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Report of the Joint Human Rights Promotion Mission To
AFRICAN UNION UNION AFRICAINE UNIÃO AFRICANA Commission Africaine des Droits de l’Homme & des African Commission on Human & Peoples’ Peuples Rights No. 31 Bijilo Annex Lay-out, Kombo North District, Western Region, P. O. Box 673, Banjul, The Gambia Tel: (220) 441 05 05 /441 05 06, Fax: (220) 441 05 04 E-mail: [email protected]; Web www.achpr.org REPORT OF THE JOINT HUMAN RIGHTS PROMOTION MISSION TO THE REPUBLIC OF CHAD 11 - 19 MARCH 2013 1 ACKNOWLEDGEMENTS The African Commission on Human and Peoples’ Rights (the Commission) is grateful to the Government of the Republic of Chad for kindly hosting, from 11 to 19 March 2013, a joint human rights promotion mission undertaken by a delegation of the Commission. The Commission expresses its sincere gratitude to the country’s highest authorities for providing the delegation with the necessary facilities and personnel for the smooth conduct of the mission. The Commission expresses its appreciation to Ms Amina Kodjiyana, Minister for Human Rights and the Promotion of Fundamental Freedoms, and her advisers for their key role in organising the various meetings and for ensuring the success of the mission. 2 ACRONYMS AND ABBREVIATIONS AfDB : African Development Bank APRM : African Peer Review Mechanism AU : African Union BEPC : Secondary School Leaving Certificate CENI : Independent National Electoral Commission CNARR : National Commission for the Reception and Reintegration of Refugees and Returnees COBAC : Central African Banking Commission CSO : Civil Society Organisation DSG : Deputy Secretary-General -
The Phonology and Morphology of the Dar Daju Daju Language
THE PHONOLOGY AND MORPHOLOGY OF THE DAR DAJU DAJU LANGUAGE by Arthur J. Aviles Bachelor of Arts, Moody Bible Institute 1997 A Thesis Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Master of Arts Grand Forks, North Dakota December 2008 This thesis, submitted by Arthur J. Aviles in partial fulfillment of the requirements for the Degree of Master of Arts from the University of North Dakota, has been read by the Faculty Advisory Committee under whom the work has been done and is hereby approved. ___________________________________ Chairperson ___________________________________ ___________________________________ This thesis meets the standards for appearance, conforms to the style and format requirements of the Graduate School of the University of North Dakota, and is hereby approved. __________________________________ Dean of the Graduate School __________________________________ Date ii PERMISSION Title The Phonology and Morphology of the Dar Daju Daju Language Department Linguistics Degree Master of Arts In presenting this thesis in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make it freely available for inspection. I further agree that permission for extensive copying for scholarly purposes may be granted by the professor who supervised my thesis work or, in his absence, by the chairperson of the department or the dean of the Graduate School. It is understood that any copying or publication or other use of this thesis or part thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of North Dakota in any scholarly use which may be made of any material in my thesis. -
Amelia Ray Gifft Hill School St. John, USVI Chad, Climate Volatility
Amelia Ray Gifft Hill School St. John, USVI Chad, Climate Volatility Chad: Fighting Desertification with Sustainable Agriculture The Republic of Chad is a landlocked country in central Africa with a population of 14.9 million, according to The World Bank. By land mass, it is the fifth largest country in Africa, and it is the 22nd largest country in the world. Due to its massive population and lack of resources, hunger is a significant issue for Chad. In fact the country ranks 73rd out of 78 countries on the Global Hunger Index, meaning it has one of the highest levels of hunger in the world. Chad’s main economy consists of cotton and crude oil exports. The country joined the oil market in July 2003, and produces an average of 4.1 million tonnes of oil a year according to the World Energy Council. The official languages of Chad are French and Arabic, due to history of colonization by the French. France captured the Lake Chad area in 1900 and absorbed it into French Equatorial Africa in 1909. French colonial activities degraded the soil fertility of the area due to overfarming and overgrazing. The French neglected the colony with no resources being put towards infrastructure as claimed by the U.S State Department country studies. After many years of subjugation, Chad declared its freedom from France on August 11th, 1960. Freedom was short lived for the country, due to how the first president, Francois Tombalbaye, turned Chad into an autocratic state almost immediately. This triggered a civil war between the Muslim north and the Christian south that lasted approximately 24 years. -
