Sindhi is an Indo-Aryan language spoken by 41 million people in Pakistan. It has evolved over 2400 years and its vocabulary contains words originating from Sanskrit, Arabic, Persian, and English. Sindhi has 6 main dialects and follows an SOV structure unlike English's SVO. Sindhi uses phrase structure rules to diagram phrases including noun phrases, verb phrases, adjective phrases, adverb phrases, and prepositional phrases. While Sindhi and English share many grammatical concepts, they differ in word order within phrases.
A Student of BS English in linguistics and Literature. This slide must be helpful to grasp the basics about Semantics. I hope you all will understand it and gain athentic knowledge from it. As l, Style is a man so this slide writing style show it's creater capabilities and expertisies. Thanks to all.
In some models of phonology as well as morphophonology in the field of linguistics, the underlying representation (UR) or underlying form (UF) of a word or morpheme is the abstract form that a word or morpheme is postulated to have before any phonological rules have applied to it.[1][2] By contrast, a surface representation is the phonetic representation of the word or sound. The concept of an underlying representation is central to generative grammar.
A Student of BS English in linguistics and Literature. This slide must be helpful to grasp the basics about Semantics. I hope you all will understand it and gain athentic knowledge from it. As l, Style is a man so this slide writing style show it's creater capabilities and expertisies. Thanks to all.
In some models of phonology as well as morphophonology in the field of linguistics, the underlying representation (UR) or underlying form (UF) of a word or morpheme is the abstract form that a word or morpheme is postulated to have before any phonological rules have applied to it.[1][2] By contrast, a surface representation is the phonetic representation of the word or sound. The concept of an underlying representation is central to generative grammar.
These slides are the relationship between language, culture and thought as Ronald Wardhaugh has discussed in "An Introduction to Sociolinguistics". The examples have been provided from the Pakistani context and culture.
These slides are the relationship between language, culture and thought as Ronald Wardhaugh has discussed in "An Introduction to Sociolinguistics". The examples have been provided from the Pakistani context and culture.
This is a presentation that I delivered during a Syntax class in semester 1. It was part of a series of presentations delivered in Syntax class in Culture and Linguistics Master program at Ibn Tofail University.
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and the like. Good luck!
A proper credit would be appreciated.
• Kenneth G. Lambating, BSEd Major in English, University of Mindanao
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Syntax of Sindhi Language
1. SINDHI LANGUAGE
Phrase Structure Rules & Tree Diagram
Course Title: Issues in Syntax
Presented To: Ms. Sabiha Zun Norain
Presented By: Abbas Ali Haider
Registration Number: F16 1 MS AL002
2. Brief History of Sindhi Language
Sindhi language evolved over a period of 2400 years. Sindhi is an Indo-Aryan language of the
historical Sindh region, spoken by the Sindhi people. It is spoken by 41 million people in Pakistan.
It is the official language of Pakistan province of Sindh. Currently, Sindhi vocabulary contains
approximately 31% of Sanskrit words and 69% are a mixture of Arabic and Persian words.
However, there are also traces of the English words in Sindhi language.
Dialects of Sindhi Language
There are six dialects of Sindhi language
1. Vicholi
2. Sireli (Sindhi Saraiki)
3. Thari
4. Lasi
5. Lari
6. Kachi
Features of Sindhi Language
Sindhi is an OV language, in which the Object comes before the Verb. Sindhi is Head-Last
language, i.e. heads are often found at the end of the phrases and it is non-null subject language.
Sindhi language has 62 sounds; 46 consonants and 16 vowels and there are 52 alphabets. Sindhi
script follows an Arabic script.
Sentence Structure
The basic sentence structure of Sindhi language is SOV. Whereas, the sentence structure of
English language is SVO.
English Sentence Structure Sindhi Sentence Structure
I ate banana maan kelo khado
Subject Verb Object Subject Object Verb
3. Phrase Structure Rules & Tree Diagram
Phrase: A phrase is a sequence of words or group of words arranged in a grammatical
construction, and functions as a unit in a sentence.
Phrase Structure Tree or Tree Diagram: Phrase structure tree (also called
Constituent structure tree), is a tree diagram with syntactic category information provided. A
phrase structure tree shows that a sentence is both linear string of words and hierarchical structure
with phrase in combination.
Tree Diagrams:
1. Noun Phrase
2. Verb Phrase
3. Adjective Phrase
4. Adverb Phrase
5. Prepositional Phrase
Noun Phrase (NP)
A noun phrase (NP) refers to a phrase that built upon a noun which functions as the Headword of
the phrase. For example;
Sindhi Noun Phrases English Noun Phrases
jeep jeep
hu jeep that jeep
hu kari jeep that black jeep
hu sohrin kari jeep that beautiful black jeep
hu sohrin kari jeep rastay te that beautiful black jeep on the road
NP (Det) (AdjP+) N (PP+) : Maximum Projection
4. Noun Phrases & Tree Diagrams
1. jeep
NP
N
jeep
2. hu jeep that jeep
NP NP
Det N Det N
hu jeep that jeep
3. hu kari jeep that black jeep
NP NP
Det Adjp N Det Adjp N
A A
hu kari jeep that black jeep
5. 4. hu sohrin kari jeep that beautiful black jeep
NP NP
Det Adjp Adjp N Det Adjp Adjp N
A A A A
hu sohrin kari jeep that beautiful black jeep
5. hu sohrin kari jeep rastay te that beautiful black jeep on the road
NP NP
Det Adjp AdjP N PP Det Adjp AdjP N PP
A A NP P A A P NP
N Det N
Hu sohrin kari jeep rastay te that beautiful black jeep on the road
Note: In Sindhi noun phrase, the Prepositional phrase (PP) dominates NP and P. In Sindhi
prepositional phrase (PP), NP always follows P, but in English prepositional phrase P
always follows NP. In English prepositional phrase, first P comes than NP like “on the
road” but in Sindhi prepositional first NP comes first than P like “rastay te”.
