Hmong-Mien Languages - Linguistics - Oxford Bibliographies
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Hmong Mental Health
Hmong mental health An assessment of mental health needs and services for the Hmong community in Ramsey County JUNE 2010 Hmong mental health An assessment of mental health needs and services for the Hmong community in Ramsey County June 2010 Prepared by: Mao Thao, Amy Leite, & Julie Atella Wilder Research 451 Lexington Parkway North Saint Paul, Minnesota 55104 651-280-2700 www.wilderresearch.org Contents Summary ............................................................................................................................. 1 Introduction ......................................................................................................................... 9 Purpose of the assessment ............................................................................................... 9 About the research ............................................................................................................ 10 Data collection methods ................................................................................................ 11 A brief history of the Hmong ............................................................................................ 15 A demographic profile of the Hmong for Ramsey County and the city of Saint Paul, Minnesota ...................................................................................................................... 15 Part I: An assessment of mental health issues and needs in the Hmong community ....... 17 What is the scope of mental health issues within the Hmong community?................. -
Aspects of Language Change in Iu Mien and Their Implication for Language Maintenance: a Case Study of the Iu Mien Students’ Story Writing Workshop1
Volume 3 Number 1, January-June 2015 Aspects of Language Change in Iu Mien and Their Implication for Language Maintenance: A Case Study of the Iu Mien Students’ Story Writing Workshop1 T. Daniel Arisawa The Faculty of Humanities, Chiang Rai Rajabhat University, Thailand. ABSTRACT reveals their unfamiliarity with the This paper discusses some treatment of the tone sandhi, the low aspects of language change rise falling tone, and legitimate Thai happening in Iu Mien in Thailand. tone rules. Besides the phonology and The changes were found in the Iu orthography, the proofreading and Mien stories written by the students revision process of the book by seven of Chiang Rai Rajabhat University mature speakers of Iu Mien (in their 40‟ 70‟ and others who attended the Story s to s) has revealed that Writers Workshop organized by the language change is underway among Linguistics Institute, Payap Univer- the young generation through contact sity, Chiang Mai. Nine stories, with Standard Thai. The aspects of including legends and newly written shift include wrong lexical choice ones, were compiled into a 46 page due to lack of cultural knowledge, book. It was a significant phrase level word order change, achievement in that it was the first unnaturalness and wrong colloquia- attempt by the Iu Mien at the lism, unnecessary insertion of university level to document tradi- complement clause introducer k‟ tional legends and to write stories of (gorngv „spea ), lack/redundancy of their own creation. discourse particles, and distortion of As such, their use of Thai- narrative formulaic expression. The based Iu Mien orthography therein original and correct forms of these grammatical and usage changes are 1I would like to express my gratitude to Dr. -
Gender and Social Inclusion Analysis (Gsia) Usaidlaos Legal Aid Support
GENDER AND SOCIAL INCLUSION ANALYSIS (GSIA) USAID LAOS LEGAL AID SUPPORT PROGRAM The Asia Foundation Vientiane, Lao PDR 26 July 2019 TABLE OF CONTENTS Table of Contents ............................................................................................................................... i Acronyms ......................................................................................................................................... iii 1. Introduction ...................................................................................................................................1 1.1 Background .......................................................................................................................................... 1 1.2 The Laos Legal Aid Support Program................................................................................................... 1 1.2 This Report ........................................................................................................................................... 2 1.3 Methodology and Coverage ................................................................................................................ 2 1.4 Limitations ........................................................................................................................................... 3 2. Contextual Analysis ........................................................................................................................3 2.1 Gender Equality .................................................................................................................................. -
