The document discusses gender and apostrophe in the Bawm language. It describes the four types of gender in Bawm: masculine, feminine, common, and neuter. Masculine nouns are formed by adding suffixes like "pa", "chal", or "khawng" to a common gender base word. Feminine nouns are formed by adding suffixes like "nu" or "pinu".
It also discusses how to use an apostrophe in Bawm to form possessive cases and short forms. Without an apostrophe, the plural forms "kan" and "an" are used for "I" and "he", but an apostrophe can make them singular as "ka'n
The document discusses key concepts in English language structure including semantics, morphology, syntax, and phonetics. It defines semantics as the study of word meanings, and morphology as the study of word formation. Syntax is defined as the rules governing how words combine into phrases and sentences. Phonetics is concerned with speech sound properties and production/perception. The document also discusses parts of speech including nouns, verbs, and sentence structure types such as simple, compound, and complex sentences.
The document provides an overview of the material that will be covered on an upcoming Spanish semester exam. It lists the chapters and topics students need to study, including vocabulary and grammar for breakfast/lunch, health, leisure activities, parties/celebrations, and ordering food. Conjugation charts and explanations of verbs like comer, ser, ir, jugar, tener, venir, and estar are also provided. Students are instructed to bring specific tests and materials from their semester 2 folder to help prepare for the exam.
This document provides an English language lesson on phonics, vocabulary, grammar and reading related to the ocean. It includes:
1) Lists of words demonstrating the 'oi' and 'oy' vowel diphthongs, along with sample sentences.
2) A conversation and vocabulary about ocean life like dolphins, whales and fish.
3) Lessons and examples about parts of speech - nouns, pronouns and verbs. Collective nouns, who/which, principal verb parts are explained.
4) A short reading passage about the ocean covering its size, ecosystems and importance as a food source for humans. Accompanying comprehension questions follow.
This document provides an overview of nouns in English. It defines nouns and classifies them as concrete or abstract. Concrete nouns are further divided into proper, common, collective, and material nouns. Nouns can also be countable or uncountable. The document discusses how to form plurals of regular nouns and irregular nouns, and how to handle compound nouns. It also covers plural forms of nouns ending in -um and discusses the gender of nouns.
The document contains notes from a Spanish language lesson that covered the following topics: possessive adjectives and their agreement based on gender and number, age and using tener años to express it, and the verbs ser and estar. It includes examples and vocabulary for family members, physical descriptions, jobs, and adjectives. At the end it provides questions for the student to answer to review what was learned, what still needs work, and how the teacher can help.
Phonemes are the smallest units of sound that distinguish one word from another in a language. There are 44 phonemes in English represented by letters alone or letter combinations. Phonemes can be segmented from words by breaking words into their individual sound units. The English language has a complex phonetic code where one phoneme can be represented by 1 to 4 letters. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van", helping learners distinguish similar sounds.
Phonemes are the smallest units of sound that distinguish one word from another in a language. There are 44 phonemes in English represented by letters alone or letter combinations. Phonemes can be segmented from words by breaking words into their individual sound units. The English language has a complex phonetic code where one phoneme can be represented by 1 to 4 letters. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van", helping learners distinguish similar sounds.
The document discusses IsiXhosa possession with clothing. It will cover weak nouns, prefixes that make nouns weak, types of weak nouns, consecutive vowels, and tables of possession for both weak and strong nouns. Weak nouns have a nasal-sounding prefix like "um" or "in". Possession is shown by adding suffixes like "am" for mine or "abo" for theirs to the noun.
The document discusses key concepts in English language structure including semantics, morphology, syntax, and phonetics. It defines semantics as the study of word meanings, and morphology as the study of word formation. Syntax is defined as the rules governing how words combine into phrases and sentences. Phonetics is concerned with speech sound properties and production/perception. The document also discusses parts of speech including nouns, verbs, and sentence structure types such as simple, compound, and complex sentences.
