Journal articles on the topic 'Bhutan – Languages'

Code-switching (henceforth as CS) is the use of two or more languages in conversation. It is sometimes known as ‘language mixing’. CS may occur between sentences, known as 'inter-sentential' CS; and it may also occur within a sentence, known as 'intra-sentential CS. Cs is a linguistic feature of Multi-lingual societies, as they are gifted with more privileges to use various languages. CS in Bhutan is prevalent in offices, schools, institutes and market places, formally or informally, knowingly or unknowingly. This paper highlights the attitude of Bhutanese teachers towards CS in the classroom in the process of teaching and the purposes of CS in teaching. The data for the study comprises the responses of the attitudinal test questions designed based on a Likert Scale of 20 teacher- respondents (n=20) from the various levels of Schools in Bhutan. The findings indicate that the prevalence of CS in the classrooms is used to interpret complex ideas, translate questions, seek confirmation, check students understanding, also to build solidarity and CS is most prevalent in primary education. Therefore, CS is a unique linguistic requirement in education but there is a negative towards the use of CS in the classroom in Bhutan.

Code-switching (henceforth as CS) is the use of two or more languages in conversation. It is sometimes known as ‘language mixing’. CS may occur between sentences, known as 'inter-sentential' CS; and it may also occur within a sentence, known as 'intra-sentential CS. Cs is a linguistic feature of Multi-lingual societies, as they are gifted with more privileges to use various languages. CS in Bhutan is prevalent in offices, schools, institutes and market places, formally or informally, knowingly or unknowingly. This paper highlights the attitude of Bhutanese teachers towards CS in the classroom in the process of teaching and the purposes of CS in teaching. The data for the study comprises the responses of the attitudinal test questions designed based on a Likert Scale of 20 teacher- respondents (n=20) from the various levels of Schools in Bhutan. The findings indicate that the prevalence of CS in the classrooms is used to interpret complex ideas, translate questions, seek confirmation, check students understanding, also to build solidarity and CS is most prevalent in primary education. Therefore, CS is a unique linguistic requirement in education but there is a negative towards the use of CS in the classroom in Bhutan.

Abstract Lhokpu is a hitherto undescribed and unclassified Trans-Himalayan language spoken by some 2,500 speakers in southwestern Bhutan. Fieldwork in 2015 now enables linguistic research on the language, including accounts on its phylogenetic position within the language family. This paper presents morphological, lexical, and phonological evidence for a closer phylogenetic relationship between Lhokpu and Dhimal (southeastern Nepal). Dhimal is conventionally grouped together with Toto under “Dhimalish.” We argue in this paper that the similarities between Lhokpu and Dhimal are equally profound and numerous, and that Lhokpu, Dhimal, and Toto are three closely related languages within the Trans-Himalayan family.

The area between Bhutan in the west, Tibet in the north, the Kameng river in the east and Assam in the south is home to at least six distinct phyla of the Trans-Himalayan (Tibeto-Burman, Sino-Tibetan) language family. These phyla encompass a minimum of 11, but probably 15 or even more mutually unintelligible languages, all showing considerable internal dialect variation. Previous literature provided largely incomplete or incorrect accounts of these phyla. Based on recent field research, this article discusses in detail the several languages of four phyla whose speakers are included in the Monpa Scheduled Tribe, providing the most accurate speaker data, geographical distribution, internal variation and degree of endangerment. The article also provides some insights into the historical background of the area and the impact this has had on the distribution of the ethnolinguistic groups.

This is an English version of the author's French work, Atlas géographique des langues et des ethnies de l'Inde et du Subcontinent, (Les Presses de l'Université Laval, Québec, 1976.) Since it was originally based on data from the 1971 (or even earlier) censuses of India, Nepal, Pakistan, and Sri Lanka (and since Bangladesh was part of Pakistan in 1971, and Bhutan data were not reliable earlier), it has been updated to include data from various regional census sources, mostly those conducted in 1981 and 1991. One notes that there are various censuses of Nepal (1952/54, 1971, 1981, 1991) cited, but that Sri Lanka does not seem to have done one since 1953. The cartographic techniques have also benefited from this updating, with new methods of representation not previously available. This makes it possible to compare various increases of speakers and languages in various parts of the subcontinent, in tables added for this purpose. This version also includes a very useful bibliography of sources – not only various censuses, but also other studies of language distribution, language classification, ethnicity, and language issues. There are also a language classification and plate index, a subject and author index, and material on the diffusion of South Asian languages and scripts outside the subcontinent proper.

Abstract This paper argues that certain phonological similarities between the three Trans-Himalayan languages Gongduk, Bjokapakha (Tshangla) and Black Mountain Mönpa are areal features and discusses the historical and ethnolinguistic implications of this assumption. The similarities between Gongduk and Bjokapakha indicate a situation of areal convergence of recent data. This contact scenario explains certain aberrancies of Bjokapakha with regard to other Tshangla varieties. The attestation of some of the phonological features in Black Mountain Mönpa is analysed as the result of early contact between Gongduk and Black Mountain Mönpa, i.e. dating back to the time before the arrival of the East Bodish peoples in Central Bhutan.

Abstract Bjokapakha belongs to the Tshangla cluster of the Trans-Himalayan (Tibeto-Burman) language family and is spoken in Central Bhutan. Like many languages of the Himalayan region, Bjokapakha exhibits a rich system of epistemic functions, centering around the notion of personal or subjective knowledge (a.k.a. egophoricity, conjunct-disjunct or mirativity). Morphosyntactically, the epistemic categories of Bjokapakha are expressed by constructions involving combinations of nominalisers and copulas which exhibit varying degrees of grammaticalisation. This paper presents the epistemic categories of Bjokapakha and examines the genesis of the Bjokapakha epistemic verbal system from a comparative perspective drawing on insights from other varieties of the Tshangla cluster. Furthermore, a first reconstruction of the nominalisers and copulas of Proto-Tshangla is proposed. It will become evident that nominalisers and copulas have played a crucial role in the emergence of epistemic verbal morphology of Bjokapakha and still constitute productive means for the grammaticalisation of new epistemic categories.

Nepali, an Indo-Aryan language spoken in Nepal along with India and Bhutan, and some parts of Burma, possesses three coronal stops (2 plosives and 1 affricate). Retroflexion is traditionally considered as the distinctive feature between two different types of plosives. Though retroflexion in Nepali is considered- like in the case of other Indo-Aryan languages- a fundamental distinctive articulatory parameter (Bhat 1973, Ladefoged and Bhaskararao 1983, Ladefoged and Maddieson 1996), Pokharel (1989), however, claims that there is no retroflex category in Nepali, because the “so-called” (sic.) Nepali retroflex stops are not produced with the “tongue tip curling back” as it is described in the traditional grammar. In this work, I have tried to show that this claim is just one side of the story and that the “retroflex” as a phonetic and phonological category “does exist” in Nepali. Based on two different palatographic and linguographic studies (of 9 speakers – four females and five males- of Nepal) I have presented a different scenario than that of Pokharel, without completely denying his claim.

