Editorial Comment Cent History

Total Page:16

File Type:pdf, Size:1020Kb

Editorial Comment Cent History ing for Islam a significantly magnifi- Editorial Comment cent history. When the Muslims took over Egypt Ralph D. Winter they ended a war between two kinds of Christians and declared toleration of to the supreme being religion. of the Bible. Today 60 When the Muslims took over Jeru- Whether it is about million Christians still salem they ruled the city with equa- nimity, assigning equal space inside Islam or secularized have the word Allah in their Bibles for the the walled city for Jews, Christians and public school books, One we, in English, call themselves. This lasted for 1300 years. God. Today, 30 million But, suddenly when Gutenberg getting the right things unleashed the Bible to run strong in the to the right people is Christians in Indonesia attract Muslims to a societal bloodstream of these northern very crucial. better understanding of savages (but not within Islam), what the Allah in their Chris- happened? tian Bibles and New One result was the sudden bloom- Testaments and Gospel portions. Where ing of science, from astronomy to biol- Best Mission Book Yet did Mohammed get the word “Allah”? ogy. Another was the industrial rev- olution building on the mass market n the bulletin you hold in your From the Christians of his day! newly created by Wesley’s evange- hands we present one of the chap- lism—namely, the unprecedented bond ters of perhaps the best book Christian Jihads? of trust between newly-honest people Iintroducing missions in the past However, a flood of letters pro and from city to city, without which mass few years. Every serious believer con came to us in response to Don production would have been useless. should own and digest this small, keen McCurry’s article on Christian Milita- Also, there were advances in medi- book written by Stan Guthrie, who rism. He is one of today’s most widely cine, humanitarian breakthroughs, hos- recently joined the editorial staff of respected experts on Islam, with many pitals, general education, and finally Christianity Today. Take a taste in this years of residence in an Islamic country. high technology. All this fairly burst issue of Mission Frontiers! See pages He was not asked to tell all the immense on the scene and massively boosted the 6-8. amount he knows about Islam, just to West into a world prominence which is Here also you will find a crucial give us insight into the tendency to now the envy of much of the rest of the analysis of the remaining task of mis- jihad in Christian history (jihad being whole earth. sions, prepared by two of the editors an Arabic word for crusade). Other nationalities are just as of history’s most detailed compilation It is SO HARD for Christians to smart—Chinese, Hindus, Africans— of measurements of the expansion of avoid comparing the best of Christian but in all cases are struggling to leave the Christian cause. Maybe you did not history with the worst of Muslim behind huge burdens of the past from notice it, but two huge (and expensive) history! which Biblical perspective alone can Oxford Press volumes have appeared For example, dare I point out that rescue them. under the title World Christian Ency- John Calvin, early in his career, acted But when (in our stridently secu- clopedia, 2nd Edition. However, the almost like a Taliban leader in Geneva larized society) will people understand massive interpretation of those two (and got thrown out), even urging the the truth behind the Western global appears in an equally large (and even execution of a scoffer who dared to explosion? They won’t. Not as long as more impressive) tome called World question the doctrine of the Trinity? 90% of Evangelical young people feed Christian Trends. merely and mainly on secular text- The condensed summary and books in both public and even Chris- analysis on pages 16-23 will give a Why All the Earnest tian schools and Christian colleges. key-hole view into these remarkable Confusion? treasures. The biggest single problem for us today as we look askance at Islam is What Can We Do? When God is Allah! the fact that Christianity before 1500 Here in Pasadena we have been In view of the massive amount of was to some great extent an under- busy. We have spent ten years redis- confusion in America these days about ground or forest-savage religion while covering the Biblical backbone of the Muslims, we present David Johnston’s Islam had inherited and long promoted Western phenomenon, rewriting it all powerfully sane summary of a key the intellectual and technological into a massive new curriculum that can issue—the use of Allah for the God of prowess of the Roman Empire, build- function as an M.A degree, but also as the Bible. See pages 12-13. Fact is, millions of Christians were praying to It is SO HARD for Christians to avoid comparing Allah long before a pagan Teutonic word G O D was chosen (by near- the best of Christian history with the worst of savages in Northern Europe) to refer Muslim history! 4 January–February 2002 Mission Frontiers USCWM•1605 E. Elizabeth St.