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. -
Suford Niko Kaj 1
LAO PEOPLE’S DEMOCRATIC REPUBLIC Peace Independence Democracy Unity Prosperity Ministry of Agriculture and Forestry Department of Forestry Sustainable Forestry for Rural Development Project ‐ Additional Financing (SUFORD ‐ AF) Traditional Ecological Knowledge of Ethnic Groups in SUFORD AF Production Forest Areas: A Rapid Assessment Nikolas Århem 2010 2 CONTENTS Abbreviations 4 Executive Summary 5 1. Introduction____________________________________________________________ 9 1.1. Background 9 1.2. Terminology 9 1.2.1. Indigenous or ethnic group 9 1.2.2. Lao Lum, Lao Theung, Lao Sung 10 1.2.3. Shifting cultivation 10 1.2.4. Resettlement or spontaneous migration 11 1.3. What is Traditional Ecological Knowledge 11 1.3.1. Indigenous “technology”, land use and settlement patterns 12 1.3.2. Indigenous taboos and regulations 13 1.3.3. Indigenous knowledge regarding plants and animals 13 1.4. Objectives 14 2. Methodology___________________________________________________________15 2.1. Study Site Selection 15 2.2. Field Methods 19 2.2.1. Interviews and questionnaires 19 2.2.2. Community mapping 20 Part One: RESULTS 3. Village Profiles 22 3.1. Xayabouli Province 22 3.2. Vientiane and Bolikhamxay Provinces 27 3.2.1. Vientiane 27 3.2.2. Bolikhamxay 28 3.3. Attapeu and Xekong Provinces 31 3.3.1. Attapeu province 31 3.3.2. Xekong province 32 3.4. Comparative Observations 39 3.4.1. Villages in northern/central provinces 39 3.4.2. Villages in southern provinces 42 4. Local Forest Managment and Traditional Ecological Knowledge 44 4.1. Shifting Cultivation 44 4.2. Some Notes on Landscape Terminology in Kaleum 47 4.3. Sacred Forests 49 4.4. -
The Hmong in Our Midst
The Hmong in Our Midst A Resource for ELT Classrooms FUNDED BY A GRANT TO THE SPRING INSTITUTE FOR INTERCULTURAL STUDIES FROM THE U.S. DEPARTMENT OF HEALTH AND HUMAN SERIVCES, ADMINISTRATION FOR CHLDREN AND FAMILIES, OFFICE OF REFUGEE RESTTLEMENT GRANT # 90RB-0005 ______________________________________________________________________________________________ Spring Institute for Intercultural Learning - 1 - English Language Training Project This publication has been published pursuant to grant number 90 RB 0005 from the U. S. Office of Refugee Resettlement (ORR). The views expressed are those of Spring Institute and may not reflect the views of ORR. Photos used in this publication were taken at Wat Tham Krabok, Bangkok, Thailand, by the Fresno Hmong Resettlement Task Force, Department of Social Services, Refugee Programs. Our thanks for giving us permission to use them in this publication. For further information about the Spring Institute’s English Language Training Technical Assistance (ELT/TA) Grant, please contact Burma L. Dunn, ELT/TA Project Director, 1610 Emerson Street, Denver, CO 80218, Phone (303) 863-0188, Fax (303) 863-0178, or email [email protected]. All rights reserved. Permission is given for individual classroom teachers to reproduce the student activity pages and illustration (Sample Lesson Plan and Other Sample Lesson Plans, pages 15 to 45) for classroom use. Reproduction of these materials for an entire school system is strictly prohibited. A Brief History (pages 1 to 14) reprinted from the CAL publication may not be reproduced without CAL’s permission. September 15, 2004 ______________________________________________________________________________________________ Spring Institute for Intercultural Learning - 2 - English Language Training Project Forward Adult literacy level learners come to the classroom with a wide variety of backgrounds. -
ED 206 7,6 AUTHOR V Understanding Laotian People
DOCU5ANT RESUME ED 206 7,6 OD 021 678 AUTHOR V Harmon, Roger E. and Culture. TITLE Understanding Laotian People, Language, Bilingual Education ResourceSeries. INSTITUTION Washington Office of the StateSuperintendent of Public Instruction, Olympia. SPONS AGENCY Office of Education (DREW)Washington, D.C. PUB.DATE (79) NOTE 38p. ERRS PRICE MF11/PCO2 Plus Postage. DESCRIPTORS *adjustment (to Environment): AsianHistory: Bilingual Education; Comparative Education;*Cultural Influences: Elementary SecondaryEducation; English (Second Language): *Laotians: *Refugees;*Second Language Instruction ABSTRACT This is a guide for teachersand administrators to familiarize them with the Laotianpeople, language and culture. The first section contains