Letter To Patients Welcoming New Doctor

colleagues, stakeholders and friends

Male Beanie Knit Pattern

Call 2010 Agenda (August 2009)

Thursday 20 / 17:00 hrs.

Grades Room of the Faculty of Arts and Sciences (PUCP)

Conference: Reflections on the notion of "linguistic colonization" in the Andes

Speaker: Dr. Rosaleen Howard [ 1]

Organizers: Andean Studies Program

___ _________
[1] Rosalenn Howard is a specialist in sociolinguistics and language Andean Quechua, teacher in charge of the Section of Hispanic and Latin American Studies at the Faculty of Arts and Social Sciences Newcastle University, England. His publications include:

• On the boundaries of language: Ideology in the Andes (2007)

• wind Paper: semiotic processes in literary discourse Andean (2003: 127-155)

• Knowledge and Learning in the Andes. Ethnographic Perspectives (2002)

Text For Seasons Greetings

Agenda (August 2009) Training Workshop

Dear friends

The community of monks of the Convent of Santo Domingo - Qorikanchay "Charlie Quist & Co" cordially invited to the inauguration of solo exhibition:

ELMER iNum Pezo

(San Francisco Yarinacocha - Pucallpa)

ART SHIPIBO

The inauguration will take place in the Great Hall Temporary Exhibition Convent of Santo Domingo - Qorikancha on Saturday, August 8, at 7 pm

FREE ENTRY

Source: http://raa-linguistica.blogspot. com /

Ver On Line Women Of Desire

Training Workshop "Learning to read and write Jaqaru"

L wo days 5, 6 and 7 August was held in Casona de la Universidad Mayor de San Marcos National Training Workshop on "Jaqar qillq yatxitna" (learn to read and write the language Jaqaru) dictation bono, by Dr. Martha Hardman for teachers in the community of Tupe ( district Yauyos Province, Lima) and interested in this language helps the family jaqi language.

Here are some videos more representative of the training workshop, we hope will be utildad.

Dr. Dimas Iturrizaga
presenting a brief chronology of history Tupino Village

Dr. Martha Hardman to publicize the existence of literature available Jaqaru teachers tupiñas

• On the community Tupe
  
  

Tupe

The district is located approximately 240 km southeast of Lima, in the province of Yauyos, Lima. In the district there are three communities recognized: Tupe, with their villages: Aiza, Colca, Whose, Wits-ka, Chiure, Wanturo, Anchike and Puna de Tupe, Cachuy with annexes: Chavin and playing fields with annexes Catahuasi Tambo and Field.

Tupe can be distinguished in three geographical areas: the highlands, the valley or ravine yunga. Tupe is situated between two hills: the Tupinacha NW. Rots and NE. The first is the most important mountain village, and that is the symbol of vigor, strength and spirit of the tupiñas.

The tour tupiñas life based on agriculture, religious customs and surrounded by countless festivals and beliefs. But in general there is a systematic search for maximization of natural resources. To take advantage of the largest agricultural land, including repair and rebuild platforms to gain more ground. For tupiñas, climate, weather and natural resources to agriculture constitute a true complex closely associated activities. Sowing know, when you should lose or gain and which crops are best for certain platforms. The products obtained are mainly used for food, the surplus is sold through barter or sale.

After agriculture, Tupe, livestock is the main occupation of its inhabitants. The cattle are grazed in two areas: the highlands and the valley. The main constituent cattle wealth: the sheep followed by cattle, camels, goats, mules, horses and pigs.

Tupe What is remarkable in its livestock is the importance of their parties. Begin in May and ending in August. Some parties are more representative: the "dairy" to celebrate fertility, the "pitch to the fence" to curry favor with the spirits of nature in order to care for animals, the "herranza", the main party where cows are checked and finally, it is a "visit to the yard" for that piece of land where the animals remain daily care for them.

Tupina Another traditional festival is the "Fiesta de la Virgen de la Candelaria", which also curiously held in Puno and two annexes Tupe: Colca and Aiza.

• About
  Jaqaru

Tupe represents the spinal cord of the culture area or Jaqaru kauki to some linguists, is the same tongue-in Peru. Most of its speakers are bilingual. All speak Castilian and Jaqaru. Nobody speaks Quechua or Aymara. Consera kauki language is better among women, due to the sharply monolingualism. Children first learn to speak Castilian Kauki and only belatedly. The Jaqaru kauki or to have undergone some changes due to migration, but older people still know and use that archaic bit incomprehensible about speakers.

There is a controversy regarding the parentage of kauki and Jaqaru. Some linguists propose that kauki-with their different dialects: Tupino, cachuyano and wantayano-and Aymara aru family from others, such as Martha Hardman suggested that both the kauki and Jaqaru and Aymara languages \u200b\u200bare different from family haqi.

