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Some Principles of the Use of Macro-Areas Language Dynamics &A
Online Appendix for Harald Hammarstr¨om& Mark Donohue (2014) Some Principles of the Use of Macro-Areas Language Dynamics & Change Harald Hammarstr¨om& Mark Donohue The following document lists the languages of the world and their as- signment to the macro-areas described in the main body of the paper as well as the WALS macro-area for languages featured in the WALS 2005 edi- tion. 7160 languages are included, which represent all languages for which we had coordinates available1. Every language is given with its ISO-639-3 code (if it has one) for proper identification. The mapping between WALS languages and ISO-codes was done by using the mapping downloadable from the 2011 online WALS edition2 (because a number of errors in the mapping were corrected for the 2011 edition). 38 WALS languages are not given an ISO-code in the 2011 mapping, 36 of these have been assigned their appropri- ate iso-code based on the sources the WALS lists for the respective language. This was not possible for Tasmanian (WALS-code: tsm) because the WALS mixes data from very different Tasmanian languages and for Kualan (WALS- code: kua) because no source is given. 17 WALS-languages were assigned ISO-codes which have subsequently been retired { these have been assigned their appropriate updated ISO-code. In many cases, a WALS-language is mapped to several ISO-codes. As this has no bearing for the assignment to macro-areas, multiple mappings have been retained. 1There are another couple of hundred languages which are attested but for which our database currently lacks coordinates. -
Linguistics Development Team
Development Team Principal Investigator: Prof. Pramod Pandey Centre for Linguistics / SLL&CS Jawaharlal Nehru University, New Delhi Email: [email protected] Paper Coordinator: Prof. K. S. Nagaraja Department of Linguistics, Deccan College Post-Graduate Research Institute, Pune- 411006, [email protected] Content Writer: Prof. K. S. Nagaraja Prof H. S. Ananthanarayana Content Reviewer: Retd Prof, Department of Linguistics Osmania University, Hyderabad 500007 Paper : Historical and Comparative Linguistics Linguistics Module : Indo-Aryan Language Family Description of Module Subject Name Linguistics Paper Name Historical and Comparative Linguistics Module Title Indo-Aryan Language Family Module ID Lings_P7_M1 Quadrant 1 E-Text Paper : Historical and Comparative Linguistics Linguistics Module : Indo-Aryan Language Family INDO-ARYAN LANGUAGE FAMILY The Indo-Aryan migration theory proposes that the Indo-Aryans migrated from the Central Asian steppes into South Asia during the early part of the 2nd millennium BCE, bringing with them the Indo-Aryan languages. Migration by an Indo-European people was first hypothesized in the late 18th century, following the discovery of the Indo-European language family, when similarities between Western and Indian languages had been noted. Given these similarities, a single source or origin was proposed, which was diffused by migrations from some original homeland. This linguistic argument is supported by archaeological and anthropological research. Genetic research reveals that those migrations form part of a complex genetical puzzle on the origin and spread of the various components of the Indian population. Literary research reveals similarities between various, geographically distinct, Indo-Aryan historical cultures. The Indo-Aryan migrations started in approximately 1800 BCE, after the invention of the war chariot, and also brought Indo-Aryan languages into the Levant and possibly Inner Asia. -
Ajit Kumar Baishya Email-ID