Of English Linguistics; Vol
International Journal of English Linguistics; Vol. 10, No. 6; 2020 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education Chadian Learners’/Users’ Preferred Variety(ies) of English Gilbert Tagne Safotso1 & Ndoubangar Tompté2 1 Department of Foreign Applied Languages, University of Dschang, Cameroon 2 Department of English, University of Doba, Chad Correspondence: Gilbert Tagne Safotso, PO Box 282 Dschang, Cameroon. E-mail: [email protected] Received: August 23, 2020 Accepted: October 3, 2020 Online Published: October 29, 2020 doi:10.5539/ijel.v10n6p410 URL: https://doi.org/10.5539/ijel.v10n6p410 Abstract Although French and Arabic are the official languages of Chad, for the past twenty years Chadian learners and users of English have been having a strong interest in the language. Their number in Cameroonian, Nigerian, Ghanaian and Sudanese universities as well as in linguistic centres in N’Djamena testifies to this. It can be said that the petrol boom in the country has really changed the attitudes of Chadians towards English. They see in it the language of opening and opportunities. Given that in most major languages there are accents and variants, and most especially with English the lingua franca of the 21st century, it is important to know those learners’/users’ preferred variety (ies). This paper thus aims to know which variety (ies) of English Chadian learners/users prefer to hear or speak. The data was gathered through a questionnaire administered to 106 university students, 97 secondary school learners, 18 English language teachers and 29 workers of other sectors (N = 250). Results show that most Chadian learners/users prefer American or British English and a good percentage of them favour Ghanaian or Cameroon English. -
Ahmed Draia University – Adrar Faculty of Arts and Languages Department of English Language and Arts
Ahmed Draia University – Adrar Faculty of Arts and Languages Department of English Language and Arts Research Paper Presented in Partial Fulfilment of the Requirement for a Master Degree inLinguistics and Didactics Presented by: Supervised by: Hassan Hachim Yusuf Pr. BouhaniaBachir Board of Examiners: Pr. Bouhania Bachir Supervisor Mr. Omari Mohamed Chair Person Mr. Keddouci Othman Examiner Academic Year: 2017/2018 Acknowledgements To begin with, I would like to thank my supervisor Professor Bouhania Bachir for his unflagging support and his accurate guide. I would also like to acknowledge his prompt feedback. Without his effort and the knowledge he gave me during my three years of study, this research paper would not have been chosen and worked on. Finally, I would also like to express my gratitude to Mr Omari Mohamed, Miss Nadia Mansouri, and Miss Oumeyma Kerthiou for the knowledge they instilled in me. i Dedication I dedicate this work to my beloved mother who made me who I‟m today, and to my dear brothers and sisters. I would also like to dedicate this piece of work to my friends Daoud Abdelkerim Hamad, Hassan Ahmat Djamaladine, and Bokhit Bichara Nassour. ii Abstract The present research paper aims to work out the progressive language shift that is taking place within the Beri youth. Most young Beria speakers‟ discussions take place in local Arabic. Many issues were explored in this piece of work. The main concerned issues are: The reason behind code-switching, language maintenance, and language attitude. The last issue tackled is to find out if Beria is fading away. -
Chadic Lexical Database Issue II
INSTITUTE FOR ORIENTAL STUDIES RUSSIAN ACADEMY OF SCIENCES OLGA STOLBOVA Chadic Lexical Database Issue II lateral fricatives , ', with Semitic, Egyptian and South Cushitic parallels Polygrafiya Moscow, 2007 ББЛ 81.2 С81 Olga Stolbova Chadic Lexical Databa Issue II. , ', .. Калуга: ИП Кошелев А.Б., 2007.- 176с. ISBN 978-902948-19-3 Olga Stolbova, 2007 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Olga Stolbova Chadic Lexical Database Issue II. , ', . Подписано в печать 17.12.2007. Формат 60х84/16. Бумага офсетная. Печать трафаретная. усл. печ. л. 11. Тираж 200 экз. Заказ N 125. Отпечатано АП «Полиграфия», г. Калуга, ул. Тульская, 13а. Лиц.ПДЛ N 42-29 от 23.13.99 2 Институт востоковедения Российской Академии Наук О.В. Столбова Лексическая база данных по чадским языкам Выпуск II , ', , «Полиграфия» Москва-Калуга 2007 3 Contents Page -
A Study of Chadian Learners/ Speakers of English's Pronunciation