• On phonetic and graphemic system of Jaqaru
  
  

Source: http://www.latam.ufl.edu/hardman/jaqaru/jaqaru.htm (See the link for hear it pronounced)

of Jaqaru Phonetic Alphabet (in the first column) and graphemic alphabet (in the second column). Transcribed by Hardman (1983: 35)

Presentation of the "Qillayatxi 'by teachers tupiñas

Confusion in the pronunciation of the phones glottalized aspirated and simple
phonemes / c / Y / C / (and, respectively)

Some materials developed by teachers tupiñas

Story "Jamp'acxa"




Description of the photograph "The Orchestra" (Tupe 1961)

The description of the photographs suguientes followed the guidelines:

1. Observe the photo.

2. What do you see there?

3. Descripsión in Jaqaru photo.

4. Castilian explanation in the description.

Song "Tupinachaka"

Song " Jarawa txuyus "

Song "yatxuaswa" (I know) playing by teachers and Robinson Ordoñez Pablo Casas at the closing ceremony

Song "Antz Jayat" wa ujkt "a" (By far come from)

guessing Presentation

• According to Dr. Hardman an ideal school in the village of Tupe should possess the following:

1. Jaqaru recorded texts that can read and listen at once.

2. Classrooms where seniors can come and talk to students.

3. Classrooms where entry of dust, where they can have computers in optimal conditions.

4. Libraries with shelves of books locked to care for the powder, with a special section for all publications in Jaqaru.

5. A recreation room table where they can play crossword Jaqaru. This, we hope to develop more games in Jaqaru. It would be an environment with the necessary materials to read and write in Jaqaru.

• Jaqaru

  Learning in the school environment should comply with the existential reality of tupiñas ie, the first questions that should be taught in Jaqaru:

Toponymy

Some place names given by the teachers:

murmuru

Ayshwitx'aqa

Anhtxiqi

Mucxka

QullqaKillkillaAysha

Some place names of roads (odón) given by the teachers:

Wicxmarka

Wicxqa

Wanturt''aki

Qullqt''aki

Antisq'aja

Note:

can learn a few place names each day of class.

The anthroponymy

Some anthroponyms given by teachers:

Natividad> Nati

Magdalena> Makia

Samuel> Shamu

Theodosius> Tiwi

Zechariah > Shawi

Note:

is also important to know Jaqaru phonological representations of names in Castilian.

Inconvenient

would like to show a statement of some teachers tupiñas showing his total rejection of the movement of a facsimile of Professor Marco Ferrell Ramirez who wrote insults against Dr. Hardman. We stand only to show our indignation and rejection of this attitude deplorable, because nothing justifies the slander without at least the non-delivery of the facsimile to Dr. Hardman and Dr. Iturrizaga for replication of the case and more of their unresolved escape from the mansion, on delivery. We know, for the problem and constant critique of several studies on Jaqaru Hardman; on some Nelly Beauty investigations against some optimism for the preservation of Dr. Hardman, etc. But we notice that something already known by a lot. All research work is to serve and benefit of society, and we believe that both the efforts of Dr. Hardman and other linguists should join, first to get set up to preserve the language policies through greater Jaqaru considering bilingual education worldviews of the area, somehow, have a lower degree of acculturation, then build a consensus for the standardization of "qillayatxi" (alphabet) Tupino, secondly to improve the infrastructure of schools and further implementation of Jaqaru books.

Some

• links:

• http://www.quechua.org.uk/Eng/Main/e_JAQARU.HTM # Jacaru_y_Cauqui__Al_Borde_Del_Silencio (website of interviews and information and Kawki panoramic Jaqaru)

• http://www.latam .ufl.edu / hardman / Jaqaru / jaqaru.htm (website complete information on the Jaqaru)
  

• http://www.latam.ufl.edu/hardman/kawki/kawki.htm (page complete information on the web Kawki)

• http:// www.uflib.ufl.edu/ufdc/ (sample collection of photographic material Comundo Tupe)

• http://txupi.wordpress.com/ (website material prepared by teachers in Jaqaru tupiñas)
  

How To Register A Boat Ontario Canada

From Latin to English: Origins of a Romance language

E l on Friday 10 July, the paper "From Latin to English: Origins of a Romance language" by Dr. Milagros Carrasco Tenorio, University of Fribourg, Switzerland in the auditorium Faculty of Arts at the Universidad Nacional Mayor de San Marcos. The presentation focused on some grammatical oddities in various Latin stages happened up to the Castilian dialect, the coexistence of the two levels characteristic of Latin: the sermo vulgaris and worship; The rupture and the consciousness of something different between the two dialects and the constant romanization of linguistic prestige was to speak Latin, but with an interest in spreading the Christian religion to the different villages to reach the primary sources of the language of Castile: The glosses emilianenses and silecenses. Something I consider wrong for reasons I will explain in a future article.

Note:

University of Fribourg in Switzerland, and not to be confused with that of Germany.