Faculty profile Name : Ajit Kumar Baishya Email-ID: [email protected] Tel.09435566247 Designation: Professor. Specialization: (a). Sociolinguistics with special reference to Pidgin and Creole Studies( b). Endangered and Minority Languages Present Research Interest: Lesser known languages of Assam, Lingua francas of the North- East India. Publications: Book (edited): Bilingualism and North East India, published by The Registrar, Assam University, Silchar, June 2008. Articles: 1. “The Making of Nagamese: A historical Perspective” Journal of Assam University, Silchar, January 2006. 2. “Language Maintenance by the Dimasas of Barak Valley: A Case Study” in Indian Linguistics, Vol. 67, 2006. 3. “Borrowing in Rabha: A Few Observations” in International Journal of Dravidian Linguistics, June 2006. 4. “Word Formation in Contemporary Assamese” in Journal of Assam University, Silchar, January 2007. 5. “Relexification in Nagamese: An Observation” in International Journal of Dravidian Linguistics, June 2007. 6. “Case Markers in Sylheti” in Indian Linguistics, Vol. 68, 2007. 7. “Reduplication in Modern Assamese” in Journal of Assam University, Silchar, January 2008. 8. “Word formation in Dimasa” in International Journal of Dravidian Linguistics, January 2008. 9. “Assamese: An SOV Language” in Indian Linguistics, Vol. 69, 2008. 10. “Sadri: The Lingua Franca” in The Humanities in the Present Context eds by Ramanan Mohan, P. Mohanty, T. Mukherjee, Allied Publishers, Hyderabad, 2009. 11. “Phonology of English Loan Words in Assamese” in Journal of Assam University, Silchar, January 2010. 12. “The Development of Script for Nagamese” in Manuscript and Manuscriptology in India eds by Nandi, S. G. and P. Palit, Kaveri Books, New Delhi, 2010. 13. “Problems of Teaching Assamese as a Second Language” in Literature, Culture and Language Education eds. -
Class-8 New 2020.CDR
Class - VIII AGRICULTURE OF ASSAM Agriculture forms the backbone of the economy of Assam. About 65 % of the total working force is engaged in agriculture and allied activities. It is observed that about half of the total income of the state of Assam comes from the agricultural sector. Fig 2.1: Pictures showing agricultural practices in Assam MAIN FEATURES OF AGRICULTURE Assam has a mere 2.4 % of the land area of India, yet supports more than 2.6 % of the population of India. The physical features including soil, rainfall and temperature in Assam in general are suitable for cultivation of paddy crops which occupies 65 % of the total cropped area. The other crops are wheat, pulses and oil seeds. Major cash crops are tea, jute, sugarcane, mesta and horticulture crops. Some of the crops like rice, wheat, oil seeds, tea , fruits etc provide raw material for some local industries such as rice milling, flour milling, oil pressing, tea manufacturing, jute industry and fruit preservation and canning industries.. Thus agriculture provides livelihood to a large population of Assam. AGRICULTURE AND LAND USE For the purpose of land utilization, the areas of Assam are divided under ten headings namely forest, land put to non-agricultural uses, barren and uncultivable land, permanent pastures and other grazing land, cultivable waste land, current fallow, other than current fallow net sown area and area sown more than once. 72 Fig 2.2: Major crops and their distribution The state is delineated into six broad agro-climatic regions namely upper north bank Brahmaputra valley, upper south bank Brahmaputra valley, Central Assam valley, Lower Assam valley, Barak plain and the hilly region. -
Hindi and Urdu (HIND URD) 1
Hindi and Urdu (HIND_URD) 1 HINDI AND URDU (HIND_URD) HIND_URD 111-1 Hindi-Urdu I (1 Unit) Beginning college-level sequence to develop basic literacy and oral proficiency in Hindi-Urdu. Devanagari script only. Prerequisite - none. HIND_URD 111-2 Hindi-Urdu I (1 Unit) Beginning college-level sequence to develop basic literacy and oral proficiency in Hindi-Urdu. Devanagari script only. Prerequisite: grade of at least C- in HIND_URD 111-1 or equivalent. HIND_URD 111-3 Hindi-Urdu I (1 Unit) Beginning college-level sequence to develop basic literacy and oral proficiency in Hindi-Urdu. Devanagari script only. Prerequisite: grade of at least C- in HIND_URD 111-2 or equivalent. HIND_URD 116-0 Accelerated Hindi-Urdu Literacy (1 Unit) One-quarter course for speakers of Hindi-Urdu with no literacy skills. Devanagari and Nastaliq scripts; broad overview of Hindi-Urdu grammar. Prerequisite: consent of instructor. HIND_URD 121-1 Hindi-Urdu II (1 Unit) Intermediate-level sequence developing literacy and oral proficiency in Hindi-Urdu. Devanagari and Nastaliq scripts. Prerequisite: grade of at least C- in HIND_URD 111-3 or equivalent. HIND_URD 121-2 Hindi-Urdu II (1 Unit) Intermediate-level sequence developing literacy and oral proficiency in Hindi-Urdu. Devanagari and Nastaliq scripts. Prerequisite: grade of at least C- in HIND_URD 121-1 or equivalent. HIND_URD 121-3 Hindi-Urdu II (1 Unit) Intermediate-level sequence developing literacy and oral proficiency in Hindi-Urdu. Devanagari and Nastaliq scripts. Prerequisite: grade of at least C- in HIND_URD 121-2 or equivalent. HIND_URD 210-0 Hindi-Urdu III: Topics in Intermediate Hindi-Urdu (1 Unit) A series of independent intermediate Hindi-Urdu courses, developing proficiency through readings and discussions. -