6. Verb Phrase (VP)
A verb phrase (VP) refers to a phrase that composed of at least one verb and the dependents of
the verb, in which the verb functions as the Headword of the phrase. For examples;
Sindhi Verb Phrases English Verb Phrases
ghaio sing
hik gano ghaio sing a song
hik gano ghaio takray sing a song quickly
hik gano ghaio takray ghar main sing a song quickly at home
VP V (NP) (AdvP+) (PP) : Maximum Projection
Verb Phrases & Tree Diagrams
1. ghaio sing
VP VP
V V
ghaio sing
2. hik gano ghaio sing a song
VP VP
NP V V NP
Det N Det N
hik gano ghaio sing a song
Note: Sindhi is an OV language, through the example in 2. It explains that the object “hik
gano” comes before the verb “ghaio” but in English the verb “sing” comes before the object
7. “a song”. It is clear that in Sindhi language NP will come first than main verb, whereas in
English language main verb comes first than NP.
3. hik gano ghaio takray sing a song quickly
VP VP
NP V AdvP V NP AdvP
Det N Adv Det N Adv
hik gano ghaio takray sing a song quickly
4. hik gano ghaio takray ghar main sing a song quickly at home
VP VP
NP V AdvP PP V NP AdvP PP
Det N Adv NP P Det N Adv P NP
N N
hik gano ghaio takray ghar main sing a song quickly at home
8. Adjective Phrase (AP)
An adjective phrase (AP) refers to a phrase that modifies a noun. In an adjective phrase
there can be multiple adjectives. It build upon an adjective which functions as the
Headword of the phrase. For example;
Sindhi Adjective Phrases English Adjective Phrases
khush happy
ghron khush very happy
ghron khush hunji kamyabi te very happy on his success
AP (AdvP) Adj (PP) : Maximum Projection
Adjective Phrases & Tree Diagrams
1. khush happy
AdjP AdjP
Adj Adj
khush happy
2. ghron khush very happy
AdjP AdjP
AdvP Adj AdvP Adj
Adv Adv
ghron khush very happy
9. 3. ghron khush hunji kamyabi te very happy on his success
AdjP AdjP
AdvP Adj PP AdvP Adj PP
Adv NP P Adv P NP
Det N Det N
ghron khush hunji kamyabi te very happy on his success
Adverb Phrase (AdvP)
An adverb phrase (AdvP) refers to a phrase that often plays the role of telling us WHEN, WHERE,
WHY or HOW an event occurred, in which the adverb functions as the Headword of the phrase.
For example;
Time goes very quickly
Waqt wadikh takr main haldo ahay
Sindhi Adverb Phrase English Adverb Phrase
wadikh takr very quickly
AdvP (deg) + Adv : Maximum Projection
Adverb Phrases & Tree Diagrams
1. takr quickly
AdvP AdvP
Adv Adv
takr quickly
10. 2. wadikh takr very quickly
AdvP AdvP
deg Adv deg Adv
wadikh takr very quickly
Prepositional Phrase (PP)
A prepositional phrase refers to a phrase that beings with a preposition, in which the preposition
functions as the Headword of the phrase. For example;
Sindhi Prepositional Phrases English Prepositional Phrases
poyo’n behind
darwazay de poyo’n behind the door
darwazay de poyo’n table de matho’n behind the door on the table
theek darwazay de poyo’n table de matho’n right behind the door on the table
PP (AdvP) P (NP) (PP) : Maximum Projection
Prepositional Phrases & Tree Diagrams
1. poyo’n behind
PP PP
P P
poyo’n behind
11. 2. darwazay poyo’n behind the door
PP PP
NP P P NP
N Det Det N
darwazay de poyo’n behind the door
3. darwazay de poyo’n table de matho’n behind the door on the table
PP PP
NP P PP P NP PP
N Det NP P Det N P NP
N Det Det N
darwazay de poyo’n table de matho’n behind the door on the table
12. 4. theek darwazay de poyo’n table de matho’n right behind the door on the table
PP PP
AdvP NP P PP AdvP P NP PP
Adv N Det NP P Adv Det N P NP
N Det Det N
theek darwazay de poyo’n table de matho’n right behind the door on the table
Note: In the Sindhi language NP, the main noun N follows Det, but in English NP the Det follows
main noun N.
Conclusion
Through the above mentioned syntactic analysis, it can be concluded that both Sindhi language
and English language are different from each other in some respect. The word order of both
languages varies, depending upon the environment which includes (structure, form and length of
phrases).