William Oliver Bright
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Native American Settlement to 1969
29 Context: Native American Settlement to 1969 Francisco Patencio outside the roundhouse, c. 1940. Source: Palm Springs Historical Society. FINAL DRAFT – FOR CITY COUNCIL APPROVAL City of Palm Springs Citywide Historic Context Statement & Survey Findings HISTORIC RESOURCES GROUP 30 CONTEXT: NATIVE AMERICAN SETTLEMENT TO 196923 The earliest inhabitants of the Coachella Valley are the Native people known ethnohistorically as the Cahuilla Indians. The Cahuilla territory includes the areas from the San Jacinto Mountains, the San Gorgonia Pass, and the desert regions reaching east to the Colorado River. The Cahuilla language is part of the Takic branch of the Uto-Aztecan language family and all the Cahuilla groups speak a mutually intelligible despite different dialects. The Cahuilla group that inhabited the Palm Springs area are known as the Agua Caliente Band of Cahuilla Indians. The Cahuilla name for the area that is now Palm Springs is Sec-he, “boiling water,” named for the hot springs located in what is currently the center of the Palm Springs business district. The springs have always provided clean water, bathing, and a connection to the spiritual world, and were used for ceremonial and healing purposes.24 The Cahuilla people refer to themselves as ‘ivi’lyu’atum and are ethnographically divided into two patrilineal moieties: the Wildcats and the Coyotes. Each moiety was further divided into clans which are made up of lineages. Lineages had their own territory and hunting rights within a larger clan territory. There are a number of lineages in the Palm Springs area, which each have religious and political autonomy. Prior to European contact, Cahuilla communities established summer settlements in the palm-lined mountain canyons around the Coachella valley; oral histories and archaeological evidence indicates that they settled in the Tahquitz Canyon at least 5,000 years ago.25 The Cahuilla moved each winter to thatched shelters clustered around the natural mineral hot springs on the valley floor. -
[.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 -
Academic Year 2020–2021
ACADEMIC YEAR 2020–2021 PROGRAMS OF STUDY CINC offers a pathway to receive an A.A. in Liberal Arts which has a requirement of at least 60 units. LIST OF COURSES OF INSTRUCTION All courses taken at CINC or COD are accredited through College of the Desert’s ACCJC accreditation. Courses taken outside of CINC or COD must be properly transferred and approved by the appropriate counselor and registrar. Note, some CINC courses may require special transfer into COD. CLASSIFICATION OF COURSES There are two types of courses/classes offered by CINC: 1. Credit Courses - Credit courses are designated as either associate degree credit courses or nondegree credit courses. Associate degree credit courses may be used as required or elective courses in a degree or certificate program. Nondegree credit courses are designed to assist the student in preparation for college level course work. Units earned in nondegree credit courses may not be applied toward a degree. 2. Community Education Classes and Workshops – Classes and workshops are designed for students whose primary motive for activity and learning is personal enrichment only. The classes carry no academic credit and are supported by class fees. Students wishing to take a course for Credit/No Credit grading basis must make an official request by the required date to the Registrar. These courses do not carry a grade weight. ABBREVIATIONS AND SYMBOLS Transfer Status CSU = meets baccalaureate criteria for the California State University system. UC = accepted by the University of California system. UC* = University of California will accept course but with some unit limitations or other stipulations. -
Jane H. Hill (27 October 1939–2 November 2018)
