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Where can i watch magical girl lyrical nanoha strikers english dub online?

id like to know please


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the_katykat


Best Answer: 
http://www.watchcartoononline.com/magical-girl-lyrical-nanoha-episode-1

I also go to www.animefreak.tv for most of my anime things.

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  • garon

    Magical Girl Lyrical Nanoha Episode 1
    Source(s):
    https://shrink.im/a045p

    garon
    · 2 years ago

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  • Ronald

    This Site Might Help You.

    RE:
    where can i watch magical girl lyrical nanoha strikers english dub online?
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    · 3 years ago

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  • Ariel Schnee

    They havent made a dub yet dude.

    Ariel Schnee
    · 5 years ago

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May 9, 2018

CPS High Schools Named Among Best In The Nation By U.S. News & World Report

High schools from the north, south and west sides of Chicago recognized as the best in Illinois
Mayor’s Press Office    312.744.3334
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Mayor Rahm Emanuel today joined Chicago Public Schools to celebrate the schools named to the 2018 Best High Schools list by U.S. News & World Report, the global authority in education rankings. The top nine CPS schools landed in the top eleven rankings in Illinois and top four hundred in the nation.

Mayor Rahm Emanuel, CPS CEO Dr. Janice K. Jackson and Board of Education President Frank M. Clark said in a joint statement, “These rankings are another deserved recognition for the hard-working students and dedicated teachers, principals and families at Chicago Public Schools. It is significant, yet not surprising, that CPS represents most of the best schools in Illinois and is among the ranks of the greatest schools in the country. These schools represent just a sampling of the many high quality schools that are raising the bar for success and leading education experts across the nation to take notice of Chicago’s progress.”

The top rankings among CPS schools include:

  • Walter Payton College Preparatory High School: 1st in Illinois, 52nd in the nation
  • Northside College Preparatory High School: 2nd in Illinois, 82nd in the nation
  • Lane Technical College Prep High School: 3rd in Illinois, 112th in the nation
  • Phoenix Military Academy High School: 4th in Illinois, 122nd in the nation
  • Jones College Prep High School 5th in Illinois, 124th in the nation
  • Whitney M. Young Magnet High School: 6th in Illinois, 140th in the nation
  • Lincoln Park High School: 9th in Illinois, 324th in the nation
  • Gwendolyn Brooks College Prepatory Academy: 10th in Illinois, 345th in the nation
  • Lindblom Math and Science Academy: 11th in Illinois, 395th in the nation

A total of twenty-two CPS high schools are among the top 100 across Illinois. The full list of the 2018 Best High Schools can be found at  https://www.usnews.com/education/best-high-schools .   

The increased number of CPS schools represented on this year’s rankings demonstrated that Chicago’s continued investments in schools has accelerated Chicago students’ nationally-recognized progress and created new opportunities for students in every neighborhood. Next year, more than 5,000 additional students will have the opportunity to learn in proven, high-quality academic settings including at International Baccalaureate (IB) Early College STEM (Science Technology Math and Engineering) programs, and in military, magnet and classical schools. 

Expanding academic programming including IB and STEM helps students get college and career credit while they’re still in high school, which moves the district closer to Mayor Emanuel’s goal of 50 percent of graduating seniors earning college and career credit by 2019. Last year, more than 43 percent of CPS graduates earned one or more college or career credentials through IB, AP, dual enrollment and other rigorous programs – representing a 39 percent increase since 2014.

These rankings also reaffirm what researchers from leading universities have found: CPS students are making durable progress that is an example for other urban districts around the country. Earlier this school year, groundbreaking research from Stanford Professor Sean Reardon showed that CPS students gain six years of growth in just five years of school and are improving at a rate faster than 96 percent of school districts in the U.S. – across every racial and socioeconomic subgroup.

U.S. News & World Report publishes the Best High Schools list annually. The 2018 edition evaluated more than 20,500 public high schools nationwide to identify schools that best serve all of their students – including historically underserved populations – and assess the degree to which students are prepared for college-level coursework. These rankings emphasize student outcomes, incorporating data on graduation rates and state assessments. 

In 2017, a record 77.5 percent of CPS students earned a diploma – a 4-point gain and the highest year-over-year improvement in memory. The graduation rate has steadily risen by 36 percent since 2011 when just over half of CPS students earned a high school diploma. CPS continues to close in on the national graduation rate, with data showing a record 88.7 percent of freshmen are on-track to graduate, up more than 28 percent since 2011. The increase is driven by African-American and Hispanic students, who considerably narrowed the achievement gap.

Chicago Public Schools serves 371,000 students in 646 schools. It is the nation’s third-largest school district.  

 

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the three circles of english book

World Englishes

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This article is about the classification of Englishes around the world. For Global English or World English, see International English .
International Association for World Englishes

International Association for World Englishes

World Englishes is a term for emerging localized or indigenized varieties of English, especially varieties that have developed in territories influenced by the United Kingdom or the United States. The study of World Englishes consists of identifying varieties of English used in diverse sociolinguistic contexts globally and analyzing how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world.