•Pasadena, CA 91104•626-797-1111 If Sunday Schools begin to track with what their students are taught each week in public schools, this can work a remarkable change of attitude toward school work and more important, an exciting Christian perspective on otherwise secular events. the 3rd and 4th years of college, and religion, those specifications do not get Palestine in school today.” She was now even as a first year of college. D. L. Moody into the story. That is, unimpressed. He said it again and You may already know about this. students get the bare theology of the again. When she refused to be sur- faith but are offered no hint of the prised, he stopped, stunned, and said, Okay, Buckle Your Seat Belts amazing power and historical impact “You mean there really is a Palestine?” However, a new twist on this con- of Christianity as a movement. How His obvious perspective is that what he stitutes the most daring vision in all can young people become missionaries was learning at church was fairy tales. our 25-year history, and involves a optimistic about major changes due to Why in Sunday School are kids completely new strategy. Having spent the Gospel they take to foreign coun- only exposed to the Bible? What about ten years packaging all this as an tries if they are ignorant of its impact the 2000 years of the Bible’s incredible amazing integrated whole for off-cam- on their own country? impact on world history? If all they pus student use, we want now to We can go on forever adding learn at school is what Christians are repackage it once more for use in “band-aids” of information six months supposed to believe—the virgin birth, Sunday Schools to allow them to track before or after kids hit something at the resurrection, etc.—and they study week-by-week with what their kids are school. Nothing can take the place of physics without knowing that Kepler, learning in secular schools during the adding fact and insight the same week Newton, Faraday, James Clerk Max- whole week. the issue surfaces in their classroom. well, Lord Kelvin etc. were devout To do that, the hundreds of key believers—and that this gave these insights which we already have gar- Thirty Hours vs. Thirty Minutes pioneer scientists an all-important nered must now be reorganized into If this catches on, churches can faith that nature is orderly and that booklets which will systematically put up signs, “Drop your children off laws of nature are discoverable—their and precisely supplement, chapter-by- at our Sunday School and we’ll help faith in the Bible is stunted. chapter, the chapters in the main sec- them get ‘A’s at school.” What if our kids don’t know that ular textbooks which Sunday School Otherwise what kids learn in 30 in the 1740s a great revival swept the kids are studying during the week. hours a week at school easily over- Atlantic seaboard, producing an inter- Why do this? First, because shadows the 30 minutes in Sunday colonial church government and laying churches in America must realize that School. The best example I know the groundwork for the American Rev- after billions of investment in Christian of for the greater reality of what is olution and the Constitutional Con- schools and Christian colleges, 90% learned in those 30 hours at school vention? Well, their confidence in the of Evangelical young people still are is a true story about a little boy who power of the Gospel to change society immersed for all their school years in came running home from school and is impoverished. secular schools. And the churches of told his mother—with astonishment in And they may give it up for that this country must not go on ignoring his voice—“Mommy, I saw a map of very reason. what they are learning! The future of missions depends on a revolution e want to salute Rick Wood, our former Managing in this context. Editor, for the exciting new task to which he has been assigned. We seem often to be giving away some of our Who Was D. L. Moody? best people to other ministries which particularly need At one outstanding Christian Wour people. This time it is a major research function for school the history teacher was asked Luis Bush, who was the man in God’s hands in the development of the how he went about adding information amazing global “AD2000 Movement.” about D.
Recommended publications
  • Color Terms in Thailand*
    8th International Conference on Humanities, Psychology and Social Science October 19 – 21, 2018 Munich, Germany Color Terms in Thailand* Kanyarat Unthanon1 and Rattana Chanthao2 Abstract This article aims to synthesize the studies of color terms in Thailand by language family. The data’s synthesis was collected from articles, theses and research papers totaling 23 works:13 theses, 8 articles and 2 research papers. The study was divided into 23 works in five language families in Thailand : 9 works in Tai, 3 works in Austro-Asiatic (Mon-Khmer), 2 works in Sino-Tibetan, 2 works in Austronesian and 2 works in two Hmong- Mien. There are also 5 comparative studies of color terms in the same family and different families. The studies of color terms in Austro-Asiatic, Sino-Tibetan, Austronesian and Hmong- Mien in Thailand have still found rare so it should be studied further, especially, study color terms of languages in each family and between different families, both in diachronic and synchronic study so that we are able to understand the culture, belief and world outlook of native speakers through their color terms. Keywords: Color terms, Basic color term, Non-basis color term, Ethic groups * This article is a part of a Ph.D. thesis into an article “Color Terms in Modern Thai” 1 Ph.D.student of Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand 2Assistant Professor of Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand : Thesis’s Advisor 1. Background The studies of color terms in Thailand are the research studies of languages in ethnic linguistics (Ethnolinguistics) by collecting language data derived directly from the key informants, which is called primary data or collection data from documents which is called secondary data.