The variety described here is representative of colloquial Assamese spoken in the eastern districts of Assam. Assam is a North-Eastern state of India, therefore Assamese and creoles of Assamese like Nagamese are spoken in the different North-Eastern states of Nagaland, Arunachal Pradesh, Meghalaya, and also the neighbouring country of Bhutan. Approximately 15 million people speak Assamese in India (seeEthnologue, Gordon 2005, which lists 15,374,000 speakers including those in Bhutan and Bangladesh). In the pre-British era (until 1826), the kingdom of Assam was ruled by Ahom kings and the then capital was based in the Eastern district of Sibsagar and later in Jorhat. American missionaries established the first printing press in Sibsagar and in the year 1846 published a monthly periodicalArunodoiusing the variety spoken in and around Sibsagar as the point of departure. This is the immediate reason which led to the acceptance of the formal variety spoken in eastern Assam (which roughly comprises of all the districts of Upper Assam). Having said that, the language spoken in these regions of Assam also show a certain degree of variation from the written form of the ‘standard’ language. As against the relative homogeneity of the variety spoken in eastern Assam, variation is considerable in certain other districts which would constitute the western part of Assam, comprising of the district of Kamrup up to Goalpara and Dhubri (see also Kakati 1962 and Grierson 1968). In contemporary Assam, for the purposes of mass media and communication, a certain neutral blend of eastern Assamese, without too many distinctive eastern features, like /ɹ/ deletion, which is a robust phenomenon in the eastern varieties, is still considered to be the norm. The lexis of Assamese is mainly Indo-Aryan, but it also has a sizeable amount of lexical items related to Bodo among other Tibeto-Burman languages (Kakati 1962), and there are a substantial number of items borrowed from Hindi, English and Bengali in recent times.

This article contributes to the growing body of literature on the methods and techniques that might be used to help ensure the cultural integrity and rigor of research that has a cross-cultural dimension. Drawing upon our experiences while conducting a study investigating patient safety concerns in Bhutan, we will reflect on how the study was conceptualized and framed around the elements of the Bhutanese traditional cultural values; how the researchers were positioned; and how the intercultural perceptions, representations, languages, and attitudes influenced the fieldwork processes. It is anticipated that the approach described in this article will help qualitative researchers to understand how important it is to recognize and be responsive to the cultural and linguistic nuances of given research settings to achieve cultural integrity.

English as a language of the world has reached into the tiny Himalayan Kingdom of Bhutan from the time of the colonisation of India by the British and this paper examined the status and role of English as a language of administration in the country. English in Bhutan is regarded as EFL while Nepal and Bangladesh has the status of L2. Therefore, why not the status of English in Bhutan is L2 as the country lies in the same geographical zone- sharing boarders with India and Nepal. The results presented in this paper accounts with various views and opinions given by 104 respondents from different organisations. The data obtained were analysed using descriptive statistics and the study found out that English in Bhutan has the status of L2 by having adopted it as a language of administration, education, media, businesses, etc. The findings revealed that English is used more than the national language Dzongkha with more than (80%) of the tasks being performed in English in various domains. The study also showed 100% English usage in banking, communication outside the country and 90-100% in e-communication, confirming the fact that English is used as a language of administration. Interestingly, this study reported that English language is preferred in the families as a language of convenience.

This research aims to study the beliefs and practices of the Bhutanese English teachers about teaching English grammar in the Bhutanese ESL (English as Second Language) classrooms. English in Bhutan plays a vital role as a working language in offices, as a language of international communication, and a medium of instruction in the Bhutanese education system. Considering these multiple roles and its significance as a medium of instruction it is important to study the standard of English in Bhutan and work towards upholding its standard. Therefore; in this study, the teaching of grammar is considered as one essential aspect of teaching and learning English in schools. This study addresses questions on the Bhutanese teachers’ approaches to teaching grammar and their beliefs and practices in the classrooms. It also discusses some matters concerning the English curriculum besides focusing on grammar. To study and identify the Bhutanese English teachers’ beliefs about teaching English grammar, a total of 50 teachers from various schools from Bhutan were involved in this study. The findings from this study indicate that the Bhutanese teachers employ diverse approaches to the teaching of grammar, and among the various approaches most of the Bhutanese teachers follow the deductive method, followed by the inductive method, and there is a minority of teachers who still employ an obsolete method of teaching called lecture method. It is also worthy of note that some teachers in Bhutan are also aware of communicative approaches to language teaching and learning. The study also reflects the negative attitude of English teachers in Bhutan, especially in viewing English as a subject more challenging than other subjects. The findings from this study indicate that the Bhutanese teachers employ diverse approaches to the teaching of grammar, and among the various approaches most of the Bhutanese teachers follow the deductive method, followed by the inductive method, and there is a minority of teachers who still employ an obsolete method of teaching called lecture method. It is also worthy of note that some teachers in Bhutan are also aware of communicative approaches to language teaching and learning. The study also reflects the negative attitude of English teachers in Bhutan, especially in viewing English as a subject more challenging than other subjects. This particular research was an area of interest, because hardly any research has been conducted into the beliefs and practices of Bhutanese teachers, in particular teachers of English language. Therefore, this research has original and significant findings about the beliefs and practices of the Bhutanese English teachers about teaching English grammar.

The Kingdom of Bhutan lies in the folds of the eastern Himalayas, sandwiched between India to the south and China to the north. It has a total area of 38394 km2, which is roughly the size of Switzerland, and a population of a little over 70 0000 (Royal Government of Bhutan, 2002). It is a mountainous country, except for a small flat strip in the southern foothills. The official language is Dzongha, but English is widely spoken. English is the medium of instruction from pre-primary level onwards. In 1999 Bhutan allowed viewing of television and use of the internet, as a step towards modernisation. In the early 20th century, Bhutan came into contact with the British Empire; Bhutan maintains strong bilateral relations with India. Business Week magazine in 2006 rated Bhutan the happiest country in Asia and the eighth happiest in the world, based on a global survey. Bhutan is in fact the only country where happiness is measured in the form of an index, ‘Gross National Happiness’. The main religion practised in the country is Buddhism, with Hinduism as the second most prevalent. The capital and largest city is Thimphu. In 2007, Bhutan made the transition from absolute monarchy to constitutional monarchy, and held its first general election in 2008. Bhutan is a member of the United Nations and of the South Asian Association for Regional Cooperation (SAARC); it hosted the 16th SAARC summit in April 2010.

Background: Developmental screening tools are designed to fit the cultural context in which they are utilized, yet often find a wider international audience. This study evaluates the efficacy of one such tool, the Parental Evaluation of Developmental Status: Developmental Milestones (PEDS:DM), developed in the United States and tested in the lower income Asian country of Bhutan. We aimed to test the PEDS:DM instrument to measure neurodevelopmental delay in children in Bhutan. Methods: In total, 96 community-dwelling Bhutanese children (3-7 years old) without diagnosed neurocognitive conditions were recruited from ambulatory clinics in urban Bhutan in 2016 as part of a larger study on retinal imaging and cognitive and growth parameters. Scoring was based on neurocognitive domains (gross and fine motor, receptive and expressive speech, self-help, social-emotional). Rates of failure (meant to indicate delay) within domains were calculated. Results: Modifications of some standard questions was deemed necessary by the study staff to suit the cultural context, such as replacing kickball with football in a question regarding games played with rules to maintain local relevance. In a modified PEDS:DM test with these improvised modifications, the mean percentage of age-appropriate domains failed was 58.8% and the mean percent delay was 12.3% (range 0-41.4%, available in n=83). The highest prevalence of failures was 59.4% for receptive language and 76.3% for expressive language, much higher than the lowest rate of failure seen in self-help (5.4%). Conclusions: The PEDS:DM requires further modifications and validation studies before it can be reliably implemented to assess developmental delay in children in Bhutan. In this pilot study, the rate of delay as reported by the PEDS:DM would be scored as markedly elevated, especially when compared to available epidemiologic studies in the region.

