The Phonological Segments and Syllabic Structure of Ik
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LCSH Section K
K., Rupert (Fictitious character) Motion of K stars in line of sight Ka-đai language USE Rupert (Fictitious character : Laporte) Radial velocity of K stars USE Kadai languages K-4 PRR 1361 (Steam locomotive) — Orbits Ka’do Herdé language USE 1361 K4 (Steam locomotive) UF Galactic orbits of K stars USE Herdé language K-9 (Fictitious character) (Not Subd Geog) K stars—Galactic orbits Ka’do Pévé language UF K-Nine (Fictitious character) BT Orbits USE Pévé language K9 (Fictitious character) — Radial velocity Ka Dwo (Asian people) K 37 (Military aircraft) USE K stars—Motion in line of sight USE Kadu (Asian people) USE Junkers K 37 (Military aircraft) — Spectra Ka-Ga-Nga script (May Subd Geog) K 98 k (Rifle) K Street (Sacramento, Calif.) UF Script, Ka-Ga-Nga USE Mauser K98k rifle This heading is not valid for use as a geographic BT Inscriptions, Malayan K.A.L. Flight 007 Incident, 1983 subdivision. Ka-houk (Wash.) USE Korean Air Lines Incident, 1983 BT Streets—California USE Ozette Lake (Wash.) K.A. Lind Honorary Award K-T boundary Ka Iwi National Scenic Shoreline (Hawaii) USE Moderna museets vänners skulpturpris USE Cretaceous-Paleogene boundary UF Ka Iwi Scenic Shoreline Park (Hawaii) K.A. Linds hederspris K-T Extinction Ka Iwi Shoreline (Hawaii) USE Moderna museets vänners skulpturpris USE Cretaceous-Paleogene Extinction BT National parks and reserves—Hawaii K-ABC (Intelligence test) K-T Mass Extinction Ka Iwi Scenic Shoreline Park (Hawaii) USE Kaufman Assessment Battery for Children USE Cretaceous-Paleogene Extinction USE Ka Iwi National Scenic Shoreline (Hawaii) K-B Bridge (Palau) K-TEA (Achievement test) Ka Iwi Shoreline (Hawaii) USE Koro-Babeldaod Bridge (Palau) USE Kaufman Test of Educational Achievement USE Ka Iwi National Scenic Shoreline (Hawaii) K-BIT (Intelligence test) K-theory Ka-ju-ken-bo USE Kaufman Brief Intelligence Test [QA612.33] USE Kajukenbo K. -
Culture, Minorities and Linguistic Rights in Uganda
CULTURE, MINORITIES AND LINGUISTIC RIGHTS IN UGANDA: THE C ASE O F T HE B ATWA A ND T HE Ik Kabann I.B. Kabananukye and Dorothy Kwagala Copyright Human Rights & Peace Centre, 2007 ISBN 9970-511-10-x HURIPEC Working Paper No. 11 June, 2007 TABLE OF CONTENTS ACRONYMS AND ABBREVIATIONS...........................................................ii LIST OF TABLES AND FIGURES.................................................................iii SUMMARY OF THE REPORT AND POLICY RECOMMENDATIONS...............iv I. INTRODUCTION AND BACKGROUND.......................................1 II. CONTEXTUALIZING THE CASE OF ETHNIC MINORITIES.............3 2.1 ENHANCING THE UNDERSTANDING OF ETHNIC MINORITIES.........................3 2.2 CONTEXTUALIZING MINORITIES’ CULTURE AND LANGUAGE........................4 2.3 THE LANGUAGE FACTOR: CHALLENGES AND OPPORTUNITIES.....................5 2.3.1 Understanding the Importance of Language.......................5 2.3.2 Ethnic Minorities’ Languages.............................................8 III. MINORITIES AND UGANDA’S LINGUSITIC & ETHNIC GROUPS...9 3.1 THE CASE OF THE BATWA.................................................................11 3.1.1 Batwa distribution by Region and District.........................12 3.1.2 Comparision of the Batwa and the Bakiga.......................14 3.2 THE CASE OF THE IK...................................................................16 3.2.1 Distribution of Ik Peoples by Region in Uganda................17 3.2.2 Distribution of Ik by Districts in Uganda..........................17 -
Phonemic Instability: a Butterfly Effect
PHONEMIC INSTABILITY: A BUTTERFLY EFFECT PAROMA SANYAL REENA ASHEM Indian Institute of Technology-Delhi, India 1xxIntroduction Can an imperceptibly tiny change in the relative ranking of a markedness constraint lead to phonemic instability and ultimately sound change in a language? In this paper we predict that this could indeed be the case when the phonological processes that take place within a certain morpho-phonological domain result in a particular phoneme being reinterpreted as marked by new learners of the language. According to McCarthy and Prince (1994), The Emergence of the Unmarked is a generalization about markedness constraints that are otherwise invisible in a language becoming visible in certain marked domains. While a markedness constraint C 'in the language as a whole, may be roundly violated, but in a particular domain it is obeyed exactly.' Now imagine the scenario where a markedness constraint C is ranked so low in the language that it is invisible for all practical purposes. However, when the satisfaction of a complex set of well-formedness constraints within a marked domain coincides with a systematic violation of C, it is possible for new learners of the language to re-rank C higher in the language. Thus the surface realization of phonological well-formedness conditions, if coincidentally localized to particular phonemes, rather than being distributed over a range of environments, could trigger phonemic instability and eventual sound change in the language. The Tibeto-Burman language Meiteilon, spoken in the state of Manipur in India, we claim, has a similar reanalysis taking place in its current phonological grammar. Meiteilon, like most other Tibeto-Burman languages of the region has rich inflectional morphology that attaches as suffixes to monosyllabic nominal or verbal roots. -
