DOCSLIB.ORG

The Shawnee Alignment System: Applying Paradigm Function Morphology to Lexical-Functional Grammar's M-Structure

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Shawnee Alignment System: Applying Paradigm Function Morphology to Lexical-Functional Grammar's M-Structure University of Kentucky UKnowledge Theses and Dissertations--Linguistics Linguistics 2015 THE SHAWNEE ALIGNMENT SYSTEM: APPLYING PARADIGM FUNCTION MORPHOLOGY TO LEXICAL-FUNCTIONAL GRAMMAR'S M-STRUCTURE Nathan Hardymon University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Hardymon, Nathan, "THE SHAWNEE ALIGNMENT SYSTEM: APPLYING PARADIGM FUNCTION MORPHOLOGY TO LEXICAL-FUNCTIONAL GRAMMAR'S M-STRUCTURE" (2015). Theses and Dissertations--Linguistics. 8. https://uknowledge.uky.edu/ltt_etds/8 This Master's Thesis is brought to you for free and open access by the Linguistics at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Linguistics by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Nathan Hardymon, Student Dr. Edward Barrett, Major Professor Dr. Gregory Stump, Director of Graduate Studies THE SHAWNEE ALIGNMENT SYSTEM: APPLYING PARADIGM FUNCTION MORPHOLOGY TO LEXICAL-FUNCTIONAL GRAMMAR’S M-STRUCTURE ___________________________________________ THESIS ___________________________________________ A thesis submitted in partial fulfillment of the requirements for the degree Master of Arts in the College of Arts and Sciences at the University of Kentucky By Nathan Russell Hardymon Lexington, Kentucky Director: Dr. Edward Barrett, Associate Professor of Linguistics Director of Graduate Studies: Dr. Greg Stump, Professor of Linguistics Lexington, Kentucky 2015 Copyright © Nathan Russell Hardymon 2015 ABSTRACT OF THESIS THE SHAWNEE ALIGNMENT SYSTEM: APPLYING PARADIGM FUNCTION MORPHOLOGY TO LEXICAL-FUNCTIONAL GRAMMAR’S M-STRUCTURE Shawnee is a language whose alignment system is of the type first proposed by Nichols (1992) and Siewierska (1998): hierarchical alignment. This alignment system was proposed to account for languages where distinctions between agent (A) and object (O) are not formally manifested. Such is the case in Shawnee; there are person-marking inflections on the verb for both A and O, but there is not set order. Instead, Shawnee makes reference to an animacy hierarchy and is an inverse system. This thesis explores how hierarchical alignment is accounted for by Lexical Functional Grammar (LFG), and also applies Paradigm Function Morphology to LFG’s m(orphological)-structure as most of the alignment system in Shawnee is realized in the inflectional morphology. Keywords: alignment, inflection, Lexical Functional Grammar, Shawnee, Paradigm Function Morphology THE SHAWNEE ALIGNMENT SYSTEM: APPLYING PARADIGM FUNCTION MORPHOLOGY TO LEXICAL-FUNCTIONAL GRAMMAR’S M-STRUCTURE By Nathan Russell Hardymon Dr. Edward Barrett__________________ Director of Thesis Dr. Gregory Stump__________________ Director of Graduate Studies May 27th, 2015_____________________ ACKNOWLEDGEMENTS I would like to express my appreciation to Dr. Rusty Barrett, my committee chair, for introducing me to the Shawnee language. Through his course, Native Languages of Kentucky, I found a very interesting language with which to work. His assistance and encouragement with understanding of the grammar of the language has been extremely helpful with this thesis. I would also like to express my gratitude to Dr. Greg Stump. He introduced me to inflectional morphology and without his work on Paradigm Function Morphology, this thesis would not be possible. I have greatly appreciated his ability to explain concepts in a way that is easily understandable. I would also like to express my appreciation to Dr. Fabiola Henri. Her willingness to help me learn Lexical Functional Grammar and to spend hours in her office helping with everything from AVMs in LaTeX to the fundamentals of syntactic theory has been instrumental to this thesis. My thanks also go out to Dr. Andrew Hippisley who introduced me to syntactic theory. I would like to thank him for his encouragement and drive. This thesis would be in a much different state without him. iii I would also like to thank my colleagues at the University of Kentucky. They have all been great sounding boards for this thesis and have provided invaluable feedback. Finally, I would like to thank my wife-to-be, Misty Stone. Your constant support, encouragement, and push have kept me going. Throughout this process, you have helped in more ways than you will ever know. I cannot thank you enough. ! ! ! ! ! ! ! iv TABLE OF CONTENTS Acknowledgements ...................................................................................................................................iii# List of Tables ..............................................................................................................................................vii# List of Abbreviations...............................................................................................................................viii# Section 1: Introduction .............................................................................................................................. 1# Section 2: Alignment.................................................................................................................................. 2# Section 2.1: Head Marking ...................................................................................................................... 3# Section 2.2: Hierarchical Alignment..................................................................................................... 4# Section 3: Shawnee..................................................................................................................................... 