The issue of World Englishes was first raised in 1978 to examine concepts of regional Englishes globally. Pragmatic factors such as appropriateness, comprehensibility and interpretability justified the use of English as an international and intra-national language. In 1988, at a Teachers of English to Speakers of Other Languages (TESOL) conference in Honolulu , Hawaii , the International Committee of the Study of World Englishes (ICWE) was formed. In 1992, the ICWE formally launched the International Association for World Englishes (IAWE) at a conference of “World Englishes Today”, at the University of Illinois , USA. [1] There is now an academic journal devoted to the study of this topic, titled World Englishes. [2]

Currently, there are approximately 75 territories where English is spoken either as a first language (L1) or as an unofficial or institutionalized second language (L2) in fields such as government, law and education. It is difficult to establish the total number of Englishes in the world, as new varieties of English are constantly being developed and discovered. [3]

Contents

  • 1 World English vs. World Englishes vs. Global Englishes
  • 2 Historical context
    • 2.1 History of English
    • 2.2 Global spread of English
  • 3 Classification of Englishes
    • 3.1 Kachru’s Three Circles of English
    • 3.2 Schneider’s Dynamic Model of Postcolonial Englishes
    • 3.3 Other models of classification
      • 3.3.1 Strevens’s world map of English
      • 3.3.2 McArthur’s circle of World English
      • 3.3.3 Görlach’s circle model of English
      • 3.3.4 Modiano’s model of English
  • 4 Variations and varieties
  • 5 The future of World Englishes
    • 5.1 English as the language of ‘others’
    • 5.2 A different world language
  • 6 See also
  • 7 References
  • 8 Further reading

World English vs. World Englishes vs. Global Englishes[ edit ]

The notions of World English and World Englishes are far from similar, although the terms are often mistakenly[ citation needed ] used interchangeably. World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world. Alternatively, the term Global Englishes has been used by scholars in the field to emphasise the more recent spread of English due to globalization , which has resulted in increased usage of English as a lingua franca . [4] [5]

Historical context[ edit ]

History of English[ edit ]

Main article: History of the English language

English is a West Germanic language that originated from the Anglo-Frisian dialects brought by Germanic invaders into Britain . Initially, Old English was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon kingdoms of England. Eventually, one of these dialects, Late West Saxon , came to dominate. [6]

The original Old English language was then influenced by two further waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 8th and 9th centuries; the second by the Normans in the 11th century , who spoke Old Norman and ultimately developed a Norman variety called Anglo-Norman . For two centuries after the Norman Conquest, French became the language of everyday life among the upper classes in England. Although the language of the masses remained English, the bilingual character of England in this period was thus formed. [6]

During the Middle English period, France and England experienced a process of separation. This period of conflicting interests and feelings of resentment was later termed the Hundred Years’ War . By the beginning of the 14th century, English had regained universal use and become the principal tongue of all England, but not without having undergone significant change. [6]

During the Renaissance , patriotic feelings regarding English brought about the recognition of English as the national language of England. The language was advocated as acceptable for learned and literary use. With the Great Vowel Shift , the language in this period matured to a standard and differed significantly from the Middle English period, becoming recognizably ” modern “. [7]

By the 18th century , three main forces were driving the direction of the English language: (1) to reduce the language to rule and effect a standard of correct usage; (2) to refine the language by removing supposed defects and introducing certain improvements; and (3) to fix English permanently in the desired form. This desire for system and regularity in the language contrasted with the individualism and spirit of independence characterized by the previous age. [6]

By the 19th century, the expansion of the British Empire , as well as global trade, had led to the spread of English around the world. The rising importance of some of England’s larger colonies and former colonies, such as the rapidly developing United States, enhanced the value of the English varieties spoken in these regions, encouraging the belief, among the local populations, that their distinct varieties of English should be granted equal standing with the standard of Great Britain . [6]

Global spread of English[ edit ]

The First dispersal
English is transported to the ‘new world’

The first diaspora involved relatively large-scale migrations of mother-tongue English speakers from England , Scotland and Ireland predominantly to North America and the Caribbean , Australia, South Africa and New Zealand. Over time, their own English dialects developed into modern American, Canadian, West Indian, South African, Australian, and New Zealand Englishes. In contrast to the English of Great Britain , the varieties spoken in modern North America and Caribbean, South Africa, Australia, and New Zealand have been modified in response to the changed and changing sociolinguistic contexts of the migrants, for example being in contact with indigenous Native American , Khoisan and Bantu , Aboriginal or Maori populations in the colonies. [8]

The Second dispersal
English is transported to Asia and Africa

The second diaspora was the result of the colonization of Asia and Africa, which led to the development of ‘ New Englishes ‘, the second-language varieties of English. In colonial Africa , the history of English is distinct between West and East Africa. English in West Africa began with trade. particularly the slave trade . English soon gained official status in what are today Gambia , Sierra Leone , Ghana , Nigeria and Cameroon , and some of the pidgin and creoles which developed from English contact, including Krio (Sierra Leone) and Cameroon Pidgin , have large numbers of speakers now.

As for East Africa , extensive British settlements were established in what are now Kenya , Uganda , Tanzania , Malawi , Zambia and Zimbabwe , where English became a crucial language of the government, education and the law. From the early 1960s, the six countries achieved independence in succession; but English remained the official language and had large numbers of second language speakers in Uganda, Zambia, Zimbabwe and Malawi (along with Chewa ).