OBITUARY Jane H. Hill (27 October 1939–2 November 2018) PAUL V. KROSKRITY, Department of Anthropology, University of California, Los Angeles A foundational and emblematic figure in linguistic anthropology, Jane H. Hill—born Frances Jane Hassler—died on November 2, 2018, after a distinguished career that had earned her international renown. Unsurpassed in the scope, depth, and relevance of her research, Jane embodied an especially vibrant and omnivorous form of linguistic anthropology not only within a four-field vision of anthropology but also as a source of social justice. She invited students (and colleagues) to join her on what she described as an intellectual tightrope: “I attempt a precarious balancing act among diverse com- mitments: to the detailed documentation of languages and cultures and specialized ex- pertise in technical tools such comparative linguistic analysis, to the understanding of the scope and diversity of human history that is the glory of anthropology, and to using what I learn to advance social justice and mutual respect among human beings.”1 Named Frances after her grandmother, Frances Jane Hassler was born in Berkeley, California, in 1939 to parents who had both earned their doctorates. Gerald Hassler, her father, was a physicist with a Cal Tech PhD and her mother, Mildred Mathias, a botanist with a PhD from Washington University in St. Louis, and later a professor at UCLA (K. Hill 2013). After high school, Jane spent two years at Reed College (Port- land OR) and then two years at University of California, Berkeley, where she graduated. She then attended graduate school near her parents’ home at UCLA. -
Tribe Drawn Into Both Sides of Palm Springs Development Fight
Tribe drawn into both sides of Palm Springs development fight Download story podcast 11:47 PM PDT on Monday, May 28, 2007 By JENNIFER BOWLES and STEVE MOORE The Press-Enterprise Video: Cahuilla elder Alvino Siva talks about Chino Canyon PALM SPRINGS - For most people, navigating the four-mile drive along boulder-strewn Chino Canyon is simply a way to get to the city's famous attraction: the Palm Springs Aerial Tramway, which whisks riders high into the San Jacinto Mountains. But the mostly untouched desert scrub on either side of the two-lane road long has been a battleground between environmentalists and a developer who wants to build Shadowrock, a resort with a boutique hotel and high-end homes. And now, generations of Inland American Indians are divided over the terrain. Story continues below Rodrigo Peña / The Press-Enterprise Cahuilla elders Alvino Siva, left, and his sister Katherine Siva Saubel, both of Banning, oppose projects proposed for the Chino Canyon area of Palm Springs, including one advanced by the Agua Caliente Band of Cahuilla Indians. They consider the land a tribal treasure. The local tribe, the Agua Caliente Band of Cahuilla Indians, recently announced that it has signed a "letter of intent" with Shadowrock officials to develop about 160 acres next to the proposed site of the resort. The tribe owns most of the 160 acres, but one portion of the land is owned by a single tribe member. Shaman's Spirit Some Cahuilla elders are against the move. They say the canyon is sacred, once home to one, possibly two, villages and named for Pedro Chino, a shaman and tribal leader whose spirit they say still lives there. -
Introduction
California CALIFORNIA Introduction n 1990 California had the second-largest Native American By the time Europeans came onto the scene, California was home to population of any state, with 242,000 Native American numerous “tribelets,” groupings of several villages, whose Iresidents, second only to Oklahoma. While most of these people members spoke dozens of languages from seven major language are native California Indians, many have come to California from families. In very few other places in the world was there such a other states to seek employment in the metropolitan areas of the diversity of cultures and high population densities; in most areas of state, one of the ten largest economies in the world. The California the state, this came about without the development of agriculture. peoples increasingly live in urban areas as well, but there are over 100 reservations, many of them in remote rural areas. In addition to It would be difficult to overstate the importance of acorns as a staple the groups recognized by the federal government, with rights to food source for most early people in California; even those peoples government services and sovereign status, there are currently in the northern part of the state who depended on salmon also used approximately 40 groups attempting to gain federal recognition. acorns. After being ground and treated to remove the toxic tannic The state has no official recognition procedure, although it does acid, the acorns were usually made into a kind of soup or gruel, keep a list of Native American contacts and “most likely often called “acorn mush.” The abundance of oaks and the great descendants” with whom to communicate in case human remains variety of other vegetable and animal foods made it possible for are uncovered in a given locale. -