The document provides an overview of the material that will be covered on an upcoming Spanish semester exam. It lists the chapters and topics students need to study, including vocabulary and grammar for breakfast/lunch, health, leisure activities, parties/celebrations, and ordering food. Conjugation charts and explanations of verbs like comer, ser, ir, jugar, tener, venir, and estar are also provided. Students are instructed to bring specific tests and materials from their semester 2 folder to help prepare for the exam.
This document provides an English language lesson on phonics, vocabulary, grammar and reading related to the ocean. It includes:
1) Lists of words demonstrating the 'oi' and 'oy' vowel diphthongs, along with sample sentences.
2) A conversation and vocabulary about ocean life like dolphins, whales and fish.
3) Lessons and examples about parts of speech - nouns, pronouns and verbs. Collective nouns, who/which, principal verb parts are explained.
4) A short reading passage about the ocean covering its size, ecosystems and importance as a food source for humans. Accompanying comprehension questions follow.
This document provides an overview of nouns in English. It defines nouns and classifies them as concrete or abstract. Concrete nouns are further divided into proper, common, collective, and material nouns. Nouns can also be countable or uncountable. The document discusses how to form plurals of regular nouns and irregular nouns, and how to handle compound nouns. It also covers plural forms of nouns ending in -um and discusses the gender of nouns.
The document contains notes from a Spanish language lesson that covered the following topics: possessive adjectives and their agreement based on gender and number, age and using tener años to express it, and the verbs ser and estar. It includes examples and vocabulary for family members, physical descriptions, jobs, and adjectives. At the end it provides questions for the student to answer to review what was learned, what still needs work, and how the teacher can help.
Phonemes are the smallest units of sound that distinguish one word from another in a language. There are 44 phonemes in English represented by letters alone or letter combinations. Phonemes can be segmented from words by breaking words into their individual sound units. The English language has a complex phonetic code where one phoneme can be represented by 1 to 4 letters. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van", helping learners distinguish similar sounds.
Phonemes are the smallest units of sound that distinguish one word from another in a language. There are 44 phonemes in English represented by letters alone or letter combinations. Phonemes can be segmented from words by breaking words into their individual sound units. The English language has a complex phonetic code where one phoneme can be represented by 1 to 4 letters. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van", helping learners distinguish similar sounds.
The document discusses IsiXhosa possession with clothing. It will cover weak nouns, prefixes that make nouns weak, types of weak nouns, consecutive vowels, and tables of possession for both weak and strong nouns. Weak nouns have a nasal-sounding prefix like "um" or "in". Possession is shown by adding suffixes like "am" for mine or "abo" for theirs to the noun.
This document provides a review of key vocabulary for a French exam, including:
1) Numbers, greetings, asking about age, family members, verbs like avoir and être, weather, time, school subjects, food, shopping, and travel.
2) Sample sentences showing common French expressions like asking someone's name, inviting someone to go out, and wishing them good luck on their exam.
3) Conjugations of common verbs like aller, manger, and parler in the present tense.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
- The document provides information on the BE verb and its present tense forms (am, is, are), pronouns, possessives, and the present continuous tense.
- It discusses yes/no questions and short answers with the BE verb. It also covers using can to show ability, prepositions like in and on, wh- questions, and irregular plural nouns.
The document discusses the origins and nature of language. It explores the relationship between words, grammar, meaning, and thinking. A key point is that Noam Chomsky argues that grammar was present in the human brain before the first words or pictures, and that grammar was necessary for true thinking. The document also examines how the basic concept of "merging" or combining elements is crucial to language and allowed early humans to develop more advanced cognitive abilities.
TOP as a Grammatical Category The Case in Ngas and HausaLengji Danjuma
Since his work on Metta in 1987, Teke has adduced that African languages are better analyzed using TOP, a position which serves as the landing site for move-. Languages such as Yoruba, Tiv, and Bafut have been investigated along this line (Atanga, 1996) (Teke G. T., 1995) (1996). (Danjuma, 1996; 2003) and (Teke & Danjuma, 2004) have also dealt with some of the aspects of this analysis in Ngas. However, this paper seeks to focus on the movement of nouns and verbs into TOP in both Ngas and Hausa which are both Chadic languages in order to draw the basic similarities and differences as regards this analysis of move- into TOP.
