ARTICLE Development of a Gold-Standard Pashto Dataset and a Segmentation App Yan Han and Marek Rychlik
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Kabul University Books Corps of Engineers Provides War-Torn University with Engineering Books
March/April 2011 Contractor awards Corps of Engineers recognizes top construction firms. Lisner’s mission N.D. Air Force man serves Army leadership role in Afghanistan. Commander's blog Magness touts role of civilian engineers to bloggers. Intern graduation U.S. Army Corps of Engineers trains and mentors Afghan soldiers. Playing cards Corps of Engineers, Embassy team up to explain the deal with Afghan artifacts. Kabul University books Corps of Engineers provides war-torn university with engineering books. C h Tajikistan in Uz a bekis tan District Commander Col. Thomas Magness AED-North District Command Sergeant Major hshan dak Chief Master Sgt. Forest Lisner Ba Chief of Public Affairs ar J. D. Hardesty uz kh Kund Ta K Layout & Design ash Joseph A. Marek m jan Balkh wz ir Staff Writer Ja Paul Giblin lan Staff Writer gh LaDonna Davis n Ba n ta angan r ta is am e ris n S jsh u e Pan N ar m ul un The Freedom Builder is the field magazine of the Far P K k yab ri n Kapisa n Afghanistan Engineer District, U.S. Army Corps of r a wa L a S ar aghm Engineers; and is an unofficial publication authorized u Bamyan P Kabul by AR 360-1. It is produced monthly for electronic ul ories - r distribution by the Public Affairs Office, U.S. Army T ab St rha K ga Corps of Engineers, Afghanistan Engineer District. It is an produced in the Afghanistan theater of operations. N Views and opinions expressed in The Freedom ardak r Builder are not necessarily those of the Department of n W a dghis g the Army or the U.S. -
Pashto, Waneci, Ormuri. Sociolinguistic Survey of Northern
SOCIOLINGUISTIC SURVEY OF NORTHERN PAKISTAN VOLUME 4 PASHTO, WANECI, ORMURI Sociolinguistic Survey of Northern Pakistan Volume 1 Languages of Kohistan Volume 2 Languages of Northern Areas Volume 3 Hindko and Gujari Volume 4 Pashto, Waneci, Ormuri Volume 5 Languages of Chitral Series Editor Clare F. O’Leary, Ph.D. Sociolinguistic Survey of Northern Pakistan Volume 4 Pashto Waneci Ormuri Daniel G. Hallberg National Institute of Summer Institute Pakistani Studies of Quaid-i-Azam University Linguistics Copyright © 1992 NIPS and SIL Published by National Institute of Pakistan Studies, Quaid-i-Azam University, Islamabad, Pakistan and Summer Institute of Linguistics, West Eurasia Office Horsleys Green, High Wycombe, BUCKS HP14 3XL United Kingdom First published 1992 Reprinted 2004 ISBN 969-8023-14-3 Price, this volume: Rs.300/- Price, 5-volume set: Rs.1500/- To obtain copies of these volumes within Pakistan, contact: National Institute of Pakistan Studies Quaid-i-Azam University, Islamabad, Pakistan Phone: 92-51-2230791 Fax: 92-51-2230960 To obtain copies of these volumes outside of Pakistan, contact: International Academic Bookstore 7500 West Camp Wisdom Road Dallas, TX 75236, USA Phone: 1-972-708-7404 Fax: 1-972-708-7433 Internet: http://www.sil.org Email: [email protected] REFORMATTING FOR REPRINT BY R. CANDLIN. CONTENTS Preface.............................................................................................................vii Maps................................................................................................................ -
New Language Resources for the Pashto Language
New language resources for the Pashto language Djamel Mostefa 1 , Khalid Choukri 1 , Sylvie Brunessaux 2 , Karim Boudahmane 3 1 Evaluation and Language resources Distribution Agency, France 2 CASSIDIAN, France 3 Direction Générale de l'Armement, France E-mail: [email protected], [email protected], [email protected], [email protected] Abstract This paper reports on the development of new language resources for the Pashto language, a very low-resource language spoken in Afghanistan and Pakistan. In the scope of a multilingual data collection project, three large corpora are collected for Pashto. Firstly a monolingual text corpus of 100 million words is produced. Secondly a 100 hours speech database is recorded and manually transcribed. Finally a bilingual Pashto-French parallel corpus of around 2 million is produced by translating Pashto texts into French. These resources will be used to develop Human Language Technology systems for Pashto with a special focus on Machine Translation. Keywords: Pashto, low-resource language, speech corpus, monolingual and multilingual text corpora, web crawling. other one being Dari) and one regional language in 1. Introduction Pakistan. There are very few corpora and Human Language The code assigned to the language by the ISO 639-3 Technology (HLT) services available for Pashto. No standard is [pus]. language resources for Pashto can be found in the According to the Ethnologue.com website, it is spoken by catalogues of LDC1 and ELRA2. around 20 million people and three main dialects are to be Pashto is a very low-resource language. Google doesn't considered: support Pashto in its search engine or translation services. -