Introductory Phonology
3 More on Phonemes 3.1 Phonemic Analysis and Writing The question of phonemicization is in principle independent from the question of writing; that is, there is no necessary connection between letters and phonemes. For example, the English phoneme /e}/ can be spelled in quite a few ways: say /se}/, Abe /e}b/, main /me}n/, beige /be}è/, reggae /cryge}/, H /e}tà/. Indeed, there are languages (for example, Mandarin Chinese) that are written with symbols that do not correspond to phonemes at all. Obviously, there is at least a loose connection between alphabetic letters and phonemes: the designers of an alphabet tend to match up the written symbols with the phonemes of a language. Moreover, the conscious intuitions of speakers about sounds tend to be heavily influenced by their knowledge of spelling – after all, most literate speakers receive extensive training in how to spell during child- hood, but no training at all in phonology. Writing is prestigious, and our spoken pronunciations are sometimes felt to be imperfect realizations of what is written. This is reflected in the common occur- rence of spelling pronunciations, which are pronunciations that have no historical basis, but which arise as attempts to mimic the spelling, as in often [cÑftvn] or palm [pwlm]. In contrast, most linguists feel that spoken language is primary, and that written language is a derived system, which is mostly parasitic off the spoken language and is often rather artificial in character. Some reasons that support this view are that spoken language is far older than writing, it is acquired first and with greater ease by children, and it is the common property of our species, rather than of just an educated subset of it. -
Surrogate Surfaces: a Contextual Interpretive Approach to the Rock Art of Uganda
SURROGATE SURFACES: A CONTEXTUAL INTERPRETIVE APPROACH TO THE ROCK ART OF UGANDA by Catherine Namono The Rock Art Research Institute Department of Archaeology School of Geography, Archaeology & Environmental Studies University of the Witwatersrand A thesis submitted to the Graduate School of Humanities, University of the Witwatersrand, Johannesburg, South Africa for the Degree of Doctor of Philosophy March 2010 i ii Declaration I declare that this is my own unaided work. It is submitted for the degree of Doctor of Philosophy in the University of the Witwatersrand, Johannesburg. It has not been submitted before for any other degree or examination in any other university. Signed:……………………………….. Catherine Namono 5th March 2010 iii Dedication To the memory of my beloved mother, Joyce Lucy Epaku Wambwa To my beloved father and friend, Engineer Martin Wangutusi Wambwa To my twin, Phillip Mukhwana Wambwa and Dear sisters and brothers, nieces and nephews iv Acknowledgements There are so many things to be thankful for and so many people to give gratitude to that I will not forget them, but only mention a few. First and foremost, I am grateful to my mentor and supervisor, Associate Professor Benjamin Smith who has had an immense impact on my academic evolution, for guidance on previous drafts and for the insightful discussions that helped direct this study. Smith‘s previous intellectual contribution has been one of the corner stones around which this thesis was built. I extend deep gratitude to Professor David Lewis-Williams for his constant encouragement, the many discussions and comments on parts of this study. His invaluable contribution helped ideas to ferment. -
Segment Reversal in Kuliak and Its Relationship to Nilo- Saharan