The document discusses the use of indefinite and definite articles (a, an, the) as well as plural nouns. It provides examples of using "a" and "an" with singular nouns based on whether the following word begins with a vowel or consonant. It also discusses forming plural nouns by adding "s", "es", or "ies" depending on the ending of the singular form. Finally, it addresses some irregular plural nouns that do not follow typical pluralization rules.
This document provides information about conjugating the verb "to be" in English and forming questions using auxiliary verbs. It includes examples of questions using "what", "where", "when", and "how" followed by the conjugated form of "to be". Personal pronouns are conjugated with "to be" in both questions and answers. Formulas are given for forming questions using "wh-" words plus auxiliaries and for answering questions using subjects, verbs, and complements. Two examples of people, Anna Garcia and Andres Lopez, are given with details to practice forming questions and answers.
This document provides an overview of Spanish grammar topics including verb tenses, irregular verbs, commands, object pronouns, and the subjunctive mood. It covers the preterite and imperfect tenses, ser vs estar, comparatives and superlatives, por vs para, the conditional, and more. Examples are provided to illustrate conjugations and usage of various grammar concepts in Spanish.
The document discusses subject pronouns and the verb "to be" (ser) in Spanish. It explains the first, second, and third person singular and plural subject pronouns in Spanish (yo, tú, él, ella, Ud., nosotros, vosotros, ellos, ellas, Uds.) and how they correspond to the English subject pronouns (I, you, he, she, we, you all, they). It also covers the conjugations of the verb "to be" (ser) and how it agrees with each subject pronoun.
The document summarizes some key similarities and differences between English and French, including their alphabets being the same but pronunciation and accents differing in French. It also provides basic French greetings, questions for introductions and getting to know someone, terms for family and times of day, and an overview of regular verb conjugations in the present tense for -er, -ir and some -re verbs.
This document provides an overview of nouns, including the different types of nouns such as common nouns, proper nouns, countable nouns, collective nouns, material nouns, and abstract nouns. It discusses the key characteristics of nouns and how they are used grammatically, including their functions, cases, number and types. Some of the main points covered are the different ways nouns can be pluralized and the uses of nouns as subjects, objects, in possessive and other cases.
B.tech iv u-2.3 roots, prefixes and suffixesRai University
This document discusses English word roots, prefixes, suffixes, and spelling rules. It explains that English words are derived from Greek, Latin, and German roots and knowing roots can help understand new words. Prefixes are added to the beginning of words to modify meaning, while suffixes are added to the end and can change a word's part of speech. It provides examples of common prefixes, suffixes, and 10 spelling rules for adding suffixes like doubling consonants and dropping silent letters. The document serves as a guide for understanding word structures and formations in English.
This document outlines vocabulary and grammar concepts for learning Spanish across three levels (Spanish I, II, and III). It covers basic greetings and phrases, pronunciation, the alphabet, articles, subject pronouns, verbs like ser and estar, question words, numbers, days/months/seasons, directions, colors, and time expressions. Grammar topics presented include plural nouns, possessive adjectives, reflexive verbs, verb conjugations, preterite and imperfect tenses, commands, and the subjunctive mood. Cultural notes are also provided on greetings, names, and asking questions. The document serves as a comprehensive reference for learning essential Spanish language topics.
This document provides vocabulary words related to family members in Spanish. It lists common family terms like father, mother, daughter, son, sister, brother, uncle, aunt, grandmother, and grandfather. It then asks the reader to find 5 additional family-related words, which are provided: grandmother, daughter, aunt, granddaughter, and grandson. Further down, it shares more extended family terms like cousin, brother-in-law, sister-in-law, granduncle, and grandaunt. It concludes by practicing pronunciation of these family terms.