English Language Teaching; Vol. 11, No. 10; 2018 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education A Study of Chadian Learners/ Speakers of English’s Pronunciation Gilbert Tagne Safotso1 1 Department of Foreign Applied Languages, University of Dschang, Cameroon Correspondence: Gilbert Tagne Safotso, Department of Foreign Applied Languages, University of Dschang, Cameroon. E-mail: [email protected] Received: July 20, 2018 Accepted: September 10, 2018 Online Published: September 13, 2018 doi: 10.5539/elt.v11n10p1 URL: http://doi.org/10.5539/elt.v11n10p1 Abstract With the development of English as the world’s lingua franca, there is a serious rush for the language by many countries, which have no past history with Britain, the US or any other country of the Inner Circle (Kachru 1988). Chad, which was colonized by France is one of those countries (Anderson 2008). In those countries, where English is generally learnt as a foreign language by an elitist group, the language progressively develops and has local stable features among it speakers. With the increasing number of Chadian learners of English in Nigerian, Sudanese and Cameroonian universities, as well as in other English-speaking countries, it is interesting to look at the way they pronounce English words. From the interlanguage framework, this study analyses some speech produced by postgraduate Chadian learners of English (N=20). The focus is on some difficult consonants, consonant clusters, vowels and word stress. Keywords: Chadian, consonant, consonant cluster, vowel, pronunciation, stress 1. Introduction Chad is a Central African country with some 14,713,516 inhabitants according to latest United Nations estimates. -
Room for Growth Training and Support for Mother-Tongue Preschool Teachers in the Guera Region of Chad
DigitalResources SIL eBook 68 Room for Growth Training and support for mother-tongue preschool teachers in the Guera region of Chad Caroline J. Tyler Room for Growth Training and support for mother-tongue preschool teachers in the Guera region of Chad Caroline J. Tyler SIL International® 2016 SIL e-Books 68 2016 SIL International® ISSN: 1934-2470 Fair-Use Policy: Books published in the SIL e-Books (SILEB) series are intended for scholarly research and educational use. You may make copies of these publications for research or instructional purposes free of charge (within fair-use guidelines) and without further permission. Republication or commercial use of SILEB or the documents contained therein is expressly prohibited without the written consent of the copyright holder(s). Series Editor Becky Quick Volume Editors Dirk Kievit Bonnie Brown Managing Editor Eric Kindberg Compositor Bonnie Waswick Abstract Teachers play a critical role in facilitating effective learning in the classroom. This is particularly true in innovative education projects in low-income countries which seek to ground children’s learning in their first language and culture. In this study I evaluated teacher training and support in mother-tongue preschool classes run by the Guerguiko language association in the francophone African country of Chad. These classes help children develop early literacy, numeracy and French language skills, giving them a head start in French-medium Grade 1. For this study I adopted a case study approach and gathered qualitative data through stakeholder interviews, class observations and project documentation. The findings of my research underline the importance of timely and relevant training and ongoing support for teachers which actively promotes continuing professional development. -
2016 Country Review
Chad 2016 Country Review http://www.countrywatch.com Table of Contents Chapter 1 1 Country Overview 1 Country Overview 2 Key Data 3 Chad 4 Africa 5 Chapter 2 7 Political Overview 7 History 8 Political Conditions 14 Political Risk Index 41 Political Stability 55 Freedom Rankings 71 Human Rights 82 Government Functions 86 Government Structure 88 Principal Government Officials 91 Leader Biography 93 Leader Biography 93 Foreign Relations 94 National Security 109 Defense Forces 116 Chapter 3 118 Economic Overview 118 Economic Overview 119 Nominal GDP and Components 121 Population and GDP Per Capita 123 Real GDP and Inflation 124 Government Spending and Taxation 125 Money Supply, Interest Rates and Unemployment 126 Foreign Trade and the Exchange Rate 127 Data in US Dollars 128 Energy Consumption and Production Standard Units 129 Energy Consumption and Production QUADS 130 World Energy Price Summary 131 CO2 Emissions 132 Agriculture Consumption and Production 133 World Agriculture Pricing Summary 135 Metals Consumption and Production 136 World Metals Pricing Summary 138 Economic Performance Index 139 Chapter 4 151 Investment Overview 151 Foreign Investment Climate 152 Foreign Investment Index 154 Corruption Perceptions Index 167 Competitiveness Ranking 178 Taxation 187 Stock Market 188 Partner Links 188 Chapter 5 189 Social Overview 189 People 190 Human Development Index 192 Life Satisfaction Index 196 Happy Planet Index 207 Status of Women 216 Global Gender Gap Index 219 Culture and Arts 228 Etiquette 228 Travel Information 229 Diseases/Health -