5# Section 3.1: Verb Template ..................................................................................................................... 5# Section 3.2: Stem Formation, Orders and Modes............................................................................. 6# Section 3.3: Conjugation Classes and Paradigms............................................................................. 8# Section 3.4: Animate Intransitive .......................................................................................................... 9# Section 3.5: Transitive Animate............................................................................................................. 9# Section 4: Verbal Inflectional Categories .........................................................................................15# Section 4.1: Person ...................................................................................................................................15# Section 4.2: Number.................................................................................................................................18# Section: 4.3: Direction.............................................................................................................................21# Section 4.4: Obviation .............................................................................................................................23# Section 4.5: Revised Verbal Template...............................................................................................23# Section 5: Lexical-Functional Grammar ...........................................................................................25# Section 6: Inflectional Morphological Theory ................................................................................27# Section 6.1: Paradigm Function Morphology..................................................................................32# v Section 7: Analysis ...................................................................................................................................35# Section 7.1: Syntactic Analysis of the Animate Intransitive and Transitive Animate.......37# Section 7.2: Morphological Analysis of the Animate Intransitive............................................40# Section 7.3: Morphological Analysis of the Transitive
Load more

Recommended publications
  • Near the Edge: Language Revival from the Brink of Extinction
    NEAR THE EDGE: LANGUAGE REVIVAL FROM THE BRINK OF EXTINCTION James Rementer, Language Director The Delaware Tribe, Bartlesville, Oklahoma and Bruce L. Pearson, University of South Carolina 1. Introduction. The authors have spent close to forty years, individually and often collaboratively, working on three Native American languages. Our experiences are fairly typical of people who become involved in Indian languages, whether they are born into a tribal community or come as outsiders. The three languages are Delaware and Shawnee, both Algonquian, and Wyandotte, and Iroquoian language. Although the focus of this conference is on Algonquian languages, the threat of extinction is common to all native languages regardless of family identity. These three languages themselves represent different stages common to threatened languages and typical responses within threatened language communities. The last speaker of Wyandotte died some 50 years ago. Delaware now has but one living native speaker, an elderly man whose health no longer permits him to actively pass on the language. The language is preserved by a few adults who have acquired limited fluency in recent years. Only Shawnee has native speakers still living although all are above age fifty. The attitudes toward language revival and the programs adopted to preserve the language differ in each community. These differences are based largely on the perceived degree of endangerment and community assumptions about what can be done to preserve the language and, more importantly, what should be done. We will describe the situation in these three communities starting with the one in which we have had the longest and most extensive involvement and proceeding to those in which we have had a lesser degree of involvement.
    [Show full text]
  • A Synthesis of Obviation in Algonquian Languages
    A Synthesis of Obviation in Algonquian Languages by Irina Volchok A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF ARTS Department of Linguistics University of Manitoba Winnipeg Copyright© 2019 Irina Volchok iii Abstract One of the most prominent features of the Algonquian languages of North America is obviation, a third person referencing system. Although it has been known for nearly 400 years, linguists are still debating about its role and function. This work seeks to synthesize what is already known about obviation and what is still unresolved. More specifically, it looks at the syntactic and discourse working principles of obviation in different types of noun phrases, and in single, conjoined, complement, and adverbial clauses, as well as in narratives and in elicitation. iv Table of Contents Abstract .......................................................................................................................................... iii Table of Contents ........................................................................................................................... iv Chapter I: Introduction .................................................................................................................... 1 1.1 Geographical Location of Algonquian Languages ................................................................ 1 1.2 Classification of Algonquian Languages ...........................................................................