This document provides lesson material on nouns for an 8th grade English class. It begins with an introduction to nouns, defining them as naming words for people, places, things, ideas, etc. It then discusses the different types of nouns, including proper, common, abstract, collective, and material nouns. Examples are provided for each. The document also covers countable vs. uncountable nouns and the grammatical property of gender for nouns. Learning objectives are stated and exercises are included to help students identify and classify different nouns. The overall content aims to teach students the key concepts and categories related to nouns.
The document discusses various parts of speech including adjectives, adverbs, prepositions, and verbs. For adjectives, it describes different types of adjectives and compares their forms. It also discusses the order of adjectives in a series. For adverbs, it describes how they modify verbs, adjectives, and other adverbs. It then discusses the uses of different prepositions to indicate time, place, and other relationships. Finally, it outlines several rules for subject-verb agreement.
The document discusses various parts of speech including adjectives, adverbs, prepositions, and verbs. For adjectives, it describes different types of adjectives and compares their forms. It also discusses the order of adjectives in a series. For adverbs, it describes how they modify verbs, adjectives, and other adverbs. It provides examples of different types of adverbs. The document also discusses the correct uses of various prepositions and rules for subject-verb agreement.
Grammar is not a set of rules but rather a reflection of how a language is used at a particular time. Languages evolve naturally through people using sounds and words without predefined rules. While grammar provides a pattern or structure to a language, it is not fixed and all languages change over time as usage evolves. Understanding grammar helps with learning how to speak a new language correctly.
This document provides an overview of the simple present and present continuous tenses in English. It discusses the formation, usage, and examples of these tenses. For the simple present, it describes the two verb forms, usages for repeated actions, facts, and scheduled events. It also covers adverbs of frequency. For the present continuous, it outlines how to form the tense using the verb "to be" plus the verb with "-ing," and exceptions to this formation. It provides examples of questions and negatives in both tenses.
The document discusses the imperfect tense in Spanish. It explains that the imperfect tense is used to describe actions that were ongoing or habitual in the past without a clear beginning or end. It provides examples of verbs in the imperfect form and notes that the imperfect can be used to express background information, mental states, or descriptions in past situations. Finally, it discusses the formation of regular and irregular verbs in the imperfect tense.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides a review of key vocabulary for a French exam, including:
1) Numbers, greetings, asking about age, family members, verbs like avoir and être, weather, time, school subjects, food, shopping, and travel.
2) Sample sentences showing common French expressions like asking someone's name, inviting someone to go out, and wishing them good luck on their exam.
3) Conjugations of common verbs like aller, manger, and parler in the present tense.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
- The document provides information on the BE verb and its present tense forms (am, is, are), pronouns, possessives, and the present continuous tense.
- It discusses yes/no questions and short answers with the BE verb. It also covers using can to show ability, prepositions like in and on, wh- questions, and irregular plural nouns.
The document discusses the origins and nature of language. It explores the relationship between words, grammar, meaning, and thinking. A key point is that Noam Chomsky argues that grammar was present in the human brain before the first words or pictures, and that grammar was necessary for true thinking. The document also examines how the basic concept of "merging" or combining elements is crucial to language and allowed early humans to develop more advanced cognitive abilities.
TOP as a Grammatical Category The Case in Ngas and HausaLengji Danjuma
Since his work on Metta in 1987, Teke has adduced that African languages are better analyzed using TOP, a position which serves as the landing site for move-. Languages such as Yoruba, Tiv, and Bafut have been investigated along this line (Atanga, 1996) (Teke G. T., 1995) (1996). (Danjuma, 1996; 2003) and (Teke & Danjuma, 2004) have also dealt with some of the aspects of this analysis in Ngas. However, this paper seeks to focus on the movement of nouns and verbs into TOP in both Ngas and Hausa which are both Chadic languages in order to draw the basic similarities and differences as regards this analysis of move- into TOP.
The document discusses the use of indefinite and definite articles (a, an, the) as well as plural nouns. It provides examples of using "a" and "an" with singular nouns based on whether the following word begins with a vowel or consonant. It also discusses forming plural nouns by adding "s", "es", or "ies" depending on the ending of the singular form. Finally, it addresses some irregular plural nouns that do not follow typical pluralization rules.