Department of World Languages and Literatures 1
Department of World Languages and Literatures 1 Graduates with Arabic have found employment in education, international Department of World business, foreign trade and banking, government services, science and technology, and the tourism industry. Some careers require additional Languages and education or experience yet many positions are available for graduates regardless of academic discipline. Literatures Fulfill the general education requirement in the Humanities (C-2) section by taking one of the following ARAB 1112 or ARAB 2900. University Hall, Room 314 (909) 537-5847 Department of World Languages and Literatures website Fulfill the general education requirement in the Arts or Humanities (C-3) (http://flan.csusb.edu) section by taking one of the following (if not previously taken) ARAB 1112 or ARAB 2900 The Department of World Languages & Literatures offers a wide variety of courses in the world languages, including American Sign Language, Fulfill the general education requirement in the Upper Division Arts and Arabic, French, Japanese, Korean, Mandarin Chinese, and Spanish, Humanities (C-4) section by taking one of the following: ARAB 3900, as well as a number of California Indian languages: Cahuilla, Luiseño, WLL 3920, WLL 3940, or WLL 3950. N#huatl and Serrano. Master's degree is available in Spanish; Bachelor's French degrees are available in Arabic, French, and Spanish; minors are available in Arabic, French, Japanese, and Spanish, as well as Asian The B.A. in French, Teacher Track, is designed to prepare students for Studies, Latin American Studies, and World Literatures. Certificates of the CSET exam (required for the single subject teaching credential in Competency are available in California Indian Languages and Cultures, French in California). -
What IS a Name? Reflections on Onomastics*
LANGUAGE AND LINGUISTICS 4.4:669-681, 2003 2003-0-004-004-000059-1 What IS a Name? Reflections on Onomastics* William Bright University of Colorado Onomastics, as the study of proper names, has been of concern to many branches of scholarship, including philosophy and history. The present paper takes the viewpoint of anthropological linguistics, as applied especially to personal names and place names among North American Indians. The question is raised as to whether terms which embody a DESCRIPTION can be considered proper names, e.g., whether a term meaning literally ‘man living by the stream’ can be a personal name, or whether a term meaning ‘rock standing by the stream’ can be a placename. Grammatical peculiarities of placenames are also considered, and examples are given from Karuk (California), Creek (Oklahoma), and Nahuatl (Mexico). Key words: onomastics, toponyms, anthroponyms, North American Indians “You are sad,” the Knight said in an anxious tone: “let me sing you a song to comfort you.” “Is it very long?” Alice asked, for she had heard a good deal of poetry that day. “It’s long,” said the Knight, “but very, very beautiful. Everybody that hears me sing it—either it brings the tears into their eyes, or else—” “Or else what?” said Alice, for the Knight had made a sudden pause. “Or else it doesn’t, you know. The name of the song is called ‘Haddocks’ Eyes’.” “Oh, that’s the name of the song, is it?” Alice said, trying to feel interested. “No, you don’t understand,” the Knight said, looking a little vexed. -
LCSH Section K
K., Rupert (Fictitious character) Homology theory Ka nanʻʺ (Burmese people) (May Subd Geog) USE Rupert (Fictitious character : Laporte) NT Whitehead groups [DS528.2.K2] K-4 PRR 1361 (Steam locomotive) K. Tzetnik Award in Holocaust Literature UF Ka tūʺ (Burmese people) USE 1361 K4 (Steam locomotive) UF Ka-Tzetnik Award BT Ethnology—Burma K-9 (Fictitious character) (Not Subd Geog) Peras Ḳ. Tseṭniḳ ʾKa nao dialect (May Subd Geog) UF K-Nine (Fictitious character) Peras Ḳatseṭniḳ BT China—Languages K9 (Fictitious character) BT Literary prizes—Israel Hmong language K 37 (Military aircraft) K2 (Pakistan : Mountain) Ka nō (Burmese people) USE Junkers K 37 (Military aircraft) UF Dapsang (Pakistan) USE Tha noʹ (Burmese people) K 98 k (Rifle) Godwin Austen, Mount (Pakistan) Ka Rang (Southeast Asian people) USE Mauser K98k rifle Gogir Feng (Pakistan) USE Sedang (Southeast Asian people) K.A.L. Flight 007 Incident, 1983 Mount Godwin Austen (Pakistan) Ka-taw USE Korean Air Lines Incident, 1983 BT Mountains—Pakistan USE Takraw K.A. Lind Honorary Award Karakoram