    [Show full text]
  • The Linguistic Background to SE Asian Sea Nomadism
    The linguistic background to SE Asian sea nomadism Chapter in: Sea nomads of SE Asia past and present. Bérénice Bellina, Roger M. Blench & Jean-Christophe Galipaud eds. Singapore: NUS Press. Roger Blench McDonald Institute for Archaeological Research University of Cambridge Department of History, University of Jos Correspondence to: 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/ Ans (00-44)-(0)1223-560687 Mobile worldwide (00-44)-(0)7847-495590 E-mail [email protected] http://www.rogerblench.info/RBOP.htm This printout: Cambridge, March 21, 2017 Roger Blench Linguistic context of SE Asian sea peoples Submission version TABLE OF CONTENTS 1. Introduction 3 2. The broad picture 3 3. The Samalic [Bajau] languages 4 4. The Orang Laut languages 5 5. The Andaman Sea languages 6 6. The Vezo hypothesis 9 7. Should we include river nomads? 10 8. Boat-people along the coast of China 10 9. Historical interpretation 11 References 13 TABLES Table 1. Linguistic affiliation of sea nomad populations 3 Table 2. Sailfish in Moklen/Moken 7 Table 3. Big-eye scad in Moklen/Moken 8 Table 4. Lake → ocean in Moklen 8 Table 5. Gill-net in Moklen/Moken 8 Table 6. Hearth on boat in Moklen/Moken 8 Table 7. Fishtrap in Moklen/Moken 8 Table 8. ‘Bracelet’ in Moklen/Moken 8 Table 9. Vezo fish names and their corresponding Malayopolynesian etymologies 9 FIGURES Figure 1. The Samalic languages 5 Figure 2. Schematic model of trade mosaic in the trans-Isthmian region 12 PHOTOS Photo 1. Orang Laut settlement in Riau 5 Photo 2.
    [Show full text]
  • Language Specific Peculiarities Document for Kurmanji Kurdish As
    Language Specific Peculiarities Document for Kurmanji Kurdish as Spoken in Turkey 1. Special handling of dialects Kurmanji Kurdish is a major branch of modern Kurdish, which belongs to the Iranian group of languages. Kurdish is largely a spoken language with a limited but growing body of modern literature. There are many dialectal varieties of Kurdish spread over a wide area of Turkey, Iraq, Syria, Iran, Armenia and Azerbaijan. There are, in addition, different classifications of Kurdish languages and Kurdish peoples that align dialectal choice with tribal affinity. Linguistic and Kurdish scholars usually describe modern Kurdish as having two closely related major branches: Kurmanji (the northern branch) and Sorani (the southern branch). They are not mutually intelligible (see Thackston (2006) p. vii). The Kurdish Institute summarizes the situation as follows: “Kurdish has two regional standards, namely Kurmanji in Turkey, and Sorani farther east and south. Roughly half of Kurdish speakers live in Turkey.” (see http://www.institutkurde.org/en/ and also http://www.blueglobetranslations.com/about- kurdish-kurmanji-language.html). Within the larger region there are two other languages often associated with ethnic Kurds. These are Dimili (also known as Zazaki) and Gorani. Although sometimes classified as sub-dialects of Kurdish (e.g., Kurdish Language - Britannica Online Encyclopedia), these languages belong to a different group of Iranian languages (see for example, http://kurds_history.enacademic.com/346/Kurmanji). Although Kurmanji Kurdish is spoken across a range of countries, it has the advantage of being spoken by around 60-80% of Kurds and is considered a regional standard. The majority of Kurmanji speakers live in Turkey, making it the ideal country for collection of audio data (see for example, http://linguakurd.blogfa.com/post-106.aspx).