    [Show full text]
  • [.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
    [Show full text]
  • The Indians of East Alabama and the Place Names They Left Behind
    THE INDIANS OF EAST ALABAMA AND THE PLACE NAMES THEY LEFT BEHIND BY DON C. EAST INTRODUCTION When new folks move to Lake Wedowee, some of the first questions they ask are: “what is the meaning of names like Wedowee and Hajohatchee?” and “what Indian languages do the names Wehadkee and Fixico come from?” Many of us locals have been asked many times “how do you pronounce the name of (put in your own local town bearing an Indian name) town?” All of us have heard questions like these before, probably many times. It turns out that there is a good reason we east Alabama natives have heard such questions more often than the residents of other areas in Alabama. Of the total of 231 Indian place names listed for the state of Alabama in a modern publication, 135 of them are found in 18 counties of east Alabama. Put in other words, 58.4% of Alabama’s Indian place names are concentrated in only 26.8% of it’s counties! We indeed live in a region that is rich with American Indian history. In fact, the boundaries of the last lands assigned to the large and powerful Creek Indian tribe by the treaty at Fort Jackson after the Red Stick War of 1813-14, were almost identical to the borders of what is known as the "Sunrise Region" in east central Alabama. These Indian names are relics, like the flint arrowheads and other artifacts we often find in our area. These names are traces of past peoples and their cultures; people discovered by foreign explorers, infiltrated by early American traders and settlers, and eventually forcefully moved from their lands.
    [Show full text]
  • Vol. 14 Denny Shawnee
    Nekekeetethe, pain. Nekkaen, mamma. Nelskeemaqua, abuse. Nemeela, I give. Nemeloo, carry. AMERICAN LANGUAGE Nemscowee, bleed. REPRINTS Nenasewelemelay, I love you. Nenoptookey, warriors. Nepaukeche, farewell. Nepaukechey, farewell. Nepay, water. VOL. 14 Nepaywah, sleep. Nepepemay, salt. Nepowa, dead. Nequatho, my son. Neseetha, uncle. Netah, advance. Nethayketonaypetseca, bridle. Nethequeatha, aunt. Nethway, three. Nettaqueathy, bashful. Netuckawatah, I want. Newaneto, loss. Newaytepay, active. Noameatha, fish. Noatshettepey, army. Nonhauchemaw, lie. Nonseeka, alone. 22 Mesaway, big. Mesaway, great. Meskeelawethetha, boy. DENNY’S Mesquaway, red. Mesque, blood. VOCABULARY Messawah, horse. Metahqua, tree. OF Metanakee, after. Metchay, great deal, great many. SHAWNEE Metcheay, great many. Metchey, much. Methequiatay, hominy. Metseka, danger. from the Journal of Metsquathapay, belt. Ebenezer Denny Mianee, young. Missimena, apple. Mochachenehee, not far. Mockcottay, powder. Mockeethena, moccasins. Monee, silver. Moneewaykeptseca, lace. Monethepay, buckle. Monetto, snake. Monthelo, cut wood. Mosakee, always. iare • applicare • Cre Mouhqua, bear. Stud are Evolution Publishing Southampton, Pennsylvania. 20 Reprinted from: Masquaway, scarlet. Matalaqay, have none. Ebenezer Denny. 1860. A Military Journal kept by Matathway, ten. Ebenezer Denny, 1781-1795. printed in Memoirs of the Matathway kete-necootey, eleven. Historical Society of Pennsylvania, vol. 7. Philadelphia:J.B.Lippincott & Co. Matathway kete-neesway, twelve. Matchelepo, sorry. Matchemanetto, devil. This edition ©1999 by Matcheykeesek, bad weather. Evolution Publishing and Manufacturing, Mathuetha, buffalo. Southampton, Pennsylvania. Matseweehewa, curse. This book was electronically typeset and printed on Matsquathay, little. archival quality 24 lb. paper. Matta, no. Mattatawalee, leggings. Manufactured in the Mattawelethee, ugly. United States of America Mattawessah, bad. Matta wessa, impudent. ISBN 1-889758-12-4 Matta wissah, very bad. Library of Congress Cataloging-in-Publication Data Mattetepoanee, false.