Background: Developmental screening tools are designed to fit the cultural context in which they are utilized, yet often find a wider international audience. This study evaluates the efficacy of one such tool, the Parental Evaluation of Developmental Status: Developmental Milestones (PEDS:DM), developed in the United States and tested in the lower income Asian country of Bhutan. We aimed to test the PEDS:DM instrument to measure neurodevelopmental delay in children in Bhutan. Methods: In total, 96 community-dwelling Bhutanese children (3-7 years old) without diagnosed neurocognitive conditions were recruited from ambulatory clinics in urban Bhutan in 2016 as part of a larger study on retinal imaging and cognitive and growth parameters. Scoring was based on neurocognitive domains (gross and fine motor, receptive and expressive speech, self-help, social-emotional). Rates of failure (meant to indicate delay) within domains were calculated. Results: Modifications of some standard questions were deemed necessary by the study staff to suit the cultural context, such as replacing kickball with football in a question regarding games played with rules to maintain local relevance. In a modified PEDS:DM test with these improvised modifications, the mean percentage of age-appropriate domains failed was 58.8% and the mean percent delay was 12.3% (range 0-41.4%, available in n=83). The highest prevalence of failures was 59.4% for receptive language and 76.3% for expressive language, much higher than the lowest rate of failure seen in self-help (5.4%). Conclusions: The PEDS:DM requires further modifications and validation studies before it can be reliably implemented to assess developmental delay in children in Bhutan. In this pilot study, the rate of delay as reported by the PEDS:DM would be scored as markedly elevated, especially when compared to available epidemiologic studies in the region.

Cardiovascular disease is the leading cause of death in the Kingdom of Bhutan. Thus, the early detection and prevention of hypertension is critical for reducing cardiovascular disease. However, the influence of sociocultural factors on vulnerability to hypertension needs further investigation. This study performed secondary data analysis on 1,909 individuals in a cross-sectional study (the National survey for noncommunicable disease risk factors and mental health using World Health Organization (WHO) STEPS approach in Bhutan– 2014). Multivariate logistic regression demonstrated a significant association between gender with marital status and hypertension. Women had a higher odds ratio than men (Ref) when married (AOR: 1.27, 95% confidence intervals (CI): 1.23–1.31), and when separated, divorced, or widowed (AOR: 1.18, 95% CI: 1.12–1.26). People who speak the Tshanglakha language scored the highest odds (AOR: 1.24, 95% CI: 1.20–1.27), followed by Lhotshamkha (AOR: 1.09, 95% CI: 1.06–1.12) and Dzongkha (Ref) after adjusting for various social and biomedical factors. Additionally, tobacco use displayed decreased odds for hypertension. To promote the early detection and prevention of hypertension, these cultural factors should be considered even within small geographic areas, such as Bhutan. It is necessary to strengthen hypertension preventive strategies for people who speak Tshanglakha and Lhotshamkha. Furthermore, careful consideration should be given to preventing hypertension among adults aged 40 years or more, women who are married, separated, divorced, or widowed, and men who never married in Bhutan.

This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language. The study also showed that grammar is generally believed to be best taught explicitly, inductively or deductively, but not implicitly. Moreover, the teachers' remark on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues. The findings of the present study also indicate that, like the teachers reported in the 2002 and 2008 studies, teachers in Bhutan appreciate the centrality of grammar in their language teaching. This descriptive analysis based on quantitative findings would be beneficial to the curriculum developers, teachers, and lecturers in developing students’ grammar skills and providing professional development to teachers for effective delivery of grammar lessons

This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

Nepali, a language of the Indo-Aryan family, is the official language of Nepal. According to the 2001 population census of Nepal, more than 11 million Nepalese (48.61% of the total population) claim this language as their mother tongue. It is also spoken in other countries of South Asia, such as India and Bhutan, as well as by members of the Nepalese Diaspora around the world. The population census of India of 1991 reported that more than two million Indians use Nepali as their mother tongue. Within Nepal, Nepali shows some dialectal variation mainly linked to geographical and socio-cultural factors. Nevertheless, the dialect called the ‘eastern’ dialect spoken by a majority of Nepali speakers shows rather little variation (Bandhu et al. 1971).

The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon�s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn�s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers� conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies. ��� �Keywords: communicative competence, communicative language teaching, conceptualization

Abstract This paper is a description of the copula system of Tawang Monpa [Dakpa], an East-Bodish language, spoken in Arunachal Pradesh in India and by small groups of speakers in Bhutan and Tibet. There are two equative copulas in Tawang Monpa: personal jin and neutral jim, and three existential copulas: testimonial ni, neutral num and personal nou. In addition, there are separate negative copulas; equative: personal men and neutral menum, and existential: testimonial mon, neutral munum and personal monou. There is also one example of a past positive copula ne and a past negative copula monelu.

Although extensive research has been carried out on the positive effects of flipped learning in a first language context, there remains a paucity of evidence on the impact of flipped learning in a second language context specifically in Bhutan. The present study was undertaken to examine Bhutanese students’ attitudes and perceptions toward the flipped learning approach in a second language context. The participants of this study were forty students (20 females and 20 males). Data collection instruments used in this study were questionnaire and semi-structured interview. Findings from the questionnaire demonstrated that the flipped learning approach helped learners to learn grammar; moreover, the students showed positive attitudes and perceptions towards the flipped classroom approach. Similarly, findings from a semi-structured interview revealed four important themes of the flipped learning approach, which are: conducive learning atmosphere, use of more technology, better relationship, and collaboration.

Refugees experience traumatic life events with impacts amplified in regional and rural areas due to barriers accessing services. This study examined the factors influencing the lived experience of resettlement for former refugees in regional Launceston, Australia, including environmental, social, and health-related factors. Qualitative interviews and focus groups were conducted with adult and youth community members from Burma, Bhutan, Sierra Leone, Afghanistan, Iran, and Sudan, and essential service providers (n = 31). Thematic analysis revealed four factors as primarily influencing resettlement: English language proficiency; employment, education and housing environments and opportunities; health status and service access; and broader social factors and experiences. Participants suggested strategies to overcome barriers associated with these factors and improve overall quality of life throughout resettlement. These included flexible English language program delivery and employment support, including industry-specific language courses; the provision of interpreters; community events fostering cultural sharing, inclusivity and promoting well-being; and routine inclusion of nondiscriminatory, culturally sensitive, trauma-informed practices throughout a former refugee’s environment, including within education, employment, housing and service settings.

The discussion on gender in education is not new in Bhutan. The policies, program and political will for years aimed to achieve gender equality. Despite numerous program, strategies and policies in various forms, there is less studies done to examine its effectiveness. The main aim of this study was to find out how teachers are aware and adopt gender responsive pedagogy in their day to day teaching learning process. This study was carried out in one higher secondary school under Thimphu Thromde with mixed method by adopting non-probability convenient sampling techniques. Data was collected through test, observation and face to face interview with teachers. SPSS version 22 was used to analyze test score via mean, standard deviation and one sample t-test. The findings revealed that teachers do not know much on gender and gender responsive pedagogy. There was also less attention paid to language use, class room set up, classroom interactions and use of text books. This study recommended the Royal University of Bhutan, Ministry of Education, Royal Education Council and school to conduct professional development, training and sensitize all education stakeholders on gender responsive school and pedagogy. The Ministry of Education and schools should carry out capacity development for teachers and education officials to enable them to adopt gender responsive skills in their day to day teaching learning process and to promote positive mind set on gender equity with a bottom up approach.

Abstract Kurtöp (Tibeto-Burman; Bhutan) has a rich set of finite verbal suffixes which encode evidentiality, mirativity, and egophoricity. This article examines the origins of these suffixes in a typological context, showing how many of them have developed via recent grammaticalizations. Synchronic processes of nominalization and clause-chaining have provided the ideal syntactic contexts for these grammaticalizations to take place. Many of the grammaticalization pathways found here are shown to be typologically common, such as ‘give’ becoming an applicative. We find one suffix, the egophoric, which is an obvious borrowing. Based on the data presented here, this article puts forth the tentative hypothesis that due to principles of iconicity, miratives will tend to be recent grammaticalizations. Similarly, the fact that the Kurtöp egophoric has been borrowed is also, arguably, iconic.