English was formally introduced to the sub-continent of South Asia (India, Bangladesh , Pakistan , Sri Lanka , Nepal and Bhutan ) during the second half of the eighteenth century. In India, English was given status through the implementation of Macaulay ‘Minute’ of 1835, which proposed the introduction of an English educational system in India. [9] Over time, the process of ‘ Indianisation ‘ led to the development of a distinctive national character of English in the Indian sub-continent.

British influence in South-East Asia and the South Pacific began in the late eighteenth century, involving primarily the territories now known as Singapore , Malaysia and Hong Kong . Papua New Guinea , also a British protectorate , exemplified the English-based pidgin – Tok Pisin .

The Americans came late in South-East Asia but their influence spread like wildfire as their reforms on education in the Philippines progressed in their less than half a century colonization of the islands. English has been taught since the American period and is one of the official languages of the Philippines. Ever since English became the official language, a localized variety gradually emerged – Philippine English . Lately, linguist Wilkinson Daniel Wong Gonzales [10] argued that this variety has in itself more varieties, suggesting that we move towards Philippine Englishes [11] paradigm to progress further in Schneider’s dynamic model after gathering evidences of such happening. [12]

Nowadays, English is also learnt in other countries in neighbouring areas, most notably in Taiwan , Japan and Korea , with the latter two having begun to consider the possibility of making English their official second language. [8]

Classification of Englishes[ edit ]

The spread of English around the world is often discussed in terms of three distinct groups of users, where English is used respectively as: [13]

  1. a native language (ENL); the primary language of the majority population of a country, such as in the United States, the United Kingdom and Australia.
  2. a second language (ESL); an additional language for intranational as well as international communication in communities that are multilingual , such as in India, Nigeria , and Singapore . Most of these Englishes developed as a result of imperial expansion that brought the language to various parts of the world.
  3. a foreign language (EFL); used almost exclusively for international communication, such as in Japan.

Kachru’s Three Circles of English[ edit ]

Braj Kachru's Three Circles of English

Braj Kachru’s Three Circles of English.

The most influential model of the spread of English is Braj Kachru ‘s model of World Englishes. In this model the diffusion of English is captured in terms of three Concentric Circles of the language: The Inner Circle, the Outer Circle, and the Expanding Circle. [14]

The Inner Circle refers to English as it originally took shape and was spread across the world in the first diaspora . In this transplantation of English, speakers from England carried the language to Australia, New Zealand and North America. The Inner Circle thus represents the traditional historical and sociolinguistic bases of English in regions where it is now used as a primary language: the United Kingdom, the United States, Australia, New Zealand, Ireland, anglophone Canada and South Africa , and some of the Caribbean territories. English is the native language or mother tongue of most people in these countries. The total number of English speakers in the inner circle is as high as 380 million, of whom some 120 million are outside the United States.

The Outer Circle of English was produced by the second diaspora of English, which spread the language through imperial expansion by Great Britain in Asia and Africa . In these regions, English is not the native tongue, but serves as a useful lingua franca between ethnic and language groups. Higher education, the legislature and judiciary , national commerce and so on may all be carried out predominantly in English. This circle includes India , Nigeria , Bangladesh , Pakistan , Malaysia , Tanzania , Kenya , non-Anglophone South Africa , the Philippines (colonized by the US) and others. The total number of English speakers in the outer circle is estimated to range from 150 million to 300 million. [15] Singapore , while in the Outer Circle, may be drifting into the Inner Circle as English becomes more often used as a home language (see Languages of Singapore ), much as Ireland did earlier. Countries where most people speak an English-based creole and retain standard English for official purposes, such as Jamaica and Papua New Guinea , are also in the Outer Circle.

Finally, the Expanding Circle encompasses countries where English plays no historical or governmental role, but where it is nevertheless widely used as a medium of international communication. This includes much of the rest of the world’s population not categorized above, including territories such as China, Russia, Japan, non-Anglophone Europe (especially the Netherlands and Nordic countries ), South Korea , Egypt and Indonesia . The total in this expanding circle is the most difficult to estimate, especially because English may be employed for specific, limited purposes, usually in a business context. The estimates of these users range from 100 million to one billion.

The inner circle (UK, US etc.) is ‘norm-providing’; that means that English language norms are developed in these countries. The outer circle (mainly New Commonwealth countries ) is ‘norm-developing’. The expanding circle (which includes much of the rest of the world) is ‘norm-dependent’, because it relies on the standards set by native speakers in the inner circle. [16]

Schneider’s Dynamic Model of Postcolonial Englishes[ edit ]

Main article: Schneider’s Dynamic Model

Edgar Werner Schneider tries to avoid a purely geographical and historical approach evident in the ‘circles’ models and incorporates sociolinguistic concepts pertaining to acts of identity . [17]
He outlines five characteristic stages in the spread of English:

Phase 1 – Foundation: This is the initial stage of the introduction of English to a new territory over an extended period of time. Two linguistic processes are operative at this stage: (a) language contact between English and indigenous languages ; (b) contact between different dialects of English of the settlers which eventually results in a new stable dialect (see koiné ). At this stage, bilingualism is marginal. A few members of the local populace may play an important role as interpreters, translators and guides. Borrowings are limited to lexical items; with local place names and terms for local fauna and flora being adopted by the English. [18]