INSPIRE the Monthly Employee Newsletter
19th Issue INSPIRE The Monthly Employee Newsletter November 2020 Employee of The Month Ms. Sajida Mohammad Tayyeb Economics Department Lecturer Staff Birthdays New Employees Introduction Reflections Birthday Wishes Kardan University wishes a happy birthday to all of our employees who celebrate their birthdays in November. Wahidullah Ibrahimkhail Ahmad Zaki Ludin November 2 November 4 Sarbajeet Mukherjee Faisal Hashimi November 6 November 6 Alauddin Qurishi Jahanzeb Ahmadzai November 8 November 11 Ahmad Khetab Roohullah Hassanyar November 22 November 13 Employee of the Month Ms. Sajida Mohammad Tayyeb Economics Department Lecturer We are pleased to announce Ms. Sajida Mohammad Tayyeb as our Employee for November 2020. Ms. Tayyeb is an inspiring, committed, and dedicated employee of Kardan University. Ms. Sajida has been immensely cooperative with her students, who are on the verge of graduation to complete their final project. She is handling the online sessions of the department with diligence. Additionally, she has been deeply involved in developing the Departments and the Faculty of Economics' Strategic Plan for the past month. She is also working with the DRD to conduct the upcoming National Conference on SDGs. She is a very dedicated employee, kind teacher, and energetic colleague. The whole department is happy to work by her side We congratulate her on this achievement and wish her the best of luck in her future endeavors. New Employees Introduction Mr. Abdullah Salihy Graphic Designer Mr. Abdullah Salihy joined Kardan University as a Graphic Designer in the Office of Communications. Mr. Salihy holds a bachelor's degree in Fine Arts with a specialization in Graphic Design from Kabul University. -
Can Afghan Universities Recover from War
NEWSFOCUS Afghan elite. Graduates at Ameri- can University of Afghanistan in Kabul celebrate, but their career plans are uncertain. satisfy the country’s desperate need for technical talent. “After 3 decades of war, Afghanistan has lost one-and-a-half gener- ations of experts in all fi elds,” says Timor Saffary, the head of AUAF’s department of sci- ence and mathematics. “The intellectual elites either left the country or have passed away, leaving a huge vacuum.” Saffary earned Ph.D.s in both mathematics and physics and worked as a postdoctoral researcher in Germany before joining AUAF in 2009, and the 39-year-old native of Kabul hopes to be a part of the gen- eration who fi lls that vacuum. With the help of the United on August 13, 2012 States and other countries, Afghan academics are begin- ning to pick up the pieces. But a deadline looms: Inter- national military forces are preparing to leave the country HIGHER EDUCATION by the end of 2014, and it’s anybody’s guess what will happen after they are gone. “Many of the highest qualifi ed and talented academ- www.sciencemag.org Can Afghan Universities Recover ics are looking nervously at the 2014 with- drawal,” says Michael Petterson, a geologist From War, Taliban, and Neglect? at the University of Leicester in the United Kingdom who leads fi eld research and train- The demand for technical talent and outside funding is helping colleges get back on ing workshops in the region. “And who can their feet. But higher education is still not a priority blame them?” Downloaded from KABUL—Except for the armed guards in ating from high school in Kabul, Fazel left Afghan ivy body armor at the entrance, on the roof, and Afghanistan and eventually earned a Ph.D. -
The Impact of Explosive Weapons on Education: a Case Study of Afghanistan
The Impact of Explosive Weapons on Education: A Case Study of Afghanistan Students in their classroom in Zhari district, Khandahar province, Afghanistan. Many of the school’s September 2021 buildings were destroyed in airstrikes, leaving classrooms exposed. © 2019 Stefanie Glinski The Impact of Explosive Weapons on Education: A Case Study of Afghanistan Summary Between January 2018 and June 2021, the Global Coalition to Protect Education from Attack (GCPEA) identified over 200 reported attacks on schools, school students and personnel, and higher education in Afghanistan that involved explosive weapons. These attacks injured or killed hundreds of students and educators and damaged or destroyed dozens of schools and universities. In the first six months of 2021, more attacks on schools using explosive weapons were reported than in the first half of any of the previous three years. Explosive weapons were used in an increasing proportion of all attacks on education since 2018, with improvised explo- sive devices most prevalent among these attacks. Attacks with explosive weapons also caused school closures, including when non-state armed groups used explosive weapons to target girls’ education. Recommendations • Access to education should be a priority in Afghanistan, and schools and universities, as well as their students and educators, should be protected from attack. • State armed forces and non-state armed groups should avoid using explosive weapons with wide-area effects in populated areas, including near schools or universities, and along routes to or from them. • When possible, concerned parties should make every effort to collect and share disaggregat- ed data on attacks on education involving explosive weapons, so that the impact of these attacks can be better understood, and prevention and response measures can be devel- oped. -