Abstract: The development of Mass Media in the first decade of twenty first century influenced the lives of Bhutanese in various fields such as mass communication, entertainment, and teaching-learning processes. The proficiency of English language is an indispensable tool for students in the academic journey, and thus, the creative teaching-learning process of English is necessary to adopt in the classroom. Hence, this study explored the Impact of Mass Media in Teaching and Learning English in Higher Secondary Schools in Bhutan. The researcher conducted a Mixed Method Survey comprising questionnaire and interview to collect data and information from one hundred thirty five, twelfth-grade students and six English teachers from three schools under Tashigang Dzongkhag. The study used Simple Random Sampling to select the target population, which involved individuals that represent unbiased population. The study used descriptive analysis to interpret and analyze the collected data with graphical representations. The study presented the implications of Mass Media in teaching and learning English to the young minds. Further, the study recommended the use of Mass Media with accessibility and awareness to enhance the teaching and learning process of English. Keywords: impact, quota-sampling, accessibility, learning strand, teaching aid,

This paper describes the attention marker =ɕo in Denjongke, a Tibetic language spoken in Sikkim, India. The presence of the attention marker, which may be either speaker or addressee-oriented, indicates that something is brought to the forefront of the speaker’s or the addressee’s attention. The attention marker =ɕo occurs in declarative uses postposed to a verb, and in interrogative uses postposed to other parts of speech (verbless uses). The attention in verbal uses, which resemble the notion “mirativity”, is either speaker or addressee-oriented, whereas verbless uses, which resemble the notion “contrastive focus”, are always addressee-oriented. When occurring with copulas, the function of =ɕo as either speaker or addressee-oriented is partly dependent on the evidentiality of the copulas. With other verbs, the orientation of =ɕo is dependent on other contextual factors. After describing the verbal and verbless uses of =ɕo, the article concludes by showing why the categories focus and mirativity are problematic for describing =ɕo. Existing definitions of mirativity by DeLancey (1997), Peterson (2013), Dickinson (2000), Hyslop (2011b), Hengeveld & Olbertz (2012) and Aikhenvald (2012) are shown to fail to accommodate the range of uses of =ɕo. The concept of attention, on the other hand, not only describes the Denjongke data more comprehensively but also helps understand the interface between mirative-like and focus-like phenomena. The last section illustrates the similarity of =ɕo to exclusively addressee-oriented morphemes in Nepali, Japanese (Davis 2011) and Ingush (Nichols 2011), suggesting that the concept of attention may prove useful for describing exclusively addressee-oriented phenomena, which have rarely been associated with “mirativity”.

AbstractIn comparison to English, Spanish constructions of argument structure are highly verb-constrained (e.g., Goldberg, Adele E. 2006.Constructions at work: The nature of generalization in language. Oxford: Oxford University Press; Narasimhan, Bhuvana. 2003. Motion events and the lexicon: A case study of Hindi.Lingua113(2). 123–160):Pedro bajó/*bailó a la playa‘Pedro went down/danced to the beach’. In some cases, the dominant role of the verbal meaning combines with a mismatching construction (e.g., an intransitive verb in a transitive construction:Pedro bajó las escaleras‘Pedro went down the stairs’). To account for this evidence from a usage-based point of view, this study examines the Spanish transitive directed-motion construction combining verb lexeme analysis with collexeme corpus analysis (Stefanowitsch, Anatol & Stefan Th. Gries. 2003. Collostructions: Investigating the interaction beween words and constructions.International Journal of Corpus Linguistics8(2). 209–243). The analysis shows that in spite of frequent verb-construction mismatches, core components of the verbal meaning correlate closely with the usage of the verb in the transitive construction. The same patterns were not observed in comparable English constructions. Conceptualized in a constructionist framework, this study suggests that verb framing and learned constructional patterns have different roles in the encoding of argument structure in the two languages. This contrastive analysis has a broader application: to other construction types, to other semantic domains, and to other languages. It is argued that compared to the typological distinction between Verb-framed and Satellite-framed languages (Talmy, Leonard. 2000.Toward a cognitive semantics, vol. 1 and 2. Cambridge, MA: MIT Press), the proposed framework is better suited to account for the crosslinguistic differences and the intra-linguistic variation.

Reforms to the Australian health system aim to ensure that services are accessible, clinically and culturally appropriate, timely and affordable. During the reform consultation process there were urgent calls from stakeholders to specifically consider the health needs of the thousands of refugees who settle here each year, but little is known about what is needed from the refugee perspective. Access to health services is a basic requirement of achieving the quality use of medicines, as outlined in Australia’s National Medicines Policy. This study aimed to identify the barriers to accessing primary health care services and explore medicine-related issues as experienced by refugee women in South Australia. Thirty-six women participated in focus groups with accredited and community interpreters and participants were from Sudan, Burundi, Congo, Burma, Afghanistan and Bhutan who spoke English (as a second language), Chin, Matu, Dari and Nepali. The main barrier to accessing primary health care and understanding GPs and pharmacists was not being able to speak or comprehend English. Interpreter services were used inconsistently or not at all. To implement the health reforms and achieve the quality use of medicines, refugees, support organisations, GPs, pharmacists and their staff require education, training and support.

Public speaking is an act of presenting a speech to an audience with the goal of altering attitudes, actions, and sentiments, and to leave them inspired by words and impressed by meanings[1]. In general, speakers add metadiscourse markers into their speech to make it comprehensible to the audience rather than a mere exchange of information. This study principally investigated interactional metadiscourse markers used in the English speeches of Mr. Tshering Tobgay, the Honourable Prime Minister of Bhutan, delivered to international audiences on a variety of different topics. The present qualitative descriptive research focused on textual analysis using the metadiscourse model of Hyland[2] and the Appraisal theory of Martin and White[3]. The results of the study showed attitude markers ranked the highest followed by engagement markers, self-mentions, boosters, and hedges. Moreover, the study also revealed that the topics of his speeches influenced the use of the interactional metadiscourse markers of the speaker. In general, this study highlighted elements of metadiscourse markers used by the leader of the country in delivering public speeches. The present study contributed to the existing body of literature related to metadiscourse analysis, especially of spoken texts. The information from this research can be of benefit to language learners, teachers and speakers in general, who are passionate about developing speaking skills.

South Asia is home to nearly 1.4 billion people, a vast part of humanity. The countries in the region vary widely in the size of the population as well as area and physiography. On one side of the scale is India with a population of more than a billion while on the other side is Maldives with a population no more than half a million. There is Bangladesh which is essentially a flat delta, island countries such as Sri Lanka and Maldives and countries full of high rise mountains such as Nepal and Bhutan. In between are India and Pakistan with some of everything. While there are several such external differences among the countries in the region and their people, these are literally only skin-deep. The people in the region share, by and large, the same basic culture. In many cases the same or a similar language is spoken across the borders. There are, of course, local variations in the general pattern. But that diversity makes it all the more interesting and attractive. It is only natural that the countries of the region will band together to show a united face to the world. This is yet to happen, though.

The English has become a lingua-franca language, thus to promote the English language’s interest in the people with the teachings of English literature is regarded as the competence of the learners in the Target Language(TL).Thus,the study aims to investigate the effectiveness of English literary elements in improving English language at undergraduate level. The qualitative method was preferred for collecting the data in which 15 participants were involved, 5 of them were university lecturers and rest of them were the students of English Department Shaheed Benazir Bhutto University, Sanghar Campus. Semi-structured interviews were conducted from the participants and the data was analyzed by the thematic process. The findings of the research indicated that the English literary elements are helpful in the favor of improving English language. It was also declared that movies and dramas affect the English language more effectively. English literary elements affect the learners’ language competence in the different areas as; Listening and speaking. These elements help the learners to learn the language more effectively, and these elements play important role in improving the comprehensions of the learners. The study suggests that there should be integration of movies and dramas in the favor of students as they could get more fluency in English and the study also suggests that the material in the class should be used related to the learning area of the students.