Phase 2 – Exonormative stabilization: At this stage, the settler communities tend to stabilize politically under British rule. English increases in prominence and though the colloquial English is a colonial koiné , the speakers look to England for their formal norms. Local vocabulary continues to be adopted. Bilingualism increases amongst the indigenous population through education and increased contacts with English settlers. Knowledge of English becomes an asset, and a new indigenous elite develops. [18]

Phase 3 – Nativisation: According to Schneider, this is the stage at which a transition occurs as the English settler population starts to accept a new identity based on present and local realities, rather than sole allegiance to their ‘mother country’. By this time, the indigenous strand has also stabilized an L2 system that is a synthesis of substrate effects, interlanguage processes and features adopted from the settlers’ koiné English. Neologisms stabilize as English is made to adapt to local sociopolitical and cultural practices. [18]

Phase 4 – Endonormative stabilization: This stage is characterized by the gradual acceptance of local norms , supported by a new locally rooted linguistic self-confidence. By this time political events have made it clear that the settler and indigenous strands are inextricably bound in a sense of nationhood independent of Britain. Acceptance of local English(es) expresses this new identity . National dictionaries are enthusiastically supported, at least for new lexis (and not always for localized grammar). Literary creativity in local English begins to flourish. [19]

Phase 5 – Differentiation: At this stage there is a change in the dynamics of identity as the young nation sees itself as less defined by its differences from the former colonial power as a composite of subgroups defined on regional, social and ethnic lines. Coupled with the simple effects of time in effecting language change (with the aid of social differentiation ) the new English koiné starts to show greater differentiation. [19]

Other models of classification[ edit ]

Strevens’s world map of English[ edit ]

The oldest map of the spread of English is Strevens’s world map of English. His world map, even predating that of Kachru’s three circles, showed that since American English became a separate variety from British English, all subsequent Englishes have had affinities with either one or the other. [20]

McArthur’s circle of World English[ edit ]

McArthur’s “wheel model” has an idealized central variety called “World Standard English,” which is best represented by “written international English.” The next circle is made of regional standards or standards that are emerging. Finally, the outer layer consists of localized varieties which may have similarities with the regional standards or emerging standards.

Although the model is neat, it raises several problems. Firstly, the three different types of English — ENL, ESL and EFL , are conflated in the second circle. Secondly, the multitude of Englishes in Europe are also missing in this layer. Finally, the outside layer includes pidgins , creoles and L2 Englishes. Most scholars would argue that English pidgins and creoles do not belong to one family: rather they have overlapping multiple memberships. [21]

Görlach’s circle model of English[ edit ]

Manfred Görlach’s and McArthur’s models are reasonably similar. Both exclude English varieties in Europe. As Görlach does not include EFLs at all, his model is more consistent, though less comprehensive. Outside the circle are mixed varieties ( pidgins , creoles and mixed languages involving English), which are better categorized as having partial membership. [22]

Modiano’s model of English[ edit ]

In Modiano’s model of English, the center consists of users of English as an International Language, with a core set of features which are comprehensible to the majority of native and competent non-native speakers of English. The second circle consists of features which may become internationally common or may fall into obscurity. Finally, the outer area consists of five groups ( American English , British English , other major varieties, local varieties, foreign varieties) each with features peculiar to their own speech community and which are unlikely to be understood by most members of the other four groups. [23]

Variations and varieties[ edit ]

Main article: List of dialects of the English language

The World Englishes paradigm is not static, and neither are rapidly changing realities of language use worldwide. The use of English in the Outer and Expanding Circle societies (refer to Kachru’s Three Circles of English) continues its rapid spread, while at the same time new patterns of language contact and variety differentiation emerge. The different varieties range from English in the Inner circle societies such as the United States, Canada, South Africa , Australia and New Zealand, to the Outer circle post-colonial societies of Asia and Africa .
The World Englishes initiative, in recognizing and describing the New Englishes of the Caribbean , Africa and Asia , has been partly motivated by a consideration of the local linguistic factors and partly by a consideration of the wider cultural and political contexts of language acquisition and use. This, in turn, has involved the creative rewriting of discourses towards a recognition of pluralism and multiple possibilities for scholarship. The notion of varieties in this context is similarly dynamic, as new contexts, new realities, new discourses, and new varieties continue to emerge. [24]

The terms language and dialect are not easily defined concepts. It is often suggested that languages are autonomous , while dialects are heteronomous . It is also said that dialects, in contrast with languages, are mutually intelligible, though this is not always the case. Dialects are characteristically spoken, do not have a codified form and are used only in certain domains. [25]
In order to avoid the difficult dialect-language distinction, linguists tend to prefer a more neutral term, variety, which covers both concepts and is not clouded by popular usage. This term is generally used when discussing World Englishes.