This document provides information about conjugating the verb "to be" in English and forming questions using auxiliary verbs. It includes examples of questions using "what", "where", "when", and "how" followed by the conjugated form of "to be". Personal pronouns are conjugated with "to be" in both questions and answers. Formulas are given for forming questions using "wh-" words plus auxiliaries and for answering questions using subjects, verbs, and complements. Two examples of people, Anna Garcia and Andres Lopez, are given with details to practice forming questions and answers.
This document provides an overview of Spanish grammar topics including verb tenses, irregular verbs, commands, object pronouns, and the subjunctive mood. It covers the preterite and imperfect tenses, ser vs estar, comparatives and superlatives, por vs para, the conditional, and more. Examples are provided to illustrate conjugations and usage of various grammar concepts in Spanish.
The document discusses subject pronouns and the verb "to be" (ser) in Spanish. It explains the first, second, and third person singular and plural subject pronouns in Spanish (yo, tú, él, ella, Ud., nosotros, vosotros, ellos, ellas, Uds.) and how they correspond to the English subject pronouns (I, you, he, she, we, you all, they). It also covers the conjugations of the verb "to be" (ser) and how it agrees with each subject pronoun.
The document summarizes some key similarities and differences between English and French, including their alphabets being the same but pronunciation and accents differing in French. It also provides basic French greetings, questions for introductions and getting to know someone, terms for family and times of day, and an overview of regular verb conjugations in the present tense for -er, -ir and some -re verbs.
This document provides an overview of nouns, including the different types of nouns such as common nouns, proper nouns, countable nouns, collective nouns, material nouns, and abstract nouns. It discusses the key characteristics of nouns and how they are used grammatically, including their functions, cases, number and types. Some of the main points covered are the different ways nouns can be pluralized and the uses of nouns as subjects, objects, in possessive and other cases.
B.tech iv u-2.3 roots, prefixes and suffixesRai University
This document discusses English word roots, prefixes, suffixes, and spelling rules. It explains that English words are derived from Greek, Latin, and German roots and knowing roots can help understand new words. Prefixes are added to the beginning of words to modify meaning, while suffixes are added to the end and can change a word's part of speech. It provides examples of common prefixes, suffixes, and 10 spelling rules for adding suffixes like doubling consonants and dropping silent letters. The document serves as a guide for understanding word structures and formations in English.
This document outlines vocabulary and grammar concepts for learning Spanish across three levels (Spanish I, II, and III). It covers basic greetings and phrases, pronunciation, the alphabet, articles, subject pronouns, verbs like ser and estar, question words, numbers, days/months/seasons, directions, colors, and time expressions. Grammar topics presented include plural nouns, possessive adjectives, reflexive verbs, verb conjugations, preterite and imperfect tenses, commands, and the subjunctive mood. Cultural notes are also provided on greetings, names, and asking questions. The document serves as a comprehensive reference for learning essential Spanish language topics.
This document provides vocabulary words related to family members in Spanish. It lists common family terms like father, mother, daughter, son, sister, brother, uncle, aunt, grandmother, and grandfather. It then asks the reader to find 5 additional family-related words, which are provided: grandmother, daughter, aunt, granddaughter, and grandson. Further down, it shares more extended family terms like cousin, brother-in-law, sister-in-law, granduncle, and grandaunt. It concludes by practicing pronunciation of these family terms.
This document provides lesson material on nouns for an 8th grade English class. It begins with an introduction to nouns, defining them as naming words for people, places, things, ideas, etc. It then discusses the different types of nouns, including proper, common, abstract, collective, and material nouns. Examples are provided for each. The document also covers countable vs. uncountable nouns and the grammatical property of gender for nouns. Learning objectives are stated and exercises are included to help students identify and classify different nouns. The overall content aims to teach students the key concepts and categories related to nouns.