Purpose Systematic organization of domain knowledge has many advantages in archiving, sharing and retrieval of information. Ontologies provide a cushion for such practices in the semantic Web environment. This study aims to develop an ontology that can preserve the knowledge base of traditional dance practices. Design/methodology/approach It is hypothesized that an ontology-based approach for the chosen domain might boost collaborative research prospects in the domain. A systematic methodology was developed for modeling the ontology based on the analytico-synthetic rule of library classification. Protégé 5.2 was used as an editor for the ontology using the Web ontology language combined with description logic axioms. Ontology was later implemented in a local GraphDB repository to run queries over it. Findings The developed ontology on traditional dances (OTD) was tested using the dances of the Rabha tribes of North East India. Rabha tribes are from an indigenous mongoloid community and have a robust presence in Southeast Asian countries, such as Myanmar, Thailand, Bangladesh, Bhutan and Nepal. The result from HermiT reasoner found the presence of no logical inconsistency in the ontology, while the OOPS! pitfall checker tool reported no major internal inconsistency. The induced knowledge base of traditional dances of the Rabha’s in the developed OTD was further validated based on some competency questions. Research limitations/implications In the growing trend of globalization, preservation of the cultural knowledge base of human societies is an important issue. Traditional dances reflect a strong base of the cultural heritage of human societies as they are closely related to the lifestyle, habitat, religious practices and festivals of a specific community. Originality/value The current study is exclusively designed, keeping in mind the variables of traditional dance domain based on a survey of the user- and domain-specific needs. The ontology finds probable uses in traditional knowledge information systems, lifestyle-based e-commerce sites and e-learning platforms.

Objectives: The main aim of this study was to determine the level of knowledge about rheumatoid arthritis disease among patients presenting with arthralgia in a tertiary care teaching hospital, Pakistan. Materials and Methods: A cross-sectional study during the period of September 2015 - March 2016 in the Medical Out-Patient Department, Shaheed Mohtarma Benzir Bhutto Medical University Hospital, a tertiary care teaching hospital in Larkana, Pakistan. Patients above 40 years of age of either gender were included in the study. A non-probability purposive sampling technique was employed to include the participants in the study. A pre-designed questionnaire with open and close ended questions was used. The questionnaire in English language was also translated in local language to facilitate the participants. All the statistical analysis was conducted using Stata statistical software 14. Results: A total number of 251 participants completed the questionnaires. 42 (56.6%) were from rural settings, while 233 (92.8%) were females. The overall mean age was 59 ± 8.69 years. There were 139 (55.4%) of the participants were ≥ 60 years of age. The average BMI was 23.1 ± 4.3. Moreover, 144 (57.4%) participants were found noneducated. The duration of the disease was less than 10 years in 154 (61.4%) of the participants. While, 157 (62.5%) participants were not knowing about factors which contribute to the onset of rheumatoid arthritis. We observed that, on the basis of responses to the relevant questions, only 4 (1.6%) participants were considered fully aware. Conclusion: We observed lack of knowledge in majority of the participants presenting with arthralgia. The public awareness and education through different vertical programs as well as through social media in the country which can play very important role. Bangladesh Journal of Medical Science Vol.18(4) 2019 p.808-813

The study aimed at exploring the different types of punctuation errors made by students in their writings, the reasons behind these errors, and the reasons behind the differences in the frequency of punctuation errors made by students from two different sets of universities, with one set belonging to backward areas and the other set to well-developed areas. The universities selected from the backward areas were Kohat University of Science and Technology (KUST) Kohat, University of Malakand (UoM), Shaheed Benazir Bhutto University (SBBU), Sheringal University (SU) and Khushal Khan Khattak University (KKKU), Karak and the universities selected from developed areas were National University of Modern Languages, (NUML) Islamabad, International Islamic University (IIU), Islamabad, University of Sargodha (UoS) and Gomal University(GU), Dera Ismail Khan. The study used Corder (1975)’s Error Analysis approach for analysing the errors. The study used mixed-method research design. The sample included a total of 200 students, out of which 25 students were selected from each university through simple random sampling technique. Test and interviews were used as instruments for data collection. For the identification of punctuation errors, the students were made to take a punctuation test. A probe was made into the possible reasons behind the punctuation errors by interviewing the students. The data collected was analysed by using content analysis technique. The study revealed that the most frequent errors were errors related to comma, apostrophe, and capitalization. The analysis of the interviews showed that the lack of practice on punctuation marks, lack of teaching punctuation within context, lack of checking of punctuation errors and lack of error corrective feedback on the punctuation errors were the major reasons behind the differences in the frequency of punctuation errors.

Anita Mazumdar Desai occupies a much privileged place in the Indian Writing in English. She is known as an acclaimed Indian woman novelist who deals with the psychological problems of her women characters. She was born in 24 June 1937 in Mussoorie. Her father D.N. Majumdar was a Bengali businessman and her mother Toni Nime was a German immigrant. Anita Desai is working as Emeritus John E. Buchard Professor of Humanities at the Massachusetts Institute of Technology. Anita Desai got a congenial environment to learn different languages in her own home and neighbourhood. She learnt Hindi from her neighbourhood. They used to speak German, Bengali, Urdu and English at their home. She learnt English at her school. She attended Queens Mary Higher Senior Secondary School in Delhi and she did her B.A. in 1957 from the Miranda House of the University of Delhi. So far is Anita Desai literary career is concerned, she wrote her first novel Cry, the Peacock in 1963. With the help of P. Lal, they founded the publishing firm Writers Workshop. Clear Light of Day (1980) is her most autobiographical work. Her novel In Custody was enlisted for the Booker Prize. She became a creative writing teacher at Massachusetts Institute of Technology in 1993. When she published her novel Fasting Feasting and it won the Booker Prize in 1999, she came to the limelight. She was shortlisted for the Booker Prize three times in 1980, 1984 and 1999 for her novels Clear Light of Day (1980), In Custody (1984) and Fasting Feasting (1999) respectively. She received Padma Bhushan in 2014 also. She has received Sahitya Akademi Award in 1937 for her well-known novel Fire on the Mountain. The present paper analyses the central female protagonist Maya’s materialistic pursuits which turn in a great catastrophe for her in the novel Cry, the Peacock.