The future of World Englishes[ edit ]

Two scenarios have been advanced about English’s future status as the major world language : it will ultimately fragment into a large number of mutually unintelligible varieties (in effect, languages ), or it will converge so that differences across groups of speakers are largely eliminated. [8]

English as the language of ‘others’[ edit ]

If English is, numerically speaking, the language of ‘others’, then the center of gravity of the language is almost certain to shift in the direction of the ‘others’. In the words of Widdowson , there is likely to be a paradigm shift from one of language distribution to one of language spread: [26]

When we talk about the spread of English, then, it is not that the conventionally coded forms and meanings are transmitted into different environments and different surroundings, and taken up and used by different groups of people. It is not a matter of the actual language being distributed but of the virtual language being spread and in the process being variously actualized. The distribution of the actual language implies adoption and conformity. The spread of virtual language implies adaptation and nonconformity. The two processes are quite different.

In this new paradigm, English spreads and adapts according to the linguistic and cultural preferences of its users in the Outer and Expanding circles (refer to Kachru’s Three Circles of English). However, if English is genuinely to become the language of ‘others’, then the ‘others’ have to be accorded – or perhaps more likely, accord themselves – at least the same English language rights as those claimed by mother-tongue speakers. [8] [27]

A different world language[ edit ]

The other potential shift in the linguistic center of gravity is that English could lose its international role altogether, or come to share it with a number of equals. Although this would not happen mainly as a result of native-speaker resistance to the spread of non-native speaker Englishes and the consequent abandoning of English by large numbers of non-native speakers, the latter could play a part. [8]

As evidence that English may eventually give way to another language (or languages) as the world’s lingua franca , David Crystal cites Internet data: [28]

When the internet started it was of course 100 percent English because of where it came from, but since the 1980s that status has started to fall away. By 1995, it was down to about 80 per cent present of English on the internet, and the current figures for 2001 are that it is hovering somewhere between 60 percent and 70 percent, with a significant drop likely over the next four or five years.

On the other hand, there are at least 1500 languages present on the internet now and that figure is likely to increase. Nevertheless, Crystal predicts that English will retain its dominant presence.

See also[ edit ]

  • Language shift
  • List of countries by English-speaking population
  • List of macaronic forms of English
  • List of English-based pidgins
  • Standard English
  • Vulgar Latin
  • Euro English

References[ edit ]

  1. ^ International Association of World Englishes [1] , Retrieved on 18 November 2010.
  2. ^ “World Englishes – Wiley Online Library” . onlinelibrary.wiley.com. Retrieved 2018-04-25. 
  3. ^ Crystal, D. (2007). English as a Global Language. Cambridge: Cambridge University Press
  4. ^ Galloway, N. & Rose, H. (2015). Introducing Global Englishes. Arbingdon, UK: Routledge
  5. ^ Paradowski, Michał B. “Barbara Seidlhofer: Understanding English as a Lingua Franca: A Complete Introduction to the Theoretical Nature and Practical Implications of English used as a Lingua Franca (Review article)” . 
  6. ^ a b c d e Baugh, A. C. and Cable. T. (1993). A History of the English Language. Routledge.
  7. ^ Stockwell, R. (2002). “How much shifting actually occurred in the historical English vowel shift?”, Minkova, Donka; Stockwell, Robert. Studies in the History of the English Language: A Millennial Perspective. Mouton de Gruyter.
  8. ^ a b c d e Jenkins, Jennifer . (2003). World Englishes: A Resource Book for Students. London and New York: Routledge.
  9. ^ Frances Pritchett. “Minute on Education (1835) by Thomas Babington Macaulay” . Columbia.edu. Retrieved 2010-11-17. 
  10. ^ “Wilkinson Daniel Wong Gonzales | Master of Arts, English Language and Linguistics | National University of Singapore, Singapore | NUS | Department of English Language & Literature | ResearchGate” . ResearchGate. Retrieved 2018-04-25. 
  11. ^ [ https://www.researchgate.net/publication/307896694_Philippine_Englishes_A_timely_or_premature_call “a to A��o Social Salesiana em rede… | Browse publications”]. ResearchGate. Retrieved 2018-04-25.  replacement character in |title= at position 7 ( help )
  12. ^ Villanueva, Rey John Castro (2016). The Features of Philippine English across Regions (Thesis). 
  13. ^ Jenkins, Jennifer (2006). World englishes : a resource book for studens (1. edition, 3. reprint ed.). London: Routledge. pp. 14–15. ISBN   0-415-25806-5 . 
  14. ^ Kachru, B. (1992). The Other Tongue: English across cultures. University of Illinois Press.
  15. ^ Kachru, Y. (2006). World Englishes in Asian Contexts. (Larry E. Smith Eds.) Hong Kong: Hong Kong University Press
  16. ^ Kachru, B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25: 1-14. Cambridge UP.
  17. ^ Le Page, R. B. and Tabouret-Keller, A. (1985). Acts of identity: Creole-based approaches to language and ethnicity. New York: Cambridge University Press.
  18. ^ a b c Schneider, E. W. (2007). Postcolonial English: Varieties around the world. Cambridge University Press.
  19. ^ a b Mesthrie, Rajend and Bhatt, Rakesh M. (2008). World Englishes: The Study of New Linguistic Varieties. Cambridge University Press.
  20. ^ Strevens, P. (1980). Teaching English as an International Language. Oxford: Pergamon Press.
  21. ^ McArthur, A. (1987). “The English Languages?” English Today: 11:9-13.
  22. ^ Görlach, M. (1990).Studies in the History of the English Language. Heidlberg: Carl Winter.
  23. ^ Modiano, M. (1999). “Standard English(es) and educational practices for the world’s lingua franca”. English Today: 15/4: 3-13.
  24. ^ Kachru, B. B., Kachru, Y. and Nelson, C. (2009). The Handbook of World Englishes. Wiley-Blackwell.
  25. ^ Melchers, G. and Shaw, P. (2003) World Englishes. The English Language Series. Department of English, Stockholm University, Sweden
  26. ^ Widdowson, H. G. (1997). “EIL, ESL, EFL: Global Issues and Local Interests”. World Englishes, 16: 135–146.
  27. ^ Paradowski, M.B. 2008, Apr. Winds of change in the English language – Air of peril for native speakers? Novitas-ROYAL (Research on Youth and Language) 2(1), 92–119. http://www.novitasroyal.org/paradowski.pdf However, it remains to be seen whether such a paradigm shift will take place.
  28. ^ Crystal, D. (2001) Language and the Internet. Cambridge UP.