On Documenting Low Resourced Indian Languages Insights from Kanauji Speech Corpus
Dialectologia 19 (2017), 67-91. ISSN: 2013-2247 Received 7 December 2015. Accepted 27 April 2016. ON DOCUMENTING LOW RESOURCED INDIAN LANGUAGES INSIGHTS FROM KANAUJI SPEECH CORPUS Pankaj DWIVEDI & Somdev KAR Indian Institute of Technology Ropar*∗ [email protected] / [email protected] Abstract Well-designed and well-developed corpora can considerably be helpful in bridging the gap between theory and practice in language documentation and revitalization process, in building language technology applications, in testing language hypothesis and in numerous other important areas. Developing a corpus for an under-resourced or endangered language encounters several problems and issues. The present study starts with an overview of the role that corpora (speech corpora in particular) can play in language documentation and revitalization process. It then provides a brief account of the situation of endangered languages and corpora development efforts in India. Thereafter, it discusses the various issues involved in the construction of a speech corpus for low resourced languages. Insights are followed from speech database of Kanauji of Kanpur, an endangered variety of Western Hindi, spoken in Uttar Pradesh. Kanauji speech database is being developed at Indian Institute of Technology Ropar, Punjab. Keywords speech corpus, Kanauji, language documentation, endangered language, Western Hindi DOCUMENTACIÓN DE OBSERVACIONES SOBRE LENGUAS HINDIS DE POCOS RECURSOS A PARTIR DE UN CORPUS ORAL DE KANAUJI Resumen Los corpus bien diseñados y bien desarrollados pueden ser considerablemente útiles para salvar la brecha entre la teoría y la práctica en la documentación de la lengua y los procesos de revitalización, en la ∗* Indian Institute Of Technology Ropar (IIT Ropar), Rupnagar 140001, Punjab, India. -
Custom, Law and John Company in Kumaon
Custom, law and John Company in Kumaon. The meeting of local custom with the emergent formal governmental practices of the British East India Company in the Himalayan region of Kumaon, 1815–1843. Mark Gordon Jones, November 2018. A thesis submitted for the degree of Doctor of Philosophy of The Australian National University. © Copyright by Mark G. Jones, 2018. All Rights Reserved. This thesis is an original work entirely written by the author. It has a word count of 89,374 with title, abstract, acknowledgements, footnotes, tables, glossary, bibliography and appendices excluded. Mark Jones The text of this thesis is set in Garamond 13 and uses the spelling system of the Oxford English Dictionary, January 2018 Update found at www.oed.com. Anglo-Indian and Kumaoni words not found in the OED or where the common spelling in Kumaon is at a great distance from that of the OED are italicized. To assist the reader, a glossary of many of these words including some found in the OED is provided following the main thesis text. References are set in Garamond 10 in a format compliant with the Chicago Manual of Style 16 notes and bibliography system found at http://www.chicagomanualofstyle.org ii Acknowledgements Many people and institutions have contributed to the research and skills development embodied in this thesis. The first of these that I would like to acknowledge is the Chair of my supervisory panel Dr Meera Ashar who has provided warm, positive encouragement, calmed my panic attacks, occasionally called a spade a spade but, most importantly, constantly challenged me to chart my own way forward. -
Climate Change Impacts and Adaptation by Communities in a Tribal Region of Central Himalaya: a Study from Uttarakhand Himalaya India