Bananas and Plantains in Africa: Re-Interpreting the Linguistic Evidence
Bananas and Plantains in Africa: Re-interpreting the linguistic evidence Roger Blench Research Abstract Phytolith evidence for early domesticated bananas in old date from Uganda may well have chronostratigraphic Cameroun supports a conclusion reached previously from problems. These early African dates are somewhat puz- a combination of botanical and linguistic evidence, name- zling, as these plants clearly originate in the Indo-Pacif- ly that plantains reached West Africa, presumably from ic region. Musa phytoliths (Ball et al. 2006) have been Southeast Asia, at an early period. Botanical evidence reported from 10,000 year old contexts at Kuk Swamp suggests that the plantains (AAB) are the most credible (Denham et al. 2003, Wilson 1985) and from 5200 cal. early domesticates and that their African center of diversi- B.P. at Yuku rock shelter (Horrocks et al. 2008) in the ty is in the zone from southeastern Nigeria to Gabon. The highlands of Papua New Guinea. Many lines of evidence mechanism by which the plantain reached this region is concur on ancient dates for bananas in Oceania. How- much disputed. The paper will argue the following: ever, the routes and mechanisms by which the cultivated • Plantains arrived in West Africa earlier than 3000 B.P. Musaceae reached West-Central Africa are unclear. along with taro and water-yam. Cultivation of these crops made possible the effective exploitation of the There are at least two studies of the vernacular names of dense equatorial rain-forest. bananas and plantains in Africa, Blakney (1963) and Ros- sel (1989, 1991, 1996, 1998), but their conclusions can- • The most prominent reconstructible term for plantain, not easily be aligned with the phytolith dates. -
Chad in Perspective
Chad in Perspective TABLE OF CONTENTS CHAPTER 1: GEOGRAPHY ..................................................................................................... 4 Introduction............................................................................................................................ 4 Geographic Divisions and Topographic Features .............................................................. 4 Saharan Region ................................................................................................................ 4 Sahelian Region ................................................................................................................ 5 Soudanian Region ............................................................................................................. 5 Climate .................................................................................................................................... 6 Bodies of Water ...................................................................................................................... 7 Major Cities ............................................................................................................................ 8 N’Djamena ....................................................................................................................... 8 Moundou ........................................................................................................................... 9 Sarh .................................................................................................................................. -
ECFG-Chad-2020R.Pdf
About this Guide This guide is designed to prepare you to deploy to culturally complex environments and achieve mission objectives. The fundamental information contained within will help you understand the decisive cultural dimension of your assigned location and gain skills necessary for success (Photo: US Army flag officer tours Chadian hospital with the facility commander). The guide consists of 2 parts: ECFG Part 1 introduces “Culture General,” the foundational knowledge you need to operate effectively in any global environment. Part 2 presents “Culture Specific” Chad, focusing on unique C cultural features of Chadian society had and is designed to complement other pre-deployment training. It applies culture-general concepts to help increase your knowledge of your assigned deployment location (Photo: Traditionally, Chadian girls start covering their heads at a young age, courtesy of CultureGrams, ProQuest). For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact AFCLC’s Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of the AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. A culture is the sum of all of the beliefs, values, behaviors, and symbols that have meaning for a society.