    [Show full text]
  • THAILAND Submission to the CERD Committee Coalition on Racial
    Shadow Report on Eliminating Racial Discrimination: THAILAND Submission to the CERD Committee 1 Coalition on Racial Discrimination Watch Preamble: 1. “ We have a distinct way of life, settlement and cultivation practices that are intricately linked with nature, forests and wild life. Our ways of life are sustainable and nature friendly and these traditions and practices have been taught and passed on from one generation to the next. But now because of State policies and waves of modernisation we are struggling to preserve and maintain our traditional ways of life” Mr. Joni Odochao, Intellectual, Karen ethnic, Opening Speech at the Indigenous Peoples Day Festival in Chiangmai, Northern Thailand 2007 Introduction on Indigenous peoples and ethnic groups in Thailand 1 The coalition was established as a loose network at the Workshop Programme on 5th July 2012 on the Shadow Report on the International Convention on the Elimination of All Forms of Racial Discrimination (CERD) organised by the Ethnic Studies and Development Center, Sociology Faculty, Chiangmai University in cooperation with Cross Cultural Foundation and the Highland Peoples Taskforce 1 2. The Network of Indigenous Peoples in Thailand2, in the International Working Group for Indigenous Affairs (IWGIA) yearbook on 2008, explained the background of indigenous peoples in Thailand. The indigenous people of Thailand are most commonly referred to as “hill tribes”, sometimes as “ethnic minorities”, and the ten officially recognised ethnic groups are usually called “chao khao” (meaning “hill/mountain people” or “highlanders”). These and other indigenous people live in the North and North-western parts of the country. A few other indigenous groups live in the North-east and indigenous fishing communities and a small population of hunter-gatherers inhabit the South of Thailand.
    [Show full text]
  • Grassroots Solidarity in Revitalising Rural Economy in Asia, Drawing Lessons from Three Case Studies in India, Indonesia, and China
    Grassroots Solidarity in Revitalising Rural Economy in Asia, Drawing Lessons from Three Case Studies in India, Indonesia, and China Denison JAYASOORIA Siri Kertas Kajian Etnik UKM (UKM Ethnic Studies Paper Series) Institut Kajian Etnik (KITA) Bangi 2020 Cetakan Pertama / First Printing, 2020 Hak cipta / Copyright Penulis / Author Institut Kajian Etnik (KITA) Universiti Kebangsaan Malaysia, 2020 Hak cipta terpelihara. Tiada bahagian daripada terbitan ini boleh diterbitkan semula, disimpan untuk pengeluaran atau ditukarkan ke dalam sebarang bentuk atau dengan sebarang alat juga pun, sama ada dengan cara elektronik, gambar serta rakaman dan sebagainya tanpa kebenaran bertulis daripada Institut Kajian Etnik (KITA), Universiti Kebangsaan Malaysia terlebih dahulu. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopy, recording, or any information storage and retrieval system, without permission in writing from the Institute of Ethnic Studies (KITA), Universiti Kebangsaan Malaysia. Diterbitkan di Malaysia oleh / Published in Malaysia by Institut Kajian Etnik, Universiti Kebangsaan Malaysia 43600 Bangi, Selangor D.E., Malaysia Dicetak di Malaysia oleh / Printed in Malaysia by Penerbit Universiti Kebangsaan Malaysia 43600 UKM Bangi, Selangor D.E Malaysia Emel: [email protected] Perpustakaan Negara Malaysia Cataloguing-in-Publication-Data Jayasooria, Denison, 1954- Grassroots Solidarity in Revitalising Rural Economy in Asia, Drawing Lessons from Three Case Studies in India, Indonesia and China / Denison Jayasooria. (Siri Kertas Kajian Etnik UKM ; Bil. 64, Ogos 2020 = UKM Ethnic Studies Paper Series ; No.64, August 2020) ISBN 978-967-0741-61-1 1. Rural development--Case studies. 2. Rural development--Case studies--India.