The document discusses various parts of speech including adjectives, adverbs, prepositions, and verbs. For adjectives, it describes different types of adjectives and compares their forms. It also discusses the order of adjectives in a series. For adverbs, it describes how they modify verbs, adjectives, and other adverbs. It then discusses the uses of different prepositions to indicate time, place, and other relationships. Finally, it outlines several rules for subject-verb agreement.
The document discusses various parts of speech including adjectives, adverbs, prepositions, and verbs. For adjectives, it describes different types of adjectives and compares their forms. It also discusses the order of adjectives in a series. For adverbs, it describes how they modify verbs, adjectives, and other adverbs. It provides examples of different types of adverbs. The document also discusses the correct uses of various prepositions and rules for subject-verb agreement.
Grammar is not a set of rules but rather a reflection of how a language is used at a particular time. Languages evolve naturally through people using sounds and words without predefined rules. While grammar provides a pattern or structure to a language, it is not fixed and all languages change over time as usage evolves. Understanding grammar helps with learning how to speak a new language correctly.
This document provides an overview of the simple present and present continuous tenses in English. It discusses the formation, usage, and examples of these tenses. For the simple present, it describes the two verb forms, usages for repeated actions, facts, and scheduled events. It also covers adverbs of frequency. For the present continuous, it outlines how to form the tense using the verb "to be" plus the verb with "-ing," and exceptions to this formation. It provides examples of questions and negatives in both tenses.
The document discusses the imperfect tense in Spanish. It explains that the imperfect tense is used to describe actions that were ongoing or habitual in the past without a clear beginning or end. It provides examples of verbs in the imperfect form and notes that the imperfect can be used to express background information, mental states, or descriptions in past situations. Finally, it discusses the formation of regular and irregular verbs in the imperfect tense.
Similar to Use & formation of gender and aposthophy in bawm (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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1. Use & Formation Of Chithliarnak (GENDER)
And Chatial Mih/Kanhnak (APOSTOPHE) In Bawm
Vannunsiam Bawm
Ex - Headmaster
Ruma Junior High School
At first thanks to Mr. L. Dolian who had made BAWM BU-BULBU (Bawm Primary Book) in 1952. As far as
my knowledge goes, since then the Bawms literature is most improved. According to S. Loncheu, now
99% of the Bawm people can read and write in their own script. It is very good to hearing for us. To
improve or develop our literature, we are still in need of formation or structure of words and sentences.
Therefore, I would like to present some structure or formations on Chithliarnak (GENDER) and Chatial
Mih/Kanhnak (APOSTOPHE) in Bawm.
Gender:
Like English, there are four kind of Gender in Bawm, as–
1. MIPA CHI (Masculine Gender): Names of the male sex belong to this class; as – Lalpa (King).
2. NUNAU CHI (Feminine Gender): Names of the female sex belong to this class; as –Lalnu (Queen).
3. CHI PHIR (Common Gender): Names common to both males and females are regarded as noun of
the Common Gender; as – Fasem (Infant).
4. NUNGLO MI CHI (Neuter Gender): Names denote neither the male nor the female, belong this
class; as – Chabu (Book).
Thus, there are four kind of Chithliarnak (Gender) in Bawm. But, the use and the formation are most
different between MIPA CHI and NUNAU CHI. MIPA CHI is formed by adding suffixes with PA, CHAL,
KHAWNG and prefixes with PA while NUNAU CHI is formed by adding suffixes with NU, PINU and
prefixes with NU. But, the Bawms never used Gender suffixes or prefixes in personal names. MIPA CHI
and NUNAU CHI’S formation given below: -
FORMATION OF MIPA CHI (MASCULINE GENDER):
1. ‘PA’ is stands for father. It is uses/adding after CHI PHIR (Common Gender) to form MIPA CHI when
it denotes relatives, position/title and doer/agent; as –
Base Word Suffixes with ‘PA’
Tu (Common Gender for both male & female) -- Tu + Pa = Tupa (Nephew)
Fa (do) - - Fa + Pa = Fapa (Son)
Mithahtu (do) -- Mithahtu + Pa = Mithahtupa (Murderer)
Sintirtu (do) -- Sintirtu + Pa = Sintirtupa (Master)
2. ‘PA’ is also uses for Prefixes when it denotes relatives.