A different name than English literature, ‘Anglo-Indian Literature’, was given to the body of literature in English that emerged on account of the British interaction with India unlike the case with their interaction with America or Australia or New Zealand. Even the Indians’ contributions (translations as well as creative pieces in English) were classed under the caption ‘Anglo-Indian’ initially but later a different name, ‘Indo-Anglian’, was conceived for the growing variety and volume of writings in English by the Indians. However, unlike the former the latter has not found a favour with the compilers of English dictionaries. With the passage of time the fine line of demarcation drawn on the basis of subject matter and author’s point of view has disappeared and currently even Anglo-Indians’ writings are classed as ‘Indo-Anglian’. Besides contemplating on various connotations of the term ‘Indo-Anglian’ the article discusses the related issues such as: the etymology of the term, fixing the name of its coiner and the date of its first use. In contrast to the opinions of the historians and critics like K R S Iyengar, G P Sarma, M K Naik, Daniela Rogobete, Sachidananda Mohanty, Dilip Chatterjee and Gayatri Chakravorty Spivak it has been brought to light that the term ‘Indo-Anglian’ was first used in 1880 by James Payn to refer to the Indians’ writings in English rather pejoratively. However, Iyengar used it in a positive sense though he himself gave it up soon. The reasons for the wide acceptance of the term, sometimes also for the authors of the sub-continent, by the members of academia all over the world, despite its rejection by Sahitya Akademi (the national body of letters in India), have also been contemplated on. References Alphonso-Karkala, John B. (1970). Indo-English Literature in the Nineteenth Century, Mysore: Literary Half-yearly, University of Mysore, University of Mysore Press. Amanuddin, Syed. (2016 [1990]). “Don’t Call Me Indo-Anglian”. C. D. Narasimhaiah (Ed.), An Anthology of Commonwealth Poetry. Bengaluru: Trinity Press. B A (Compiler). (1883). Indo-Anglian Literature. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: https://books.google.co.in/books?id=rByZ2RcSBTMC&pg=PA1&source= gbs_selected_pages&cad=3#v=onepage&q&f=false ---. (1887). “Indo-Anglian Literature”. 2nd Issue. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: http://www.jstor.org/stable/60238178 Basham, A L. (1981[1954]). The Wonder That Was India: A Survey of the History and Culture of the Indian Sub-Continent before the Coming of the Muslims. Indian Rpt, Calcutta: Rupa. PDF. Retrieved from: https://archive.org/details/TheWonderThatWasIndiaByALBasham Bhushan, V N. (1945). The Peacock Lute. Bomaby: Padma Publications Ltd. Bhushan, V N. (1945). The Moving Finger. Bomaby: Padma Publications Ltd. Boria, Cavellay. (1807). “Account of the Jains, Collected from a Priest of this Sect; at Mudgeri: Translated by Cavelly Boria, Brahmen; for Major C. Mackenzie”. Asiatick Researches: Or Transactions of the Society; Instituted In Bengal, For Enquiring Into The History And Antiquities, the Arts, Sciences, and Literature, of Asia, 9, 244-286. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.104510 Chamber’s Twentieth Century Dictionary [The]. (1971). Bombay et al: Allied Publishers. Print. Chatterjee, Dilip Kumar. (1989). Cousins and Sri Aurobindo: A Study in Literary Influence, Journal of South Asian Literature, 24(1), 114-123. Retrieved from: http://www.jstor.org/ stable/40873985. Chattopadhyay, Dilip Kumar. (1988). A Study of the Works of James Henry Cousins (1873-1956) in the Light of the Theosophical Movement in India and the West. Unpublished PhD dissertation. Burdwan: The University of Burdwan. PDF. Retrieved from: http://ir.inflibnet. ac.in:8080/jspui/bitstream/10603/68500/9/09_chapter%205.pdf. Cobuild English Language Dictionary. (1989 [1987]). rpt. London and Glasgow. Collins Cobuild Advanced Illustrated Dictionary. (2010). rpt. Glasgow: Harper Collins. Print. Concise Oxford English Dictionary [The]. (1961 [1951]). H. W. Fowler and F. G. Fowler. (Eds.) Oxford: Clarendon Press. 4th ed. Cousins, James H. (1921). Modern English Poetry: Its Characteristics and Tendencies. Madras: Ganesh & Co. n. d., Preface is dated April, 1921. PDF. Retrieved from: http://hdl.handle.net/ 2027/uc1.$b683874 ---. (1919) New Ways in English Literature. Madras: Ganesh & Co. 2nd edition. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.31747 ---. (1918). The Renaissance in India. Madras: Madras: Ganesh & Co., n. d., Preface is dated June 1918. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.203914 Das, Sisir Kumar. (1991). History of Indian Literature. Vol. 1. New Delhi: Sahitya Akademi. Encarta World English Dictionary. (1999). London: Bloomsbury. Gandhi, M K. (1938 [1909]). Hind Swaraj Tr. M K Gandhi. Ahmedabad: Navajivan Publishing House. PDF. Retrieved from: www.mkgandhi.org/ebks/hind_swaraj.pdf. Gokak, V K. (n.d.). English in India: Its Present and Future. Bombay et al: Asia Publishing House. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.460832 Goodwin, Gwendoline (Ed.). (1927). Anthology of Modern Indian Poetry, London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.176578 Guptara, Prabhu S. (1986). Review of Indian Literature in English, 1827-1979: A Guide to Information Sources. The Yearbook of English Studies, 16 (1986): 311–13. PDF. Retrieved from: https://www.jstor.org/stable/3507834 Iyengar, K R Srinivasa. (1945). Indian Contribution to English Literature [The]. Bombay: Karnatak Publishing House. PDF. Retrieved from: https://archive.org/details/ indiancontributi030041mbp ---. (2013 [1962]). Indian Writing in English. New Delhi: Sterling. ---. (1943). Indo-Anglian Literature. Bombay: PEN & International Book House. PDF. Retrieved from: https://archive.org/details/IndoAnglianLiterature Longman Dictionary of Contemporary English. (2003). Essex: Pearson. Lyall, Alfred Comyn. (1915). The Anglo-Indian Novelist. Studies in Literature and History. London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet. dli.2015.94619 Macaulay T. B. (1835). Minute on Indian Education dated the 2nd February 1835. HTML. Retrieved from: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/ txt_minute_education_1835.html Mehrotra, Arvind Krishna. (2003). An Illustrated History of Indian Literature in English. Delhi: Permanent Black. ---. (2003[1992]). The Oxford India Anthology of Twelve Modern Indian Poets. New Delhi: Oxford U P. Minocherhomji, Roshan Nadirsha. (1945). Indian Writers of Fiction in English. Bombay: U of Bombay. Modak, Cyril (Editor). (1938). The Indian Gateway to Poetry (Poetry in English), Calcutta: Longmans, Green. PDF. Retrieved from http://en.booksee.org/book/2266726 Mohanty, Sachidananda. (2013). “An ‘Indo-Anglian’ Legacy”. The Hindu. July 20, 2013. Web. Retrieved from: http://www.thehindu.com/features/magazine/an-indoanglian-legacy/article 4927193.ece Mukherjee, Sujit. (1968). Indo-English Literature: An Essay in Definition, Critical Essays on Indian Writing in English. Eds. M. K. Naik, G. S. Amur and S. K. Desai. Dharwad: Karnatak University. Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt.New Shorter Oxford English Dictionary on Historical Principles [The], (1993). Ed. Lesley Brown, Vol. 1, Oxford: Clarendon Press.Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt. Oaten, Edward Farley. (1953 [1916]). Anglo-Indian Literature. In: Cambridge History of English Literature, Vol. 14, (pp. 331-342). A C Award and A R Waller, (Eds). Rpt. ---. (1908). A Sketch of Anglo-Indian Literature, London: Kegan Paul. PDF. Retrieved from: https://ia600303.us.archive.org/0/items/sketchofangloind00oateuoft/sketchofangloind00oateuoft.pdf) Advanced Learner’s Dictionary of Current English. (1979 [1974]). A. S. Hornby (Ed). : Oxford UP, 3rd ed. Oxford English Dictionary [The]. Vol. 7. (1991[1989]). J. A. Simpson and E. S. C. Weiner, (Eds.). Oxford: Clarendon Press, 2nd ed. Pai, Sajith. (2018). Indo-Anglians: The newest and fastest-growing caste in India. Web. Retrieved from: https://scroll.in/magazine/867130/indo-anglians-the-newest-and-fastest-growing-caste-in-india Pandia, Mahendra Navansuklal. (1950). The Indo-Anglian Novels as a Social Document. Bombay: U Press. Payn, James. (1880). An Indo-Anglian Poet, The Gentleman’s Magazine, 246(1791):370-375. PDF. Retrieved from: https://archive.org/stream/gentlemansmagaz11unkngoog#page/ n382/mode/2up. ---. (1880). An Indo-Anglian Poet, Littell’s Living Age (1844-1896), 145(1868): 49-52. PDF. Retrieved from: https://archive.org/stream/livingage18projgoog/livingage18projgoog_ djvu.txt. Rai, Saritha. (2012). India’s New ‘English Only’ Generation. Retrieved from: https://india.blogs.nytimes.com/2012/06/01/indias-new-english-only-generation/ Raizada, Harish. (1978). The Lotus and the Rose: Indian Fiction in English (1850-1947). Aligarh: The Arts Faculty. Rajan, P K. (2006). Indian English literature: Changing traditions. Littcrit. 32(1-2), 11-23. Rao, Raja. (2005 [1938]). Kanthapura. New Delhi: Oxford UP. Rogobete, Daniela. (2015). Global versus Glocal Dimensions of the Post-1981 Indian English Novel. Portal Journal of Multidisciplinary International Studies, 12(1). Retrieved from: http://epress.lib.uts.edu.au/journals/index.php/portal/article/view/4378/4589. Rushdie, Salman & Elizabeth West. (Eds.) (1997). The Vintage Book of Indian Writing 1947 – 1997. London: Vintage. Sampson, George. (1959 [1941]). Concise Cambridge History of English Literature [The]. Cambridge: UP. Retrieved from: https://archive.org/details/in.ernet.dli.2015.18336. Sarma, Gobinda Prasad. (1990). Nationalism in Indo-Anglian Fiction. New Delhi: Sterling. Singh, Kh. Kunjo. (2002). The Fiction of Bhabani Bhattacharya. New Delhi: Atlantic Publishers and Distributors. Spivak, Gayatri Chakravorty. (2012). How to Read a ‘Culturally Different’ Book. An Aesthetic Education in the Era of Globalization, Cambridge, Mass: Harvard University Press. Sturgeon, Mary C. (1916). Studies of Contemporary Poets, London: George G Hard & Co., Retrieved from: https://archive.org/details/in.ernet.dli.2015.95728. Thomson, W S (Ed). (1876). Anglo-Indian Prize Poems, Native and English Writers, In: Commemoration of the Visit of His Royal Highness the Prince of Wales to India. London: Hamilton, Adams & Co., Retrieved from https://books.google.co.in/ books?id=QrwOAAAAQAAJ Wadia, A R. (1954). The Future of English. Bombay: Asia Publishing House. Wadia, B J. (1945). Foreword to K R Srinivasa Iyengar’s The Indian Contribution to English Literature. Bombay: Karnatak Publishing House. Retrieved from: https://archive.org/ details/indiancontributi030041mbp Webster's Encyclopedic Unabridged Dictionary of the English Language. (1989). New York: Portland House. Yule, H. and A C Burnell. (1903). Hobson-Jobson: A Glossary of Colloquial Anglo-Indian Words and Phrases, and of Kindred Terms, Etymological, Historical, Geographical and Discursive. W. Crooke, Ed. London: J. Murray. 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<p>Hindu in Bali is never apart from ceremony. Everything they do are always relates to ceremony. Ceremony is one of the way how Balinese people stay close to the God (Tuhan Hyang Maha Esa). From thousands of ceremony in Bali, in this thesis, I am discussing further about ‘Patiwangi Ceremoney’. Although this ceremony has been banned from the government’s regulations known as DPRD dated on 1951. However, in some village in Bali there are still exists. One of them is in Village of Sidan, Gianyar regency. In deeper meaning some people thought that ‘Patiwangi’ ceremony is related to gender inequality. This is the basis of writing a thesis title ‘Patiwangi Ceremony in village of Sidan, Gianyar Regency, (Gender Education Perspective).</p><p>In this study, I am discussing 3 contributor factors. 1. How forms Patiwangi ceremony in village of Sidan District of Gianyar? 2. What is the function of Patiwangi ceremony in village of Sidan District of Gianyar? 3. What is the implication Patiwangi ceremony on gender education perspective in village of Sidan District of Gianyar?</p><p>In this thesis, four theoretical concepts are used to answer the problem. The theory of interactionism symbol which is used to analyst form of Patiwangi ceremony, Structural Functional Theory to analyst the function of Patiwangi ceremony, Behaviorism Theory and Gender Theory to analyst the implications of gender education perspective of Patiwangi ceremony. This research conducted in village of Sidan, Gianyar regency. This thesis is qualitative research, using the data collection techniques such as; observation, interviews, documentation, literature, informant determination analysis by purposive sampling and data analysis with qualitative descriptive<em>.</em></p><p><em></em>From the qualitative descriptive data analysis obtained the following results, 1. Patiwangi ceremony can be explained through the married and ceremony process. Process Patiwangi marriage performed without making a proposal to the bride’s parents. This system called ‘Kawin Lari. The groom will arrange the place to meet the bride without parents’permission. From the bride's family, parents will then come to groom’s house to ascertain that their daughter actually married to the men according to the letter sent. After that the groom’s family will telling that their daughter will have the married ceremony based on a good day which is pointed by high prize in Bali called ‘Pinandita’. The proses Patiwangi ceremony will begin with ‘matur piuning’or asking permission to the God of the sun ‘Sanggah Surya’. The bride is praying in front of the temple (Sanggah Surya) while the groom is sitting on the chair waiting for her. After finish, the bride will stand up and the families of the groom will start pouring yellow rice, old Chinese money as a symbol of happiness and prosperity. The families also will throw red ‘Endong’ leafs as a symbol of purification and eliminate the evil spirit. The ceremony will end with spring of holy water to the bride by the prize (Pinandita).2).The Functions of Patiwangi ceremony, a). Purification, this can be seen from the ornaments of the Patiwangi ceremony such as; yellow rice, old Chinese money and the red ‘Endong’leafs as a symbol of the God of Brahma, which is purifying the bride from ‘Leteh, Cuntaka, and Evil Spirit. Hence, married within different kast in Bali without Patiwangi ceremony can cause unhappiness. b). Balance, this can be seen from the ceremony itself which is offered to the God as a witness in spiritual, human as a witness in unspiritual and evil spirit ( Bhuta Kala) as a witness in devil’s side. The purpose is that after married the bride and groom will get harmonization and balance in life.3). The implication of Patiwangi ceremony, a). Social implication includes changing in social status, parent’s status, and the relationship between both families and also the farewell ceremony. b). psychology implication only happen to the bride, since she is leaving the kasta that she has and followed the groom’s kasta.</p><p>As per the implication Patiwangi ceremony on gender education perspective, it will be seen on social gap such as; 1). Naming on parents from ‘Biang’ become ‘Dubiang’ and ‘Aji’ become ‘Duaji’. 2). Naming on bride from ‘Dewa Ayu’ become ‘Ayu’. 3). The relationship of the bride and parents are no longer as a biological parents, since she has been married with called ‘Nyerod’ in Balinese language.4). On the farewell ceremony, if one of the parents died, the bride is not allowed to pray if she is pregnant.</p>