SEGMENT REVERSAL IN KULIAK AND ITS RELATIONSHIP TO NILO- SAHARAN DRAFT ONLY NOT TO BE QUOTED WITHOUT PERMISSION Roger Blench Kay Williamson Educational Foundation 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/ Ans 0044-(0)1223-560687 Mobile worldwide (00-44)-(0)7847-495590 E-mail [email protected] http://www.rogerblench.info/RBOP.htm Segment reversal in Kuliak Roger Blench Circulation draft TABLE OF CONTENTS 1. Introduction................................................................................................................................................. 1 2. Brief introduction to the Kuliak languages............................................................................................... 1 3. A brief introduction to Kuliak morphology.............................................................................................. 4 4. Data .............................................................................................................................................................. 6 4.2 VC nominal and verbal affixes.............................................................................................................. 11 4.3 Examples where segment reversal is also attested elsewhere ............................................................... 11 5. And what is the explanation?................................................................................................................... 13 References ..................................................................................................................................................... -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
Phonetics and Phonology Seminar Introduction to Linguistics, Andrew
Phonetics and Phonology Phonetics and Phonology Voicing: In voiced sounds, the vocal cords (=vocal folds, Stimmbände) are pulled together Seminar Introduction to Linguistics, Andrew McIntyre and vibrate, unlike in voiceless sounds. Compare zoo/sue, ban/pan. Tests for voicing: 1 Phonetics vs. phonology Put hand on larynx. You feel more vibrations with voiced consonants. Phonetics deals with three main areas: Say [fvfvfv] continuously with ears blocked. [v] echoes inside your head, unlike [f]. Articulatory phonetics: speech organs & how they move to produce particular sounds. Acoustic phonetics: what happens in the air between speaker & hearer; measurable 4.2 Description of English consonants (organised by manners of articulation) using devices such as a sonograph, which analyses frequencies. The accompanying handout gives indications of the positions of the speech organs Auditory phonetics: how sounds are perceived by the ear, how the brain interprets the referred to below, and the IPA description of all sounds in English and other languages. information coming from the ear. Phonology: study of how particular sounds are used (in particular languages, in languages 4.2.1 Plosives generally) to distinguish between words. Study of how sounds form systems in (particular) Plosive (Verschlusslaut): complete closure somewhere in vocal tract, then air released. languages. Examples of phonological observations: (2) Bilabial (both lips are the active articulators): [p,b] in pie, bye The underlined sound sequence in German Strumpf can occur in the middle of words (3) Alveolar (passive articulator is the alveolar ridge (=gum ridge)): [t,d] in to, do in English (ashtray) but not at the beginning or end. (4) Velar (back of tongue approaches soft palate (velum)): [k,g] in cat, go In pan and span the p-sound is pronounced slightly differently. -
Newsletter March 2021
NewsLetter March 2021 Celebrating 50th AGM Bible Society of Kenya held her 50th transformed formed through the work National Annual General Meeting on of BSK. Looking back, we have a lot to March 27th virtually on zoom. thank God for. This was a special meeting as the The event was graced by members from society marked its 50th AGM. We thank different branches including; Machakos, God for his goodness as we celebrate Bungoma, Kericho, Nairobi, Kakamega, our heritage throughout all these years Kisumu, Meru, Nakuru, Kiambu and and for the lives that have been Nyeri who turned up to attend the event. AGM Screen shot General Secretary Mrs. Muriuki cuts a cake to - 1 - commemorate the 50th AGM celebrations. The National Annual General Meeting is an annual Kisau welcomed the new Council » Equipped future church leaders in forum for BSK registered members where they come to members noting that they will steer theological colleges / universities interact, receive reports of performance for the previous the ministry of BSK to greater with Scholarly Scriptures. year, elect new Board members and get projections on heights. He added that as more » Served the visually impaired through the upcoming plans for the year. Christians join the lively team of Braille Bible distribution members, they will collectively The Guest speaker for the day was Mrs. Jemima Chiruyi impact the community positively In March 2021, various branches from International Christian Center. She spoke on this through God’s word. held their AGMs before the main year’s theme “Be still and know that I am God” from AGM. -
Monolingualism Via Multilingualism: a Case Study of Language Use in the West Ugandan Town of Hoima