a brief geographyand history of Laos, a discussion of the ethnic and lingustic grpupsof Laos, and information on the economic andreligious life of these groups. Section two describes the Laotianrefugee experience and considers life in the some of the adjustmentsLaotians must make for their new United States. This section alsoexplains elements of the international, national and local supportsystems which assist Indochinese refugees. Sectionthree gives a brief history ofthe educational system in Laos, andthe implications for educational Suggestions for needs of Laotians nowresiding in the United States. working with Laotianp in'the schoolsand some potential problem areas of the are ale) covered. Thelast section presents an analysis Laotian language. Emphasis isplaced on the problems Laotianshave with English, -
White Hmong - English Dictionary the Cornell University Southeast Asia Program
WHITE HMONG - ENGLISH DICTIONARY THE CORNELL UNIVERSITY SOUTHEAST ASIA PROGRAM The Southeast Asia Program was organized at Cornell University in the Department of Far Eastern Studies in 1950. It is a teaching and research pro- gram of interdisciplinary studies in the humanities, social sciences and some natural sciences. It deals with Southeast Asia as a region, and with the in- dividual countries of the area: Brunei, Burma, Cambodia, Indonesia, Laos, Malaysia, the Philippines, Singapore, Thailand and Vietnam. The activities of the Program are carried on both at Cornell and in Southeast Asia. They include an undergraduate and graduate curriculum at Cornell which provides instruction by specialists in Southeast Asian cultural history and present-day affairs and offers intensive training in each of the major languages of the area. The Program sponsors group research projects on Thailand, on Indonesia, on the Philippines, and on the area's Chinese minorities. At the same time, individual staff and students of the Program have done field research in every Southeast Asian country. A list of publications relating to Southeast Asia which may be obtained on prepaid order directly from the Program is given at the end of this volume. Information on Program staff, fellowships, require- ments for degrees, and current course offerings will be found in an Announcement of the Department of Asian Studies, obtainable from the Director, Southeast Asia Program, 120 Uris Hall, Cornell University, Ithaca, New York 14853. WHITE HMONG - ENGLISH DICTIONARY Compiled by Ernest E. Heimbach Linguistic Series IV 1979 Revised Edition Data Paper: Number 75 Southeast Asia Program Cornell University, Ithaca, New York August 1979 Price: $6.50 @ 1966, 1969, 1979 CORNELL SOUTHEAST ASIA PROGRAM International Standard Book Number 0-88727-075 First published by the Cornell Southeast Asia Program in 1969 under the title, White Meo- English Dictionary. -
Operation China
Iu Mien, Luoxiang May 14 Location: Approximately 3,900 Luoxiang Iu History: The Iu Mien and Kim Mun were the HUNAN Mien people live in the Dayaoshan (Big Yao last two groups to migrate into the Dayao GUIZHOU Mountains) of the Jinxiu Yao Autonomous Mountains. They found the best land was Libo • •Guilin County within the Guangxi Zhuang already taken by the Ao Biao and the • Rongshui Autonomous Region in southern China. Lakkia. The Iu Mien struggled in extremely Liuzhou • •Jinxiu Jinxiu is one of the most fascinating areas harsh conditions for many years, were GUANGXI Scale in all of China for anthropologists and forbidden to own land, and forced to live in 0 KM 160 linguists. Five distinct Yao subgroups, each bamboo sheds while rendering manual 2 Population in China: speaking a different language, live in a labor to the original inhabitants. Another 3,000 (1990) small area. source states the Iu Mien “came to the 3,870 (2000) 4,990 (2010) Dayaoshan Mountains rather late and found Location: Guangxi Identity: The Luoxiang Iu Mien are part of no space for settlement in the wooded hills Religion: Polytheism the Yao nationality in China. The Chinese or river valleys suitable for farming. So they Christians: 15 call them Pan Yao, meaning “Yao who had to live in scattered mountain villages at worship Pan.” The other Yao groups in a high altitude. Earlier, they did not even Jinxiu County are the Kiong Nai, Lakkia, Ao have a fixed place to live in and, like Overview of the Biao, and Kim Mun. -
LCSH Section Y