THE PHONOLOGY of the VERBAL PHRASE in HINDKO Submitted By
THE PHONOLOGY OF THE VERBAL PHRASE IN HINDKO submitted by ELAHI BAKHSH AKHTAR AWAN FOR THE AWARD OF A DEGREE OF Ph.D. at the UNIVERSITY OF LONDON 1974 ProQuest Number: 10672820 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 com plete 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 10672820 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 acknowledgment I wish to express my profound sense of gratitude and indebtedness to my supervisor Dr. R.K. Sprigg. But for his advice, suggestions, constructive criticism and above all unfailing kind ness at all times this thesis could not have been completed. In addition, I must thank my wife Riaz Begum for her help and encouragement during the many months of preparation. CONTENTS Introduction i Chapter I Value of symbols used in this thesis 1 1 .00 Introductory 1 1.10 I.P.A. Symbols 1 1.11 Other symbols 2 Chapter II The Verbal Phrase and the Verbal Word 6 2.00 Introductory 6 2.01 The Sentence 6 2.02 The Phrase 6 2.10 The Verbal Phra.se 7 2.11 Delimiting the Verbal Phrase 7 2.12 Place of the Verbal Phrase 7 2.121 -
Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC
Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC Introduction: Although specific accomplishments will be detailed below, a principal output this quarter was the Scope of Work (SoW) for fiscal year 2006 (FY 06), i.e. October 1, 2005 to September 30, 2006. The narrative portion of the SoW is attached to this report. Readers will note that this submission, which went to IALC headquarters on September 2, presents the progress made by our component thus far and the work ahead of us during year three of the current Cooperative Agreement and year four of the component we have titled “Human Capacity Development for the Agriculture Sector in Afghanistan”. The “Organized Short Courses” section of our FY 06 SoW states our intention to use core funds allocated through the Cooperative Agreement to support four one-month technical courses at an all-inclusive cost of $50,000 per course. As has been done in past years, we were planning to combine core funds with supplemental funds from other sources, allowing us to offer the usual six to eight short courses per year. We were informed by the Project Director that there would be a redistribution of core funds and a reduction in our allocation, from $375,000 in FY 05 to $300,000 this year. If these funds are not restored in full or in part, either from the core or additional Mission buy-in, this budget reduction will add significantly to the challenges we face in FY06 because we will need to generate this short course support from other sources. -
Persian, Farsi, Dari, Tajiki: Language Names and Language Policies
University of Pennsylvania ScholarlyCommons Department of Anthropology Papers Department of Anthropology 2012 Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Brian Spooner University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/anthro_papers Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Anthropology Commons Recommended Citation (OVERRIDE) Spooner, B. (2012). Persian, Farsi, Dari, Tajiki: Language Names and Language Policies. In H. Schiffman (Ed.), Language Policy and Language Conflict in Afghanistan and Its Neighbors: The Changing Politics of Language Choice (pp. 89-117). Leiden, Boston: Brill. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/anthro_papers/91 For more information, please contact [email protected]. Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Abstract Persian is an important language today in a number of countries of west, south and central Asia. But its status in each is different. In Iran its unique status as the only official or national language continueso t be jealously guarded, even though half—probably more—of the population use a different language (mainly Azari/Azeri Turkish) at home, and on the streets, though not in formal public situations, and not in writing. Attempts to broach this exclusive status of Persian in Iran have increased in recent decades, but are still relatively minor. Persian (called tajiki) is also the official language ofajikistan, T but here it shares that status informally with Russian, while in the west of the country Uzbek is also widely used and in the more isolated eastern part of the country other local Iranian languages are now dominant. -
Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan
http://ijhe.sciedupress.com International Journal of Higher Education Vol. 9, No. 2; 2020 Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan Carolyn M. Porta1, Erin M. Mann2, Rohina Amiri3, Melissa D. Avery1, Sheba Azim4, Janice M. Conway-Klaassen5, Parvin Golzareh6, Mahdawi Joya7, Emil Ivan Mwikarago8, Mohammad Bashir Nejabi9, Megan Olejniczak10, Raghu Radhakrishnan11, Olive Tengera12, Manuel S. Thomas13, Julia L. Weinkauf10, Stephen M. Wiesner5 1 School of Nursing, University of Minnesota, Minneapolis, Minnesota, United States of America 2 Center for Global Health and Social Responsibility, University of Minnesota, Minneapolis, Minnesota, United States of America 3 University Support in Workforce Development Program, Kabul, Afghanistan 4 Anesthesiology Department, Kabul University of Medical Sciences, Kabul, Afghanistan 5 Medical Laboratory Sciences Program, University of Minnesota, Minneapolis, Minnesota, United States of America 6 Midwifery Department, Kabul University of Medical Sciences, Kabul, Afghanistan 7 Allied Health Science Department, Medical Lab Technology, Kabul, Afghanistan 8 National Reference Laboratory, Rwanda Biomedical Center, Kigali, Rwanda 9 Department of Prosthodontics, Dentistry Faculty, Kabul University of Medical Sciences, Kabul, Afghanistan 10 Department of Anesthesiology, University of Minnesota Medical School, Minneapolis, Minnesota, United States of America 11Office of International Affairs and Collaboration, Manipal Academy of Higher Education, Manipal, Karnataka, -
Ethnicity and Ethnic Conflict in Pakistan Gulshan Majeed Abstract There Is Hardly Any State in the World, Which Is Not Ethnicall
Journal of Political Studies, Vol.1, Issue 2, Vol. 1, Issue 2, 51-63 Ethnicity and Ethnic Conflict in Pakistan Gulshan Majeed♣ Abstract There is hardly any state in the world, which is not ethnically plural. Pakistan is also no exception in this regard. Pakistan is a country with unique ethnic diversity. This present study focuses on the concept of ethnicity and different variables such as religion, language, territory and caste, which have potential to give birth violent conflicts among different ethnic identities of Pakistan. Process of national integration can be secured only when ethnic identities would be given adequate representation according to the constitution to decide their future themselves and opportunities to flourish their specific cultural identity. Ethnic identities come into conflict when they face imbalance in the society. Economic resources should be judiciously distributed among different ethnic identities. Political system should have capability to articulate social capital on the proper place according to their intellectual level. System should have capability to generate resources and to utilize these resources in the best interest of various segment of society. Political system should initiate various economic, social and political measures to curb ethnic conflict. Key words: Ethnic diversity, prescribed limits, imbalance society, judiciously distributed, articulate social capital Introduction Stratification and diversification with variegated dimensions and context, is an inbound mechanism of social fabric of a society and state. Different scholars studied this phenomenon with different tools and methodologies. Some name ethnicity as minority, group1, race, caste, class, inner and outer group. There are others who studied it in terms of insiders and outsiders, the others, nationalities, aborigines, and immigrants2. -
Final Report
FINAL REPORT Assistance with Professional Training for Afghan Cultural Heritage Officials Part 2 January 12, 2014 TABLE OF CONTENTS EXECUTIVE SUMMARY ................................................................................................................................. 3 PROJECT NARRATIVE .................................................................................................................................... 4 SECTION 1 – PROGRAM BACKGROUND ......................................................................................... 4 SECTION 2 – UNIVERSITY OF ARIZONA PROJECT TEAM ................................................................. 5 SECTION 3 – PROGRAM ACTIVITIES ............................................................................................... 6 Project Set-Up Arrival and Orientation Program Curriculum Teaching Modalities Symposium: Afghanistan: Cultural Heritage at the Crossroads SECTION 4 – PROGRAM EVALUATION ......................................................................................... 10 Program Structure and Administration Program Curriculum KU Faculty Participants Budget Other SECTION 5 – RECOMMENDATIONS FOR FUTURE PROGRAM FUNDING .................................. 14 APPENDICES ............................................................................................................................................. 18 APPENDIX 1: Project Administrative Data APPENDIX 2: Proposal: “University Partnerships: Building a Professional Education Program for Afghan Cultural Heritage