    [Show full text]
  • Absentee Shawnee Season's Greetings
    January 2012 Vol. 27 No. 1 TheAbsentee Shawnee News Li-Si-Wi-Nwi www.astribe.com “Among the Shawnee” Inside this issue. Executive Committee Reports . 2-6 Season’s Greetings Resolutions . 6 & 28 Employee of the Year/ Employee of the Month . .7 YTD Tax Collections . .7 Education Department . .10 Elders Report . .12 Health News . 13-15 December Birthdays . 16-17 Title VI Menu . .20 Horseshoe Bend . .24 White Turkey Band . .25 Executive Committee L to R: Representative Jeffrey Gibson, Lt . Governor Isaac Gibson, Governor George Blanchard, Secretary Teri Reed, Santa’s Mini-Me! and Treasurer Kathy Deere AST Children’s Christmas Party - December 4, 2011 Musical Talents of Phil Bradley The children loved their bags Santa stopped in to pose for some pictures of goodies Governor’s 1 . Walk faster LT. GOvernor’s Ki-me-lo Corner Report Greetings fellow Tribal members . 2 . Don’t be late I hope all of you had a Merry All of us at Tribal Headquarters SECRETARY’s Te-ke-ya-na-ki-fe Christmas and a Happy New Year! hope everyone had a happy and safe Christmas and New Year . 3 . Hurry get dressed The Brendle Corner Project is al- Greeting Tribal Report As you will see from the other Ex- most complete . This project didn’t Members: ecutive Committee reports, this has Hi-pa-ge-ni-ni-he- take long once we got it started . been a very busy end of the year They are laying the asphalt this The beginning of the new year is a for all of us . We all think we’ve lo week and setting the bases for the great time to reflect on past accom- done some good things for you, the lighting .
    [Show full text]
  • American Indians in Oklahoma OKLAHOMA HISTORY CENTER EDUCATION DEPARTMENT
    American Indians in Oklahoma OKLAHOMA HISTORY CENTER EDUCATION DEPARTMENT Nawa! That means hello in the Pawnee language. In Oklahoma, thirty-eight federally recognized tribes represent about 8 percent of the population. Most of these tribes came from places around the country but were removed from their homelands to Oklahoma in the nineteenth century. Their diverse cultures and rich heritage make Oklahoma (which combines the Choctaw words “okla” and “huma,” or “territory of the red people”) a special state. American Indians have impacted Oklahoma’s growth from territory to statehood and have made it into the great state it is today. This site allows you to learn more about American Indian tribes in Oklahoma. First, read the background pages for more information, then go through the biographies of influential American Indians to learn more about him or her. The activities section has coloring sheets, games, and other activities, which can be done as part of a group or on your own. Map of Indian Territory prior to 1889 (ITMAP.0035, Oklahoma Historical Society Map Collection, OHS). American Indians │2016 │1 Before European Contact The first people living on the prairie were the ancestors of various American Indian tribes. Through archaeology, we know that the plains have been inhabited for centuries by groups of people who lived in semi-permanent villages and depended on planting crops and hunting animals. Many of the ideas we associate with American Indians, such as the travois, various ceremonies, tipis, earth lodges, and controlled bison hunts, come from these first prairie people. Through archaeology, we know that the ancestors of the Wichita and Caddo tribes have been in present-day Oklahoma for more than two thousand years.