    [Show full text]
  • Prayer Cards (709)
    Pray for the Nations Pray for the Nations A Che in China A'ou in China Population: 43,000 Population: 2,800 World Popl: 43,000 World Popl: 2,800 Total Countries: 1 Total Countries: 1 People Cluster: Tibeto-Burman, other People Cluster: Tai Main Language: Ache Main Language: Chinese, Mandarin Main Religion: Ethnic Religions Main Religion: Ethnic Religions Status: Unreached Status: Unreached Evangelicals: 0.00% Evangelicals: 0.00% Chr Adherents: 0.00% Chr Adherents: 0.00% Scripture: Translation Needed Scripture: Complete Bible www.joshuaproject.net Source: Operation China, Asia Harvest www.joshuaproject.net Source: Operation China, Asia Harvest "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations A-Hmao in China Achang in China Population: 458,000 Population: 35,000 World Popl: 458,000 World Popl: 74,000 Total Countries: 1 Total Countries: 2 People Cluster: Miao / Hmong People Cluster: Tibeto-Burman, other Main Language: Miao, Large Flowery Main Language: Achang Main Religion: Christianity Main Religion: Ethnic Religions Status: Significantly reached Status: Partially reached Evangelicals: 75.0% Evangelicals: 7.0% Chr Adherents: 80.0% Chr Adherents: 7.0% Scripture: Complete Bible Scripture: Complete Bible www.joshuaproject.net www.joshuaproject.net Source: Anonymous Source: Wikipedia "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Achang, Husa in China Adi
    [Show full text]
  • Dissertation JIAN 2016 Final
    The Impact of Global English in Xinjiang, China: Linguistic Capital and Identity Negotiation among the Ethnic Minority and Han Chinese Students Ge Jian A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2016 Reading Committee: Laada Bilaniuk, Chair Ann Anagnost, Chair Stevan Harrell Program Authorized to Offer Degree: Anthropology © Copyright 2016 Ge Jian University of Washington Abstract The Impact of Global English in Xinjiang, China: Linguistic Capital and Identity Negotiation among the Ethnic Minority and Han Chinese Students Ge Jian Chair of the Supervisory Committee: Professor Laada Bilaniuk Professor Ann Anagnost Department of Anthropology My dissertation is an ethnographic study of the language politics and practices of college- age English language learners in Xinjiang at the historical juncture of China’s capitalist development. In Xinjiang the international lingua franca English, the national official language Mandarin Chinese, and major Turkic languages such as Uyghur and Kazakh interact and compete for linguistic prestige in different social scenarios. The power relations between the Turkic languages, including the Uyghur language, and Mandarin Chinese is one in which minority languages are surrounded by a dominant state language supported through various institutions such as school and mass media. The much greater symbolic capital that the “legitimate language” Mandarin Chinese carries enables its native speakers to have easier access than the native Turkic speakers to jobs in the labor market. Therefore, many Uyghur parents face the dilemma of choosing between maintaining their cultural and linguistic identity and making their children more socioeconomically mobile. The entry of the global language English and the recent capitalist development in China has led to English education becoming market-oriented and commodified, which has further complicated the linguistic picture in Xinjiang.