African Study Monographs, 34 (1): 1–25, March 2013 1 MONOLINGUALISM VIA MULTILINGUALISM: A CASE STUDY OF LANGUAGE USE IN THE WEST UGANDAN TOWN OF HOIMA Shigeki KAJI Graduate School of Asian and African Area Studies, Kyoto University ABSTRACT Multilingualism is one of the most salient features of language use in Africa and, at first sight, Uganda appears to be just one example of this practice. However, as Uganda has no lingua franca that is widely used by its entire population, questions about how people cope with multilingualism arise. Answers to such questions can be found in the fact that people are able to create a monolingual state in a given area because everyone is multilingual. That is, people speak their own language in their own domain and speak other peoples’ languages when they go to the latter’s domains. This conclusion emerged from interviews conducted with 100 inhabitants of Hoima city in western Uganda, an area primarily inhabited by the Nyoro people. The linguistic situation in Hoima provides a valuable case study of what can happen in the absence of a fully developed lingua franca and can contribute to broader discussions of language use in Africa. Key Words: Lingua franca; Multilingualism; Hoima; Nyoro; Uganda. INTRODUCTION I have conducted linguistic research in Uganda since 2001. The main themes of my research relate to the grammatical and lexical characteristics of little-known languages in the area. In the course of research, however, I noticed differences between the use of language in Uganda and that in the regions where I had studied before. -
LCSH Section K
K., Rupert (Fictitious character) K-TEA (Achievement test) Kʻa-la-kʻun-lun kung lu (China and Pakistan) USE Rupert (Fictitious character : Laporte) USE Kaufman Test of Educational Achievement USE Karakoram Highway (China and Pakistan) K-4 PRR 1361 (Steam locomotive) K-theory Ka Lae o Kilauea (Hawaii) USE 1361 K4 (Steam locomotive) [QA612.33] USE Kilauea Point (Hawaii) K-9 (Fictitious character) (Not Subd Geog) BT Algebraic topology Ka Lang (Vietnamese people) UF K-Nine (Fictitious character) Homology theory USE Giẻ Triêng (Vietnamese people) K9 (Fictitious character) NT Whitehead groups Ka nanʻʺ (Burmese people) (May Subd Geog) K 37 (Military aircraft) K. Tzetnik Award in Holocaust Literature [DS528.2.K2] USE Junkers K 37 (Military aircraft) UF Ka-Tzetnik Award UF Ka tūʺ (Burmese people) K 98 k (Rifle) Peras Ḳ. Tseṭniḳ BT Ethnology—Burma USE Mauser K98k rifle Peras Ḳatseṭniḳ ʾKa nao dialect (May Subd Geog) K.A.L. Flight 007 Incident, 1983 BT Literary prizes—Israel BT China—Languages USE Korean Air Lines Incident, 1983 K2 (Pakistan : Mountain) Hmong language K.A. Lind Honorary Award UF Dapsang (Pakistan) Ka nō (Burmese people) USE Moderna museets vänners skulpturpris Godwin Austen, Mount (Pakistan) USE Tha noʹ (Burmese people) K.A. Linds hederspris Gogir Feng (Pakistan) Ka Rang (Southeast Asian people) USE Moderna museets vänners skulpturpris Mount Godwin Austen (Pakistan) USE Sedang (Southeast Asian people) K-ABC (Intelligence test) BT Mountains—Pakistan Kā Roimata o Hine Hukatere (N.Z.) USE Kaufman Assessment Battery for Children Karakoram Range USE Franz Josef Glacier/Kā Roimata o Hine K-B Bridge (Palau) K2 (Drug) Hukatere (N.Z.) USE Koro-Babeldaod Bridge (Palau) USE Synthetic marijuana Ka-taw K-BIT (Intelligence test) K3 (Pakistan and China : Mountain) USE Takraw USE Kaufman Brief Intelligence Test USE Broad Peak (Pakistan and China) Ka Tawng Luang (Southeast Asian people) K. -
GOO-80-02119 392P
DOCUMENT RESUME ED 228 863 FL 013 634 AUTHOR Hatfield, Deborah H.; And Others TITLE A Survey of Materials for the Study of theUncommonly Taught Languages: Supplement, 1976-1981. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, D.C.Div. of International Education. PUB DATE Jul 82 CONTRACT GOO-79-03415; GOO-80-02119 NOTE 392p.; For related documents, see ED 130 537-538, ED 132 833-835, ED 132 860, and ED 166 949-950. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Annotated Bibliographies; Dictionaries; *InStructional Materials; Postsecondary Edtmation; *Second Language Instruction; Textbooks; *Uncommonly Taught Languages ABSTRACT This annotated bibliography is a supplement tothe previous survey published in 1976. It coverslanguages and language groups in the following divisions:(1) Western Europe/Pidgins and Creoles (European-based); (2) Eastern Europeand the Soviet Union; (3) the Middle East and North Africa; (4) SouthAsia;(5) Eastern Asia; (6) Sub-Saharan Africa; (7) SoutheastAsia and the Pacific; and (8) North, Central, and South Anerica. The primaryemphasis of the bibliography is on materials for the use of theadult learner whose native language is English. Under each languageheading, the items are arranged as follows:teaching materials, readers, grammars, and dictionaries. The annotations are descriptive.Whenever possible, each entry contains standardbibliographical information, including notations about reprints and accompanyingtapes/records