    [Show full text]
  • Exhibit Guidelines
    Shawnee Tribe Cultural Center Exhibition Guidelines 2020 HISTORY The Shawnee Tribe has a complex history of migration, removal, and sovereignty. In 2020, roughly 3,100 citizens are enrolled in the tribe. There is no singular narrative that describes Shawnee history or culture. Shawnee people once lived in their ancestral homelands of the Middle Ohio Valley. Beginning in the sixteenth century, waves of European settlers infringed upon Shawnee lifeways. The Shawnee Tribe is one of the many tribes that were forced to move westward. After settling on the Kansas Reservation in 1869, the Shawnee Tribe was forced to enter into an agreement with the Cherokee Nation, in which Shawnees became citizens of the Cherokee Nation. The Shawnee Tribe maintained separate communities with their own cultural and political identities. Efforts began in the 1980s to separate from the Cherokee Nation. The Shawnee Tribe was officially designated as a federally recognized sovereign nation in 2000. Upon recognition, many Shawnee people enrolled in the Tribe, while others remain enrolled with the Cherokees and other tribes. Enrollment continues to increase, as Shawnees and their descendants become citizens of the Tribe. Shawnee people are spread throughout the United States of America. Traditions and history are preserved in disparate places, which is challenging for citizens to learn about and share their history and culture. Shawnee history has been recorded and written about by many, but Shawnee Tribe citizens have not had a venue in which to tell their own story until the creation of the Shawnee Tribe Cultural Center. The Shawnee Tribe’s new Cultural Center aims to provide tribal citizens and the public with accurate and accessible cultural information and opportunities to explore Shawnee culture.
    [Show full text]
  • Piqua Shawnee: Cultural Survival in Their Homeland
    Piqua Shawnee: Cultural Survival in their homeland Ruth Morgan, Photographs Janet Clinger, Oral Histories Kenneth Barnett Tankersley, Ph.D., Cultural Consultant PIQUA SHAWNEE: CULTURAL SURVIVAL IN THEIR HOMELAND R Ruth Morgan, Photographs Janet Clinger, Oral Histories Kenneth Barnett Tankersley, Ph.D., Cultural Consultant This book and traveling exhibition were made possible with support from the National Endowment for the Arts, the Piqua Shawnee Tribe, and the Kentucky Heritage Council with special thanks to Tressa T. Brown, Historic Preservation Coordinator, Kentucky Native American Heritage Commission. Special thanks to: Gary Hunt, Principal Chief, Piqua Shawnee Tribe, and Tribal Elders, Barbara Lehmann, Helen Lisanby Danser, and Kenneth Barnett Tankersley Ellie Erickson, Book Design Comika Hartford, Editorial Assistant Published by Community Works West, 2018 For information about the book and accompanying exhibition contact [email protected] Contents Introduction PaGe 6 Profiles Gary Hunt PaGe 8 Duane everHart PaGe 28 anita PenninGton PaGe 42 BarBara s. LeHmann PaGe 54 Kevin everHart PaGe 76 KennetH Barnett TanKersLey PaGe 92 HeLen LisanBy Danser PaGe 110 CatHerine rose-WaLKer PaGe 126 PHiLLiP Lee rose PaGe 140 J.s. CoLLins PaGe 148 Jerry mCCLure PaGe 162 FranK otero PaGe 172 Jason PaGe 182 Jim Green PaGe 194 DeBoraH Zimmerman PaGe 206 JosHua Bennett PaGe 216 sara WaGar PaGe 226 GayLa J. BrooKman PaGe 244 Addendum Historical Reconciliation PaGe 246 “Unearthing the Piqua Shawnee” PaGe 255 Kenneth Barnett Tankersley, Ph.D. “History of Shawnee Clans” PaGe 257 Kenneth Barnett Tankersley, Ph.D. Bibliography PaGe 258 End Notes PaGe 260 introDuCtion The federal government initiated the removal of Native people from the Ohio Valley and other parts of the eastern United States in the 1830’s to open indigenous land for settlement by whites.
