making us the only university in the Commonwealth to give students the opportunity to study both Hebrew and Yiddish language. Both Hebrew and Yiddish were such a success that both are being offered again this year. We are fortunate to be able to have Prof. Meroz-Aharoni here for another year, this time teaching Hebrew 201 as well as 101. Our programming focus last year highlighted the diversity of Jewish people and was themed around “Redrawing the Boundaries of Jewish Identity.” Some of the highlights included a lecture from Shais MaNishtana Rishon, who is African American and Jewish and a performance from Sarah Aroeste who graced the stage at Natashaʼs Bar and Bistro downtown and the Kentucky Foreign Language Conference with her contemporary take on Ladino rock.
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The Social Life of a Tamil Heritage Language Industry
SONIA NEELA DAS New York University Rewriting the past and reimagining the future: The social life of a Tamil heritage language industry ABSTRACT everal competing and complementary discourses about “heritage Globally circulating discourses associated with language” circulating throughout the world have affected popu- heritage language industries often promote lar understandings of cultural and linguistic change over the past temporally dichotomous views of spoken and written few decades. The most global, deriving from UNESCO’s notion of languages that deny coeval status to linguistic “intangible heritage,” designates certain oral folkloric traditions minorities. In the multilingual city of Montreal, S as requiring urgent “preservation” and “revitalization” to ensure their fu- Quebec, where Sri Lankan refugees work to preserve ture survival. More often than not, these humanitarian efforts deny co- a classicalist style of Written Tamil and Indian eval status to the verbal repertoires of “timeless” (usually indigenous and immigrants work to revitalize a modernist style of rural) peoples and literacy practices of “modernizing” liberal institutions Spoken Tamil, this division of labor is undermined (UNESCO 2011a, 2011b).1 Also popular among diasporic and migrant peo- by elders and youth who, in mixing colloquial and ples are discourses depicting second- and third-generation descendants as literary styles of Tamil, French, and English, reframe progressively incompetent in either spoken or written languages of their curricular and nationalist discourses of language ancestors. In this case, pedagogical initiatives to teach “ancestral” or “her- loss and degeneration into more empowering itage” languages to minority children de-emphasize lifelong processes of narratives of developmental progress and language learning that occur simultaneously among youth and elders alike.
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