Health system should be supported by health research to deliver quality, accountable, equitable, fairer, better health care to target population.1 Earlier; defenseless people like prisoners, soldiers, poor and mentally ill along with animals were subjected to medical research without taking consent. As time pass by, new emerging health problems, shifting of epidemiological trends in disease patterns, rapid increase in population, new and emerging health problems, increasing commercial interests of private health sector and shrinking resources all contribute in inequity to health care.2 Hence it is extremely important that research addresses priorities and focuses on the most important health issues and conditions. Research must serve as a driver for health system, policies and practice. For this to happen, the health research systems should be fully accountable for sake of transparency and also have to be capable of delivering the desired returns. We are fortune to take benefit from documented experiences from history. The main goal of medical research article is to share one’s valuable experience so as to contribute to the progress of science.3 Conducting a medical research and publishing it in a medical journal, is sharing an important knowledge and experience to the world. A physician from one part of the world may have significant load of certain disease and sharing management experience in that particular disease may help doctors of other part of the world treat such kind of patient. Furthermore, author may also have individual benefits, like higher positions in academic hierarchy.4 The Journal of the institution reflects the academics wealth of the institute. Earlier, only few used to grab opportunities for professional growth via publication, majority of them suffer to lack of publication culture in the institution resulting in fossilization of their professional caliber.5 In developing countries like ours, to do quality medical research is often difficult. Furthermore, getting the article published in medical journal is another challenge. Leading international medical journals underreport on health research priorities for developing countries because of improper material, methods quality. Many factors play role in the paucity of inclusion of research papers from developing countries. Lack of resources like funding, proper man power and less access to scientific literature in similar setting leading to poor research output, faulty manuscript preparation and language proficiency may be the common problems. Inadequate laboratory facilities and training may be the other cause. Hence, researchers in developing countries should be supported and encouraged to produce material of the quality by proper guidance and required trainings. Open access journal is the window to the research world. It is one of the tools to increase publications. These journals facilitate the publication of local research output and may play defining role in helping researcher to improve their publication records, and make it accessible to other researchers. This type of open access journal is an important entity in national publishing that will hopefully gain broader prominence as awareness increases and the above efforts are implemented. To make our journal an index and of international stature is strenuous but with the help from our fraternity, we will surely reach the goal soon. Our journal will surely serve as a medium to access information, updated knowledge and a symbol of ideal journal in Nepal. This journal is the result of hard work, dedication and sacrifice. We apologize for taking this extra long time to publish but as they say ‘good things come to those who wait’ we proudly present you our journal, our masterpiece. No one is to be blamed for the delay of this process. Working with teachers, selecting experts for review, suggesting authors, verifying manuscripts, editing and proof reading was an arduous job but was done meticulously. We run out of words to express our gratitude to the reviewers who reviewed and upgraded the journal’s contents. It is very hard to imagine this journal with their crucial help and guidance. We apologize for not being able to incorporate all the articles due to some academic standards and expectations. I would also like to take this opportunity to thank Dr. Angel Magar, without whom this journal would be impossible. His valuable guidence help us shape the journal. We shall forever the indebted to him for his support. Dr. Bibek Rajbhandari is another individual we need to thank. His hard work and dedication can be seen in our journal. We are grateful for his help and support. We appreciate everything he has done selflessly and for the betterment of the journal. We would like to acknowledge Dr. Krishna Rana (JNMA Assistant Editor) and JNMA Trainees (Asmita Neupane, Rakshya Pandey, Suzit Bhusal, Suraj Shrestha, Nabin Sundas, Prastuti Shrestha, Riyaz Shrestha, Prabha Bhandari, Nita Lohala, Samiksha Lamichhane, Sushmita Bhattarai, Laxman Aryal, Barsha Karki and Kajol Ghimire, Sushil Dahal, Shraddha Bhattarai) for the consistent support during the phase of publication. REFERENCES Inis C. The WHO Strategy on research for Health. France:WHO,2012. Santosa A, Wall S,Fottrell E,Hogberg U, Byass P.The Deveopment and experience of epidemological transition theory over four decades: a systematic review. Glob Health Action.2014;7:10. Mohmoud F, Mohamed F. A practical guide for health researchers. Eastern Mediteranean:WHO Regional Publications, 2004. Clauset A, Arbesmans, Larremore D. Systematic inequtiy and hierarcy i faculty hiring networks. Sci.Adv.2015;1:e 1400005. Koul B, Kanwar A (ed.). Toward a Culture of Quality. Vancouver:Common Wealth of Learning, 2006.