    [Show full text]
  • NG-03-19-0226-19 Absentee Shawnee Tribe of Oklahoma
    NG-03-19-0226-19 Absentee Shawnee Tribe of Oklahoma Abstract The Absentee Shawnee Tribe of Oklahoma, a Federally-recognized Native American Indian tribe located in Shawnee, Oklahoma, will enhance and expand its tribal library offerings to increase quality of services and reach more patrons, both Native and non-Native, adult and youth. This two-year project is categorized as “Educational Programming” and intends to expand the knowledge and awareness of Shawnee Tribal culture, Native American diversity, the Shawnee language and Shawnee and Native ancestral heritage through genealogy. These objectives will be accomplished through expanding and enhancing the tribal library services. Specifically, this project will hire a Tribal Librarian; contract with a professional to conduct an assessment of the Absentee Shawnee Tribe library and services, and then produce a report that outlines the current status of library services and recommendations for modification; re-introduce Shawnee language and culture classes; expand current language resources; add genealogy software and resources to be available to patrons; further enhance staff knowledge through professional development and networking with other tribal library and cultural preservation professionals. In addition, the project will expand outreach efforts in the areas of information, promotions and activities, so that accessibility to services is increased. This project is in response to the many requests by Absentee Shawnee Tribal members for increased library, cultural and language services.
    [Show full text]
  • LCSH Section O
    O, Inspector (Fictitious character) O-erh-kʾun Ho (Mongolia) O-wee-kay-no Indians USE Inspector O (Fictitious character) USE Orhon River (Mongolia) USE Oowekeeno Indians O,O-dimethyl S-phthalimidomethyl phosphorodithioate O-erh-kʾun River (Mongolia) O-wen-kʻo (Tribe) USE Phosmet USE Orhon River (Mongolia) USE Evenki (Asian people) O., Ophelia (Fictitious character) O-erh-to-ssu Basin (China) O-wen-kʻo language USE Ophelia O. (Fictitious character) USE Ordos Desert (China) USE Evenki language O/100 (Bomber) O-erh-to-ssu Desert (China) Ō-yama (Kanagawa-ken, Japan) USE Handley Page Type O (Bomber) USE Ordos Desert (China) USE Ōyama (Kanagawa-ken, Japan) O/400 (Bomber) O family (Not Subd Geog) O2 Arena (London, England) USE Handley Page Type O (Bomber) Ó Flannabhra family UF North Greenwich Arena (London, England) O and M instructors USE Flannery family BT Arenas—England USE Orientation and mobility instructors O.H. Ivie Reservoir (Tex.) O2 Ranch (Tex.) Ó Briain family UF Ivie Reservoir (Tex.) BT Ranches—Texas USE O'Brien family Stacy Reservoir (Tex.) OA (Disease) Ó Broin family BT Reservoirs—Texas USE Osteoarthritis USE Burns family O Hine Hukatere (N.Z.) OA-14 (Amphibian plane) O.C. Fisher Dam (Tex.) USE Franz Josef Glacier/Kā Roimata o Hine USE Grumman Widgeon (Amphibian plane) BT Dams—Texas Hukatere (N.Z.) Oa language O.C. Fisher Lake (Tex.) O-kee-pa (Religious ceremony) USE Pamoa language UF Culbertson Deal Reservoir (Tex.) BT Mandan dance Oab Luang National Park (Thailand) San Angelo Lake (Tex.) Mandan Indians—Rites and ceremonies USE ʻUtthayān hǣng Chāt ʻŌ̜p Lūang (Thailand) San Angelo Reservoir (Tex.) O.L.
    [Show full text]
  • Geography of American Indian Language Policy Thomas Pierre-Yves Brasdefer Louisiana State University and Agricultural and Mechanical College
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Sites of indigenous language practice : geography of American Indian language policy Thomas Pierre-Yves Brasdefer Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Social and Behavioral Sciences Commons Recommended Citation Brasdefer, Thomas Pierre-Yves, "Sites of indigenous language practice : geography of American Indian language policy" (2013). LSU Doctoral Dissertations. 1229. https://digitalcommons.lsu.edu/gradschool_dissertations/1229 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. SITES OF INDIGENOUS LANGUAGE PRACTICE: GEOGRAPHY OF AMERICAN INDIAN LANGUAGE POLICY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Geography & Anthropology by Thomas Brasdefer Master, Université de Poitiers, 2005 August 2013 Acknowledgements There is a lot I have to acknowledge, and the benign recursion of this section is just too good to be omitted. Thank you for reading these lines: you are the Copernican revolution to this dissertation. None of this would have ever happened without the input of hundreds of people who took my phone calls, braved more communication breakdowns than I can count and talked to me for a minute or twelve; thank you, I cannot say for sure that I would have done the same for you.
    [Show full text]