    [Show full text]
  • The Lost & Found Children of Abraham in Africa and The
    SANKORE' Institute of Islamic - African Studies International The Lost & Found Children of Abraham In Africa and the American Diaspora The Saga of the Turudbe’ Fulbe’ & Their Historical Continuity Through Identity Construction in the Quest for Self-Determination by Abu Alfa Umar MUHAMMAD SHAREEF bin Farid 0 Copyright/2004- Muhammad Shareef SANKORE' Institute of Islamic - African Studies International www.sankore.org/www,siiasi.org All rights reserved Cover design and all maps and illustrations done by Muhammad Shareef 1 SANKORE' Institute of Islamic - African Studies International www.sankore.org/ www.siiasi.org ﺑِ ﺴْ ﻢِ اﻟﻠﱠﻪِ ا ﻟ ﺮﱠ ﺣْ ﻤَ ﻦِ ا ﻟ ﺮّ ﺣِ ﻴ ﻢِ وَﺻَﻠّﻰ اﻟﻠّﻪُ ﻋَﻠَﻲ ﺳَﻴﱢﺪِﻧَﺎ ﻣُ ﺤَ ﻤﱠ ﺪٍ وﻋَﻠَﻰ ﺁ ﻟِ ﻪِ وَ ﺻَ ﺤْ ﺒِ ﻪِ وَ ﺳَ ﻠﱠ ﻢَ ﺗَ ﺴْ ﻠِ ﻴ ﻤ ﺎً The Turudbe’ Fulbe’: the Lost Children of Abraham The Persistence of Historical Continuity Through Identity Construction in the Quest for Self-Determination 1. Abstract 2. Introduction 3. The Origin of the Turudbe’ Fulbe’ 4. Social Stratification of the Turudbe’ Fulbe’ 5. The Turudbe’ and the Diffusion of Islam in Western Bilad’’s-Sudan 6. Uthman Dan Fuduye’ and the Persistence of Turudbe’ Historical Consciousness 7. The Asabiya (Solidarity) of the Turudbe’ and the Philosophy of History 8. The Persistence of Turudbe’ Identity Construct in the Diaspora 9. The ‘Lost and Found’ Turudbe’ Fulbe Children of Abraham: The Ordeal of Slavery and the Promise of Redemption 10. Conclusion 11. Appendix 1 The `Ida`u an-Nusuukh of Abdullahi Dan Fuduye’ 12. Appendix 2 The Kitaab an-Nasab of Abdullahi Dan Fuduye’ 13.
    [Show full text]
  • De Sousa Sinitic MSEA
    THE FAR SOUTHERN SINITIC LANGUAGES AS PART OF MAINLAND SOUTHEAST ASIA (DRAFT: for MPI MSEA workshop. 21st November 2012 version.) Hilário de Sousa ERC project SINOTYPE — École des hautes études en sciences sociales [email protected]; [email protected] Within the Mainland Southeast Asian (MSEA) linguistic area (e.g. Matisoff 2003; Bisang 2006; Enfield 2005, 2011), some languages are said to be in the core of the language area, while others are said to be periphery. In the core are Mon-Khmer languages like Vietnamese and Khmer, and Kra-Dai languages like Lao and Thai. The core languages generally have: – Lexical tonal and/or phonational contrasts (except that most Khmer dialects lost their phonational contrasts; languages which are primarily tonal often have five or more tonemes); – Analytic morphological profile with many sesquisyllabic or monosyllabic words; – Strong left-headedness, including prepositions and SVO word order. The Sino-Tibetan languages, like Burmese and Mandarin, are said to be periphery to the MSEA linguistic area. The periphery languages have fewer traits that are typical to MSEA. For instance, Burmese is SOV and right-headed in general, but it has some left-headed traits like post-nominal adjectives (‘stative verbs’) and numerals. Mandarin is SVO and has prepositions, but it is otherwise strongly right-headed. These two languages also have fewer lexical tones. This paper aims at discussing some of the phonological and word order typological traits amongst the Sinitic languages, and comparing them with the MSEA typological canon. While none of the Sinitic languages could be considered to be in the core of the MSEA language area, the Far Southern Sinitic languages, namely Yuè, Pínghuà, the Sinitic dialects of Hǎinán and Léizhōu, and perhaps also Hakka in Guǎngdōng (largely corresponding to Chappell (2012, in press)’s ‘Southern Zone’) are less ‘fringe’ than the other Sinitic languages from the point of view of the MSEA linguistic area.
    [Show full text]
  • China Genetics
    Stratification in the peopling of China: how far does the linguistic evidence match genetics and archaeology? Paper for the Symposium : Human migrations in continental East Asia and Taiwan: genetic, linguistic and archaeological evidence Geneva June 10-13, 2004. Université de Genève [DRAFT CIRCULATED FOR COMMENT] Roger Blench Mallam Dendo 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/Answerphone/Fax. 0044-(0)1223-560687 E-mail [email protected] http://homepage.ntlworld.com/roger_blench/RBOP.htm Cambridge, Sunday, 06 June 2004 TABLE OF CONTENTS FIGURES.......................................................................................................................................................... i 1. Introduction................................................................................................................................................. 3 1.1 The problem: linking linguistics, archaeology and genetics ................................................................... 3 1.2 Methodological issues............................................................................................................................. 3 2. The linguistic pattern of present-day China............................................................................................. 5 2.1 General .................................................................................................................................................... 5 2.2 Sino-Tibetan...........................................................................................................................................