Further reading[ edit ]

  • World Englishes ISSN   0883-2919
  • English World-Wide ISSN   0172-8865
  • English Today ISSN   0266-0784
  • Bolton, Kingsley; Braj B. Kachru (Eds.) (2006). World Englishes: Critical concepts in linguistics. London: Routledge. ISBN   0-415-31506-9
  • International Association of World Englishes

Retrieved from ” https://en.wikipedia.org/w/index.php?title=World_Englishes&oldid=845403131 ”
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      Central Baptist College Mustangs
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      barcelona middle school alumni

      American School of Barcelona

      From Wikipedia, the free encyclopedia

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      This article needs additional citations for verification . Please help improve this article by adding citations to reliable sources . Unsourced material may be challenged and removed. (July 2013) ( Learn how and when to remove this template message )
      American School of Barcelona
      Location
      American School of Barcelona is located in Catalonia

      American School of Barcelona
      American School of Barcelona

      Show map of Catalonia

      American School of Barcelona is located in Spain

      American School of Barcelona
      American School of Barcelona

      Show map of Spain

      Esplugues de Llobregat , Barcelona
      Catalonia
      Coordinates 41°23′01″N 2°05′04″E / 41.3837°N 2.0844°E / 41.3837; 2.0844 Coordinates : 41°23′01″N 2°05′04″E / 41.3837°N 2.0844°E / 41.3837; 2.0844
      Information
      Type International school
      Established1962
      Head of schoolMark Pingitore
      GradesK-12
      Enrollment852
      MascotIberian Lynx
      ECC PrincipalCristina Torrengo
      Elementary School PrincipalJohanna Cena
      Secondary School PrincipalBill Volchok
      Middle School PrincipalPaul Dean
      Website www.asbarcelona.com

      The American School of Barcelona (ASB) is an American international school in Esplugues de Llobregat , Catalonia , Spain , in the Barcelona metropolitan area . [1]

      Contents

      • 1 Overview
      • 2 Faculty
      • 3 Program
      • 4 Community and students
        • 4.1 Governance
        • 4.2 Academic calendar
      • 5 References
      • 6 External links

      Overview[ edit ]

      It was the first and largest trilingual school in the Barcelona area. The American School of Barcelona is a private, non-profit, coeducational day school serving students from 3-18 years old in the greater Barcelona metropolitan area. ASB offers a university preparatory curriculum which provides its graduates access to American, Spanish and international universities.

      ASB is accredited by the Middle States Association of Colleges and Schools and the International Baccalaureate Organization (IBO); is recognized in Spain as a Centro Extranjero (foreign school) by the Generalitat de Catalunya and the Spanish Ministry of Education; receives a grant from the US Department of State’s Office of Overseas Schools; belongs to the Mediterranean Association of International Schools (MAIS) and European Council of International Schools (ECIS) regional associations; participates in the Atlantic Mediterranean Activities Conference (AMAC), a regional sports league made up of schools from around the region; and has close ties with other international schools in Spain.

      All graduates earn an American diploma, while some choose to also pursue the Co-validation Program, which prepares them for Spanish university entrance exams. Most choose the IB Diploma Program, which grants them access to Spanish universities as well as to universities around the world. The school has scored above the IBDP world average every year since it started granting the diploma in 2009. ASB also recently passed, with very positive reviews, the IBO’s five year accreditation process.

      Faculty[ edit ]

      The ASB staff includes 91 faculty members (teachers and assistants), 10 support staff and 10 administrators. The approximate composition of faculty by nationality is:

       North American 60% British 10% Spanish 25% (Spanish teachers teach Spanish or Catalan) Other 5%

      More than half of the staff members have advanced degrees and faculty turnover is relatively low.