Climate Change Impacts and Adaptation by Communities in a Tribal Region of Central Himalaya: A Study from Uttarakhand Himalaya India Dinesh Pratap* ABSTRACT Impact of climate change is more pronounced in ecologically fragile mountain areas such as Himalayas where rapid altitudinal change results in high degree of variation in relief, natural vegetation and hydrology within short horizontal distance. The area selected for this study is located in Uttarakhand Himalaya which forms parts of Central Himalayan region of India. It is a mountainous tract with altitudinal range of 450mt to 3000mt and experiences cool- temperate climate. While forests cover 44% of the area, the cropping area is less than 10 % and another 43% is occupied by Common Pool Resources’ area. The tribal population comprises of 56% whereas another marginal community, the Scheduled Castes, makes up 34% of total population. The area and lags behind in development with low literacy rate (55%), poor health facilities and 70% of population being below poverty line. The climate data from regional meteorological observatories situated at distant locations from study area show the increase of average temperature by 0.50 C, decrease in rainfall, upward shifting of vegetation line etc in last 40 years. The Vulnerability Atlas of Indian Agriculture has classified the area as moderately vulnerable and having low adaptation capability. Thus it was chosen for understanding the impending climate change impacts and adaptation strategies. The analysis presented in the paper, apart from some secondary information, is based on climate data from local weather stations and primary survey conducted in six villages situated between altitude 900mt and 2000mt. -
Manual of Instructions for Editing, Coding and Record Management of Individual Slips
For offiCial use only CENSUS OF INDIA 1991 MANUAL OF INSTRUCTIONS FOR EDITING, CODING AND RECORD MANAGEMENT OF INDIVIDUAL SLIPS PART-I MASTER COPY-I OFFICE OF THE REGISTRAR GENERAL&. CENSUS COMMISSIONER. INOI.A MINISTRY OF HOME AFFAIRS NEW DELHI CONTENTS Pages GENERAlINSTRUCnONS 1-2 1. Abbreviations used for urban units 3 2. Record Management instructions for Individual Slips 4-5 3. Need for location code for computer processing scheme 6-12 4. Manual edit of Individual Slip 13-20 5. Code structure of Individual Slip 21-34 Appendix-A Code list of States/Union Territories 8a Districts 35-41 Appendix-I-Alphabetical list of languages 43-64 Appendix-II-Code list of religions 66-70 Appendix-Ill-Code list of Schedules Castes/Scheduled Tribes 71 Appendix-IV-Code list of foreign countries 73-75 Appendix-V-Proforma for list of unclassified languages 77 Appendix-VI-Proforma for list of unclassified religions 78 Appendix-VII-Educational levels and their tentative equivalents. 79-94 Appendix-VIII-Proforma for Central Record Register 95 Appendix-IX-Profor.ma for Inventory 96 Appendix-X-Specimen of Individual SHp 97-98 Appendix-XI-Statement showing number of Diatricts/Tehsils/Towns/Cities/ 99 U.AB.lC.D. Blocks in each State/U.T. GENERAL INSTRUCTIONS This manual contains instructions for editing, coding and record management of Individual Slips upto the stage of entry of these documents In the Direct Data Entry System. For the sake of convenient handling of this manual, it has been divided into two parts. Part·1 contains Management Instructions for handling records, brief description of thf' process adopted for assigning location code, the code structure which explains the details of codes which are to be assigned for various entries in the Individual Slip and the edit instructions. -
The Mass-Count Distinction in Sadri
INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY ISSN: 2456-6683 Volume - 3, Issue - 11, Nov – 2019 Monthly, Peer-Reviewed, Refereed, Indexed Journal Scientific Journal Impact Factor: 4.526 Received on : 16/11/2019 Accepted on : 28/11/2019 Publication Date: 30/11/2019 The Mass-Count Distinction in Sadri Kangkana Pathak Contractual Lecturer, English, M.N.C, Balika Mahavidyalaya, Nalbari, Assam, India Email - [email protected] Abstract: Sadri originated as the mother tongue of the Sadans, an Aryan group amongst the Non-Aryans in Chota Nagpur Plateau (Navarangi, 1965:5). It developed as a link language of the Adivasis living mainly in and around Chota Nagpur Plateau that spreads over present day Bihar, Jharkhand, Chhattisgarh and parts of West Bengal and Orissa. There are about 97 heterogeneous