Range Ka Tawng Luang (Southeast Asian people) USE Moderna museets vänners skulpturpris K2 (Drug) USE Phi Tong Luang (Southeast Asian people) K.A. Linds hederspris USE Synthetic marijuana Kā Tiritiri o te Moana (N.Z.) USE Moderna museets vänners skulpturpris K3 (Pakistan and China : Mountain) USE Southern Alps/Kā Tiritiri o te Moana (N.Z.) K-ABC (Intelligence test) USE Broad Peak (Pakistan and China) Ka-Tu USE Kaufman Assessment Battery for Children K4 (Pakistan and China : Mountain) USE Kha Tahoi K-B Bridge (Palau) USE Gasherbrum II (Pakistan and China) Ka tūʺ (Burmese people) USE Koro-Babeldaod Bridge (Palau) K4 Locomotive #1361 (Steam locomotive) USE Ka nanʻʺ (Burmese people) K-BIT (Intelligence test) USE 1361 K4 (Steam locomotive) Ka-Tzetnik Award USE Kaufman Brief Intelligence Test K5 (Pakistan and China : Mountain) USE K. -
DESCRIPTORS American Indian Languages in the United States And
DOCUMENT RESUME MD 104 168 FL 006 830 AUTHOR Martin, Jeanette TITLE A Survey of the Current Study andTeaching of North American Indian Languages in the United States and Canada. CAL - ERIC /CLL Series on Languages and Linguistics, No. 17. INSTITUTION ERIC Clearinghouse on Languages andLinguistics, Arlington, Va. PUB DATE May 75 NOTE 97p. AVAILABLE FROMCenter for Applied Linguistics, 1611 North sent Street, Arlington, Virginia 22209 ($4.00) EDRS PRICE MR -50.76 RC -$4.43 PLUS POSTAGE DESCRIPTORS *American Indian Languages; *Bilingual Education; Bilingualism; *College Language Programs; Higher Education; Instructional Materials; *Language Instruction; Reference Materials; *Surveys ABSTRACT This survey attempts to bring together as such information as possible on the current study andteaching of North American Indian languages in the United States andCanada. The primary source of data for this survey was aquestionnaire distributed in the spring of 1973 to 61 universitiesand colleges in the U.S. and Canada. Other sources werepublications, conferences, and correspondence with individualsworking with these languages. An overview of the study of North American Indianlanguages is presented first, outlining the contributions of severalgenerations of linguists and leading up to a discussion ofthe present situation. Some current trends are identifiedthrough discussion of a representative group of recently instituted programs.Three appendices present the collected data. Appendix Alists American Indian language courses and other types of programsof 101 universities and colleges in the U.S. and Canada. InAppendix Of materials useful for the study of Amerindianlanguages are cited. Appendix C indicates persons who are makingsignificant contributions to tbe study of American Indianlanguages. Also included are statistics relating to the present neither ofspeakers in the major language groups and the recommendationsof the Conference on Priorities in American Indian Language Work,held in Eugene, Oregon, in August 1973* (Author/PMP) Aliamaarir. -
Appendix a 2015
APPENDIX A U.S. DEPARTMENT OF THE INTERIOR ENVIRONMENTAL JUSTICE ANNUAL IMPLEMENTATION REPORT 2015 Goal #3, Performance Measure #1 Number of Partnerships with others, including educational institutions and tribes, to share and benefit from specialized expertise in furthering environmental justice goals [Please note that this appendix is not inclusive of the all Department’s partnerships with others and is only a snapshot of what is being done to address environmental justice] 1 THIS PAGE IS INTENTIONALLY LEFT BLANK 2 BUREAU OF OCEAN ENERGY MANAGEMENT (BOEM) http://www.boem.gov BOEM joined the National Cooperative Ecosystem Studies Unit (CESU): North & West Alaska CESU, Pacific Northwest CESU, Gulf Coast CESU, North Atlantic Coast CESU, Piedmont - South Atlantic CESU, Californian CESU, and Hawaii-Pacific Island CESU. These eight partnerships facilitate access to a wide range of expertise to address federal agency needs and advance the scientific understanding of coastal and marine ecosystems. BOEM Coastal Marine Institute with Louisiana State University and the University of Alaska at Fairbanks are designed to respond to BOEM, state, local information needs, and interests with local expertise in the Outer Continental Shelf relevant disciplines. BOEM Environmental Studies Program is currently working in partnership with the University of Rhode Island and the Narragansett Indian Tribe to develop a science-based, standardized “best practices” methodology for identifying submerged ancient Native American archaeological resources when evaluating