Base word Prefixes with ‘PA’
TE (It stands for small, tiny, little etc.) -- Pa + Te = Pate (father’s younger brother or,
mother’s younger sister’s husband)
PI (It stands for big, large, great etc.) -- Pa + Pi = Papi (father’s elder brother or,
mother’s elder sister’s husband)
2. 3. ‘CHAL’ is always used for suffix to form MIPA CHI when it denotes Animal’s name.
Base word Suffixes with ‘CHAL’
Uicho (Common Gender for both male & female) -- Uicho + Chal = Uichochal (Dog)
Kel (do) -- Kel + Chal = Kelchal (He-goat)
4. ‘KHAWNG’ is used for suffix to form MIPA CHI when it denotes Bird’s name.
Base word Suffixes with ‘KHAWNG’
Ar (Common Gender for both male & female) --Ar + Khawng = Arkhawng (Cock)
Varawhaw (do) --Varawhaw + Khawng = Varawhawkhawng
(Pea-Cock)
FORMATION OF NUNAU CHI (FEMININE GENDER):
1. ‘NU’ is stands for mother. It is uses/adding after CHI PHIR (Common Gender) to form NUNAU CHI
when it denotes relatives, position/title and doer/agent; as-
Base word Suffixes with ‘NU’
Tu (Common Gender for both male & female) -- Tu + Nu = Tunu (Niece)
Fa (do) -- Fa + Nu = Fanu (Daughter)
Mithahtu (do) -- Mithahtu + Nu = Mithahtunu (Murderess)
Sintirtu (do) -- Sintirtu + Nu = Sintirtunu (Mistress)
2. Like PA, ‘NU’ is uses for prefix when it denotes Relatives.
Base word Prefixes with ‘NU’
TE (It stands for small, tiny, little etc.) -- Nu + Te = Nute (mother’s younger sister or,
father’s younger brother’s wife)
PI (It stands for big, large, elder etc.) -- Nu + Pi = Nupi (mother’s elder sister or,
father’s elder brother’s wife)
3. ‘PINU’ is used for suffix to form NUNAU CHI when it denotes Animal’s or Bird’s name.
Base word Suffixes with ‘PINU’
Uicho (Common Gender for both male & female) – Uicho+ Pinu = Uichopinu (Bitch)
Kel (do) -- Kel + Pinu = Kelpinu (She- goat)
Ar (do) -- Ar + Pinu = Arpinu (Hen)
Varawhaw (do) -- Varawhaw + Pinu = Varawhawpinu (Pea-hen)
From above explanations, it is clear that the Bawms are always used PA, CHAL, and KHAWNG to form
MIPA CHI while NUNAU CHI is used for NU and PINU. These are the formations/structures of “MIPA” CHI
and “NUNAU” CHI in the Bawm. We can form more male and female words by using above structures.
As far as my knowledge goes, there is always Common Gender in Bawm without Prefix or Suffix viz: Pa,
Chal, Khawng, Nu and Pinu etc. MIPA CHI and NUNAU CHI that are always formed from CHI PHIR
(Common Gender) in Bawm are discussed briefly below: -
3. FIGURE: COMMON GENDER IN BAWM.
COMMON GENDER (BASE WORD) MACULINE Gender FEMININE Gender
1. Base Word (Relatives/Position/Doer etc):
TU (Common Gender for both Tupa & Tunu)
FA (Common Gender for both Fapa & Fanu)
LAL (Common Gender for both Lalpa & Lalnu)
MO (Common Gender for both Mopa & Monu)
PI (It stands for big, large, great etc.)
TE (It stands for small, tiny, little etc.)