Y-Bj dialects Yaʻar Ḥanitah-Shelomi (Israel) subdivision. USE Yugambeh-Bundjalung dialects USE Ḥanitah-Shelomi Forest (Israel) UF Yabuta Yakushi Iseki (Himi-shi, Japan) Y-cars Yaʻar Ḳadimah (Israel) BT Japan—Antiquities USE General Motors Y-cars USE Ḳadimah Forest (Israel) Yacambú National Park (Venezuela) Y chromosome Yaʻar Yerushalayim (Jerusalem) USE Parque Nacional Yacambú (Venezuela) UF Chromosome Y USE Jerusalem Forest (Jerusalem) Yacan (Philippine people) BT Sex chromosomes Yaayuwee dialect (May Subd Geog) USE Yakan (Philippine people) — Abnormalities (May Subd Geog) BT Cameroon—Languages Yacan language BT Sex chromosome abnormalities Gbaya language (Ubangi) USE Yakan language Y Fenai (Wales) Yaba-kei (Japan) Yacarana River (Brazil and Peru) USE Menai Strait (Wales) USE Yaba Valley (Japan) USE Javari River (Brazil and Peru) Y-G personality test Yaba Valley (Japan) Yacare caiman USE Yatabe-Guilford personality test UF Yaba-kei (Japan) USE Caiman yacare Y.M.C.A. libraries Yabakei (Japan) Yacatas Site (Mexico) USE Young Men's Christian Association libraries BT Valleys—Japan BT Mexico—Antiquities Y maze Yabakei (Japan) Yaccas BT Maze tests USE Yaba Valley (Japan) USE Xanthorrhoea Ý Mia (Asian people) Yabarana Indians (May Subd Geog) Yachats River (Or.) USE Lati (Asian people) UF Yaurana Indians BT Rivers—Oregon Y Mountain (Utah) BT Indians of South America—Venezuela Yachats River Valley (Or.) BT Mountains—Utah Yabbie culture UF Yachats Valley (Or.) Wasatch Range (Utah and Idaho) USE Yabby culture BT Valleys—Oregon Y-particles Yabbies -
LAO PDR Indigenous Peoples' Movements As a Platform for Solidarity and Cooperation
AIPP at a glance The Asia Indigenous Peoples Pact (AIPP) is a regional organization founded in 1988 by LAO PDR indigenous peoples' movements as a platform for solidarity and cooperation. AIPP is actively promoting and defending indigenous peoples' rights and human rights, sustainable develop- Indigenous Peoples in ASEAN ment and management of resources and environment protection. Through the year, AIPP has developed its expertise on grassroots capacity building, advocacy and networking from local to global levels and strengthening partnerships with indigenous organizations, support NGOs, UN agencies and other institutions. At present, AIPP has 47 members from 14 countries in Asia with 7 indigenous peoples' national alliances/ networks and 35 local and sub-national organizations including 16 are ethnic-based organizations, five (5) indigenous women and four (4) are indigenous youth organizations.. Through our Indigenous Women (IW) programme, AIPP aims to empower indigenous women through networking, education and capacity building activities with the overall goal for indigenous women to assert, promote and protect their rights as women and as indigenous peoples. Our Vision Indigenous peoples in Asia are fully exercising their rights, distinct cultures and identities, are living with dignity, and enhancing their sustainable management systems on lands, territories and resources for their own future and development in an environment of peace, justice and equality. Our Mission AIPP strengthens the solidarity, cooperation and capacities of indigenous peoples in Asia to promote and protect their rights, cultures and identities, and their sustainable resource management systems for their development and self-determination. AIPP Programmes Our main areas of work among the different programmes are information dissemination, awareness raising, capacity building, advocacy and networking from local to global. -
The Development of the Finish Morphemes in the Yue-Chinese and the Zhuang Languages in the Guangxi Region
Copyright Warning Use of this thesis/dissertation/project is for the purpose of private study or scholarly research only. Users must comply with the Copyright Ordinance. Anyone who consults this thesis/dissertation/project is understood to recognise that its copyright rests with its author and that no part of it may be reproduced without the author’s prior written consent. SYNCHRONIC VARIATION, GRAMMATICALIZATION AND LANGUAGE CONTACT: THE DEVELOPMENT OF THE FINISH MORPHEMES IN THE YUE-CHINESE AND THE ZHUANG LANGUAGES IN THE GUANGXI REGION HUANG YANG DOCTOR OF PHILOSOPHY CITY UNIVERSITY OF HONG KONG AUGUST 2014 CITY UNIVERSITY OF HONG KONG 香港城市大學 Synchronic Variation, Grammaticalization and Language Contact: the Development of the FINISH Morphemes in the Yue-Chinese and the Zhuang Languages in the Guangxi Region 共時變異、語法化和語言接觸: 論南寧粵語及壯語中「完畢」語素的演變 Submitted to Department of Chinese and History 中文及歷史學系 in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 哲學博士學位 by Huang Yang 黃陽 August 2014 二零一四年八月 Abstract Language change is simply a fact of life; it cannot be prevented or avoided (Campbell 2013: 3). When asked to identify the causes of language change, historical linguists usually give us internal explanations (Lass 1997: 209), while contact linguists specifically focus on external factors such as borrowing, interference, metatypy and others (Weinreich 1963, Ross 1999, Thomason 2001). Among these external factors, the contact-induced grammaticalization theory pioneered by Heine & Kuteva (2003, 2005) is particularly well-suited to explain the grammatical changes undergone by the languages in South China (F. Wu 2009a, Kwok 2010, D. Qin 2012, Y. Huang & Kwok 2013, Kwok et al.