This paper discussed about the trends and development Institutional Repository (IR) in south Asian countries. And it further deals about the name of the repositories, size, type, content and languages and various software. South Asian countries like India, Pakistan, Nepal, Bangladesh and Sri Lanka have institutional repositories in their respective libraries but Bhutan and Maldives are not having any repositories. Among the 75 institutional repositories it has 3, 46,785 records which consists of 321435(92.69%) records in India, 8540 (2.46%) in Bangladesh, 10027(2.89%) records in Pakistan, 6688(1.93%) records in Sri Lanka and 95(0.03%) records in Nepal.

Mathematical word problems are part of the school curriculum and are taught at all levels of education in Bhutan. However, it poses difficulties for many students because of the complexity of the solution process. There are various factors that affect students’ ability to solve mathematical word problems. Hence, this study was conducted to investigate the factors affecting Bhutanese secondary school students' ability to solve mathematical word problems. This study employed a qualitative case study approach. Data was collected through semi-structured interviews, classroom observations, and document analysis. Four mathematics teachers and four students were selected as participants based on purposive sampling. The data were analyzed using thematic analysis. The findings revealed that factors such as language proficiency, reading skills, and contextual understanding affect students' ability in solving mathematical word problems. Moreover, the language proficiency of students, as well as teachers, was the most important factor for solving mathematical word problems. The study recommends the Ministry of Education places more importance on reading activities across schools in Bhutan to enhance language proficiency.

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

This paper reports the findings from an action research on effect of teaching how to find research topic to the undergraduate students’ interest and motivation in learning research. The action research employing mixed methods approach was conducted on 95 first year Bachelor of Bhutan and Himalayan Studies (BHS) students taking research methods course at the College of Language and Culture Studies, Royal University of Bhutan. Baseline data were collected using self-developed questionnaire (N=95), focus group interview (N=6) and four experts’ rating on students’ research topics. Intervention strategies to find research topic were adapted from Bui [1] and Lester and Lester Jr.’s [2] framework and implemented to enable students to speculate, frame and evaluate their research topic. After three weeks of intervention, a post-intervention data were collected employing same procedures and tools as the pre-survey data were collected. Further, to validate the findings, researcher added field notes from the observation during implementing the intervention. Findings showed that intervention strategies have made an impact on students’ ability to find research topic, which in turn indicated that students interest and motivation towards research learning augmented. Recommendations to fortify students’ research learning experience and need for future research are also provided.

This study aimed to examine the job crafting practice among the lecturers of College of Language and Culture Studies (CLCS), Bhutan. The study applied quantitative research approach and used Slemp and Vella-Brodrick’s [1] Job Crafting Questionnaire to collect data. The data were collected from 42 lecturers (Male=35 and Female=7) of the college, and analyzed using SPSS to calculate descriptive analysis, frequency, mean and standard deviation. The findings showed that the participants of this study were highly engaged in job crafting. Of three forms of job crafting, relational crafting, cognitive crafting and task crafting, the findings suggested that participants were most likely to be engaged in relational crafting. Further, the findings showed that the lecturers who lacked job resources engaged more in job crafting. Also, it was found that while the gender does not influence job crafting practice, the demographic factor such as participants’ qualification and number of years in the job seem to be affecting their job crafting practice. The study has drawn some strategic implication for employee engagement and wellbeing enhancement.

This article aims at describing the communication strategy used by Madurese ethnic members in Tapal Kuda regions in bhâkalan process. For this aim, the linguistic approach was used in this research. The data were collected with participatory observation such as interview, recording, and documentary study. The collected data were then transcripted into the written data and analyzed using discourse analysis with pragmatic concept. The research result indicated that Madurese language (ML) used in bhâkalan process constitutes ML variation of èngghi-enten (ML È-E) ,èngghi-bhunten (ML È-B), and ênja’-iya (ML Ê-I). The rhetorical style used in bhâkalan process is indirect rhetorical style, that is figurative language. Pangadâ’ (delegation) is compared to vegetation, animal, and wind. Language variation (as politeness form) and rhetorical style are used as communication strategy in bhâkalan process.