    [Show full text]
  • Cultural and Language Incentive Program – Bonus (CLIP-B) Program Information and Instructions
    Cultural and Language Incentive Program – Bonus (CLIP-B) Program Information and Instructions 1. Purpose. The purpose of the Culture and Language Incentive Program – Bonus (CLIP-B) program is to promote the study of languages and cultural studies that are of importance to the Army. 2. Cadet Eligibility. Only contracted Cadets in good standing may request CLIP-B payment. Any classes taken prior to contracting are not eligible for payment. Classes taken during the same term the Cadet contracted are eligible. 3. Eligible Languages. Languages identified in the Department of Defense Strategic Language List and the U.S. Army ALARACT 236/2013 provide the foundation of what languages will be authorized for CLIP-B payment. Commonly taught and known languages such as Spanish, German, and French are dominant in the force and will not earn any CLIP-B payment. CLIP-B authorized languages are broken down into four levels to define payment values. a. Level-I. (1) Languages. Portuguese (Brazilian and European) (2) CLIP-B payment value. $100 per semester credit hour or $67 per quarter hour. b. Level-II. (1) Languages. Indonesian; Javanese; Malay (Malaysian); Swahil (2) CLIP-B payment value. $150 per semester credit hour or $100 per quarter hour. c. Level-III. (1) Languages. Amharic; Azerbaijani; Baluchi; Bengali; Burmese; Cebuano; Georgian; Hausa; Hebrew (Modern only); Hindi; Igbo; Kurdish; Kurmanji; Maguindinao; Maranao; Pashto or Pashtun; Pashto-Afghan; Pashto-Peshwari; Persian-Dari; Persian-Farsi; Punjabi; Russian; Serbo-Croatian; Somali; Sorani; Tagalog; Tajik; Tausug; Thai; Turkish; Turkmen; Ukrainian; Urdu; Uzbek; Vietnamese; Yakan; Yoruba (2) CLIP-B payment value. $200 per semester credit hour or $134 per quarter hour.
    [Show full text]
  • Variation in the Ergative Pattern of Kurmanji Songül Gündoğdu, Muş
    Variation in the Ergative Pattern of Kurmanji Songül Gündoğdu, Muş Alparslan University, Muş, Turkey LANGUAGE KEYWORDS: Northern Kurdish (Kurmanji) AREA KEYWORDS: Middle East (Turkey) ABSTRACT (ENGLISH) Kurdish-Kurmanji (or Northern Kurdish) belongs to the Iranian branch of the Indo-European language family. This study is dedicated to a deeper understanding of a specific grammatical feature typical of Kurmanji: the ergative structure. Based on the example of this core structure, and with empirical evidence from the Kurmanji dialect of Muş in Turkey, I will discuss the issues of variation and change in Kurmanji, more precisely the ongoing shift from ergative to nominative-accusative structures. The causes for such a fundamental shift, however, are not easy to define. The close historical vicinity to Turkish and Armenian might be a trigger for the shift; another trigger is language-internal (diachronic) change. In sum, the investigated variation sheds light on a fascinating grammatical change in a language that is also sociopolitically in a situation of constant change, movement, and upheaval. ABSTRACT (DEUTSCH) Kurdisch-Kurmanci (oder Nordkurdisch) gehört zum iranischen Zweig der indoeuropäischen Sprachfamilie. Eine zentrale und charakteristische grammatische Struktur dieser Sprache ist der Ergativ; ihm ist der vorliegende Beitrag gewidmet. Am Beispiel des Ergativ werde ich Variation und Wandel im Kurmanci diskutieren und insbesondere auf den Dialekt von Muş (Türkei) eingehen. Dabei zeigt sich, dass sich derzeit im Kurmanci der Wandel von einer Ergativ- zu einer Nominativ-Akkusativ-Sprache vollzieht. Die Ursachen für einen derart grundlegenden Wandel sind nicht leicht zu benennen. Ein Grund mag in der schon historisch engen Nachbarschaft zum Türkischen und Armenischen liegen; ein anderer Grund mag im sprach-internen (diachronen) Wandel des Kurmanci selbst zu finden sein.
    [Show full text]