communities like the Munda, Kharia, Ho, and Oraons which come under the umbrella term Adivasis. These communities mainly belongs to three language families namely, Austro- Asiatic, Indo-Aryan and Dravidian used Sadri as their link language for inter and intra community communication. Sadri gradually evolved as a Creole from pidgin, primarily due to their inter community marriages between the various linguistic groups amongst them. The offspring of these bilingual parents adopted this link language as their mother tongue. According to the 2001 Census Report there are 2,044,776 Sadri speakers in India. There are about 845 tea gardens (Toppno 1999) in Dibrugarh, Sibsagar, Jorhat, Golaghat, Lakhimpur, Tinsukia, Sonitpur, Nagaon and Kokrajhar districts of Assam. Key Words: Phonological features, Morphological Features, Literature Review, Importance of Sadri language in Assam, Research methodology. 1. INTRODUCTION: Sadri originated as the mother tongue of the Sadans, an Aryan group amongst the Non-Aryans in Chota Nagpur Plateau (Navarangi, 1965:5). -
Hindi-Urdu (HNU) 1
Hindi-Urdu (HNU) 1 HINDI-URDU (HNU) HNU 111. Elementary Hindi-Urdu I. (3 h) Introduction to modern Hindi-Urdu. Designed for students with no knowledge of the language. Focus is on developing reading, writing, and conversation skills for practical contexts. Instruction in the Devanagari and Nastaliq scripts and the cultures of Indian and Pakistan. Fall only. HNU 112. Elementary Hindi-Urdu II. (3 h) Continued instruction in modern Hindi-Urdu. Students with previous background may place into this course with the instructor’s permission. Focus is on developing reading, writing, and conversation skills for practical contexts. Instruction in the Devanagari and Nastaliq scripts and the cultures of India and Pakistan. Spring only. P-HNU 111. HNU 140. Introduction to the Hindi script (Devanagari). (1 h) Introduction to the Devanagari writing system used in Hindi, as well as other South Asian languages, including Nepali and Sanskrit. Includes an overview of the Hindi-Urdu sound system and language. Students with prior proficiency in spoken Hindi or Urdu may complete this course in preparation for entering Intermediate Hindi-Urdu (HNU 153 and 201). HNU 141. Introduction to the Urdu script (Nastaliq). (1 h) Introduction to the Nastaliq writing system used in Urdu, as well as Persian, Punjabi, and Kashmiri. Includes an overview of the Hindi-Urdu sound system and language. Students with prior proficiency in spoken Hindi or Urdu may complete this course in preparation for entering Intermediate Hindi-Urdu (HNU 153 and 201). HNU 153. Intermediate Hindi-Urdu I. (3 h) Second year of modern Hindi-Urdu. Students with comparable proficiency may place into this course with the instructor’s permission. -
Mother Tongue-Based Literacy Programmes
Mother Tongue-based Literacy Programmes Tongue-based Mother Mother Tongue-based Literacy Programmes Case Studies of Good Practice in Asia Case Studies of Good Practice in Aisa of Good Studies Practice Case UNESCO Bangkok Asia-Pacific Programme of Education for All (APPEAL) 920 Sukhumvit Road, Prakanong, Bangkok 10110 Thailand E-mail: [email protected] Website: www.unescobkk.org Tel: +66-2-3910577 Fax: +66-2-3910866 Mother Tongue-based Literacy Programmes: Case Studies of Good Practice in Asia Mother Tongue-based Literacy Programmes: Case Studies of Good Practice in Asia. Bangkok: UNESCO Bangkok, 2007. viii + 166 pp. 1. Mother tongue instruction. 2. Bilingual education. 3. Literacy programmes. 4. Asia and the Pacific. ISBN 92-9223-113-8 © UNESCO 2007 Second Printing January 2009 Published by the UNESCO Asia and Pacific Regional Bureau for Education 920 Sukhumvit Rd., Prakanong Bangkok 10110, Thailand Chief Editor: Caroline Haddad Design/Layout: Sirisak Chaiyasook Front cover photo: © ONFEC Printed in Thailand The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. APL/08/OP/081-200 Foreword Education for All Goal 6 focuses on the quality of education. Quality education also involves imparting universally recognized moral values to the individual and integrating these with the ethnic-specific eco- centric values, cultural norms, and worldview. If these are not in place in an education system, a gap between the education system and the society will arise.