      Program[ edit ]

      The school curriculum is American-based. In upper level classes, and until this year, the school offered two curricular options: the Spanish national convalidation Selectividad program (which also granted the Spanish Diploma to students) or the American Diploma one. Starting the 07/08 academic year, ASB has also offered the International Baccalaureate ( IB Diploma ). It is one of the only that offers this diploma in Barcelona in English. The language of instruction is English, except for courses offered in Spanish or Catalan. Staff specialties range from Counseling to Learning Disabilities and the school offers many special programs and extracurricular activities: dance, drama, PE, newspaper, student council, community service, soccer, and basketball. Furthermore, it offers the following examinations: ISA, MAP, PSAT, Selectividad and IB.

      Community and students[ edit ]

      Current enrollment is 725 students. ASB students come from 45 countries, with the most represented being Spain, the US, the UK, France, Canada and the Netherlands. Composition by nationality is approximately:

       American 20% Spanish 35% International 45%

      Virtually all ASB graduates attend university following their graduation. Many are accepted into the top local programs such as ESADE, UAB, UB, UPF, UIC, European University and La Salle, while others have recently been accepted to universities abroad such as Oxford (UK), Rice, Clark, Georgia Tech, George Washington, SUNY Syracuse, RIT, Cornell, NYIT, Carnegie Mellon, Boston University, Brown, Bentley, Bryn Mawr, and Delft University (Netherlands).

      Governance[ edit ]

      The school is owned and operated by The American School of Barcelona, Fundación Privada. The Board of Trustees is made up of a mix of internal and external members of the community.

      Academic calendar[ edit ]

      The school year consists of 181 teacher contract days and 175 instructional days. Semester I is from August to December/January, and Semester II runs from January/February to June.

      References[ edit ]

      1. ^ ” Home .” American School of Barcelona. Retrieved on February 18, 2015. “Jaume Balmes, 7 08950 – Esplugues de Llobregat Barcelona – SPAIN”

      External links[ edit ]

      • American School of Barcelona website
      • v
      • t
      • e
      International schools in Catalonia
      Barcelona
      • Lycée Français de Barcelone
      • Istituto Italiano Statale Comprensivo di Barcellona
      • Escuela Suiza de Barcelona
      • St. Peter’s School
      • Benjamin Franklin International School
      Baix Llobregat
      • Lycée Français de Gavà Bon Soleil
      • German School of Barcelona
      • British School of Barcelona
      • American School of Barcelona
      Garraf
      • Lycée Français Bel Air
      Vallès Occidental
      • Japanese School in Barcelona

      Retrieved from ” https://en.wikipedia.org/w/index.php?title=American_School_of_Barcelona&oldid=818457444 ”
      Categories :

      • American international schools in Spain
      • Educational institutions established in 1962
      • Schools in the Province of Barcelona
      • International schools in Catalonia
      • Trilingual schools
      • Private schools in Spain
      Hidden categories:

      • Articles needing additional references from July 2013
      • All articles needing additional references
      • Coordinates on Wikidata

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            • This page was last edited on 3 January 2018, at 17:48 (UTC).
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              additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy . Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc. , a non-profit organization.
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            American School of Barcelona

            From Wikipedia, the free encyclopedia

            Jump to navigation
            Jump to search

            This article needs additional citations for verification . Please help improve this article by adding citations to reliable sources . Unsourced material may be challenged and removed. (July 2013) ( Learn how and when to remove this template message )
            American School of Barcelona
            Location
            American School of Barcelona is located in Catalonia

            American School of Barcelona
            American School of Barcelona

            Show map of Catalonia

            American School of Barcelona is located in Spain

            American School of Barcelona
            American School of Barcelona

            Show map of Spain

            Esplugues de Llobregat , Barcelona
            Catalonia
            Coordinates 41°23′01″N 2°05′04″E / 41.3837°N 2.0844°E / 41.3837; 2.0844 Coordinates : 41°23′01″N 2°05′04″E / 41.3837°N 2.0844°E / 41.3837; 2.0844
            Information
            Type International school
            Established1962
            Head of schoolMark Pingitore
            GradesK-12
            Enrollment852
            MascotIberian Lynx
            ECC PrincipalCristina Torrengo
            Elementary School PrincipalJohanna Cena
            Secondary School PrincipalBill Volchok
            Middle School PrincipalPaul Dean
            Website www.asbarcelona.com

            The American School of Barcelona (ASB) is an American international school in Esplugues de Llobregat , Catalonia , Spain , in the Barcelona metropolitan area . [1]

            Contents

            • 1 Overview
            • 2 Faculty
            • 3 Program
            • 4 Community and students
              • 4.1 Governance
              • 4.2 Academic calendar
            • 5 References
            • 6 External links

            Overview[ edit ]

            It was the first and largest trilingual school in the Barcelona area. The American School of Barcelona is a private, non-profit, coeducational day school serving students from 3-18 years old in the greater Barcelona metropolitan area. ASB offers a university preparatory curriculum which provides its graduates access to American, Spanish and international universities.

            ASB is accredited by the Middle States Association of Colleges and Schools and the International Baccalaureate Organization (IBO); is recognized in Spain as a Centro Extranjero (foreign school) by the Generalitat de Catalunya and the Spanish Ministry of Education; receives a grant from the US Department of State’s Office of Overseas Schools; belongs to the Mediterranean Association of International Schools (MAIS) and European Council of International Schools (ECIS) regional associations; participates in the Atlantic Mediterranean Activities Conference (AMAC), a regional sports league made up of schools from around the region; and has close ties with other international schools in Spain.