2. Base Word (Animal’s Name):
UICHO (Common Gender for both Uichochal &
Uichopinu)
KEL (Common Gender for both Kelchal & Kelpinu)
DAWRA (Common Gender for both Dawrachal &
Dawrapinu)
3. Base Word (Bird’s Name):
AR (Common Gender or both Arkhawng &
Arpinu)
Varawhaw (Comon Gender for both
Varawhawkhawng & Varawhawpinu)
Suffixes with ‘PA’
Tupa (Nephew)
Fapa (Son)
Lalpa (King)
Mopa (Bridegroom)
Prefixes with ‘PA’
Papi (father’s elder brother)
Pate (father’s younger
brother)
Suffixes with ‘CHAL’
Uichochal (Dog)
Kelchal (He-goat)
Dawrachal (Ram)
Suffixes with ‘KHAWNG’
Arkhawng(Cock)
Varawhawkhawng (Pea-
Cock)
Suffixes with ‘NU’
Tunu(Niece)
Fanu (Daughter)
Lalnu (Queen)
Monu (Bride)
Prefixes with ‘NU’
Nupi (mother’s elder sister)
Nute (mother’s younger sister)
Suffixes with ‘PINU’
Uichopinu (Bitch)
Kelpinu (She-goat)
Dawrapinu (Ewe)
Suffixes with ‘PINU’
Arpinu (Hen)
Varawhawpinu (Pea- Hen)
Thus, MIPA CHI and NUNAU CHI are always formed from CHI PHIR in Bawm which is called the Common
Gender in English.
CHATIAL MIH/KANHNAK (APOSTROPHE)/ ’
Usually the Bawms do not use apostrophe (’) when they are writing. Even, the apostrophe was not
found in their Hymn Book, the Holy Bible, and writing letter etc. We know that it is used for Possessive
Case and short form.
For example:
1. Nutawi Chabu = Nutawi’s book.
2. Nunau Sikul = Girl’s School.
3. Hi hi = It’s (short form).
4. Chu chu = That’s (short form).
Here, it is clear that there are no use of apostrophe (’) in Bawm. I hope and believe that we could use
the apostrophe by below structure or formation. The two Sentences are given below that we could use
apostrophe.
4. For Example:
1. I teach you = Kan sintir.
2. He teachs you = An sintir.
Here, ‘Kan’ is stands for ‘I’ and ‘He’ is stands for ‘An’. But ‘Kan’ and ‘An’ is plural not singular in Bawm.
Then, how can we use KAN and AN (Plural form) instead of I and HE (Singular form)? Here, apostrophe is
most necessary for correct Sentence. The Correct Sentences will be:
1. I teach you = Ka nan sintir (Without apostrophe)
= Ka’n sintir (By using apostrophe)
2. He teach you = A nan sintir (Without apostrophe)
= A’n sintir (By using apostrophe)
For above the two Sentences, structure will be:
No-1: . 1st. Per. Sing. Num. is do something (verb) for 2nd. Per. Sing. Num.
No-2. 3rd. Per. Sing. Num. is do something (verb)for 2nd. Per. Sing. Num.
So, if we want to use respectively ‘KAN’ and ‘AN’ instead of ‘I’ and ‘HE’, we should write or use
respectively ka’n and ‘A’n not ‘Kan’ and ‘An’ because ‘KA’ and ‘A’ are singular and ‘KAN’ and ‘AN’ is
plural form. For more example are showed below for your kind assistance and understanding.
Long Form Short Form (By using apostrophe)
1. Uichochal - Ui’chal (Dog)
2. Uichopinu - Ui’pinu (Bitch)
3. Ti-sum-sum-riat - Ti’sumriat (Sea/Ocean)
4. Sikhawmsele - ’Khawmsele
5. Sansuahtu - San’htu (Protector/Redeemer)
6. Khuaitizu - Khuai’zu (Honey)
7. Karei - K’rei (Intelligent)
Letters/alphabet is omitted in English when short form or apostrophe is using. But in the Bawm, there is
not only the letters/alphabet but also the word is omitted when short form is used. However, we can
resolve the problem by making its structure or formation.