            All graduates earn an American diploma, while some choose to also pursue the Co-validation Program, which prepares them for Spanish university entrance exams. Most choose the IB Diploma Program, which grants them access to Spanish universities as well as to universities around the world. The school has scored above the IBDP world average every year since it started granting the diploma in 2009. ASB also recently passed, with very positive reviews, the IBO’s five year accreditation process.

            Faculty[ edit ]

            The ASB staff includes 91 faculty members (teachers and assistants), 10 support staff and 10 administrators. The approximate composition of faculty by nationality is:

             North American 60% British 10% Spanish 25% (Spanish teachers teach Spanish or Catalan) Other 5%

            More than half of the staff members have advanced degrees and faculty turnover is relatively low.

            Program[ edit ]

            The school curriculum is American-based. In upper level classes, and until this year, the school offered two curricular options: the Spanish national convalidation Selectividad program (which also granted the Spanish Diploma to students) or the American Diploma one. Starting the 07/08 academic year, ASB has also offered the International Baccalaureate ( IB Diploma ). It is one of the only that offers this diploma in Barcelona in English. The language of instruction is English, except for courses offered in Spanish or Catalan. Staff specialties range from Counseling to Learning Disabilities and the school offers many special programs and extracurricular activities: dance, drama, PE, newspaper, student council, community service, soccer, and basketball. Furthermore, it offers the following examinations: ISA, MAP, PSAT, Selectividad and IB.

            Community and students[ edit ]

            Current enrollment is 725 students. ASB students come from 45 countries, with the most represented being Spain, the US, the UK, France, Canada and the Netherlands. Composition by nationality is approximately:

             American 20% Spanish 35% International 45%

            Virtually all ASB graduates attend university following their graduation. Many are accepted into the top local programs such as ESADE, UAB, UB, UPF, UIC, European University and La Salle, while others have recently been accepted to universities abroad such as Oxford (UK), Rice, Clark, Georgia Tech, George Washington, SUNY Syracuse, RIT, Cornell, NYIT, Carnegie Mellon, Boston University, Brown, Bentley, Bryn Mawr, and Delft University (Netherlands).

            Governance[ edit ]

            The school is owned and operated by The American School of Barcelona, Fundación Privada. The Board of Trustees is made up of a mix of internal and external members of the community.

            Academic calendar[ edit ]

            The school year consists of 181 teacher contract days and 175 instructional days. Semester I is from August to December/January, and Semester II runs from January/February to June.

            References[ edit ]

            1. ^ ” Home .” American School of Barcelona. Retrieved on February 18, 2015. “Jaume Balmes, 7 08950 – Esplugues de Llobregat Barcelona – SPAIN”

            External links[ edit ]

            • American School of Barcelona website
            • v
            • t
            • e
            International schools in Catalonia
            Barcelona
            • Lycée Français de Barcelone
            • Istituto Italiano Statale Comprensivo di Barcellona
            • Escuela Suiza de Barcelona
            • St. Peter’s School
            • Benjamin Franklin International School
            Baix Llobregat
            • Lycée Français de Gavà Bon Soleil
            • German School of Barcelona
            • British School of Barcelona
            • American School of Barcelona
            Garraf
            • Lycée Français Bel Air
            Vallès Occidental
            • Japanese School in Barcelona

            Retrieved from ” https://en.wikipedia.org/w/index.php?title=American_School_of_Barcelona&oldid=818457444 ”
            Categories :

            • American international schools in Spain
            • Educational institutions established in 1962
            • Schools in the Province of Barcelona
            • International schools in Catalonia
            • Trilingual schools
            • Private schools in Spain
            Hidden categories:

            • Articles needing additional references from July 2013
            • All articles needing additional references
            • Coordinates on Wikidata

            Navigation menu

            Personal tools

            • Not logged in
            • Talk
            • Contributions
            • Create account
            • Log in

            Namespaces

            • Article
            • Talk

            Variants

              Views

              • Read
              • Edit
              • View history

              More


                Navigation

                • Main page
                • Contents
                • Featured content
                • Current events
                • Random article
                • Donate to Wikipedia
                • Wikipedia store

                Interaction

                • Help
                • About Wikipedia
                • Community portal
                • Recent changes
                • Contact page

                Tools

                • What links here
                • Related changes
                • Upload file
                • Special pages
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                • Page information
                • Wikidata item
                • Cite this page

                Print/export

                • Create a book
                • Download as PDF
                • Printable version

                Languages

                  Add links

                  • This page was last edited on 3 January 2018, at 17:48 (UTC).
                  • Text is available under the Creative Commons Attribution-ShareAlike License ;
                    additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy . Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc. , a non-profit organization.
                  • Privacy policy
                  • About Wikipedia
                  • Disclaimers
                  • Contact Wikipedia
                  • Developers
                  • Cookie statement
                  • Mobile view
                  • Wikimedia Foundation
                  • Powered by MediaWiki

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                  fake annulment papers in recto

                  QUIAPOGRAPHY

                  Artifacts in Quiapo

                  GRAY MARKET

                            Are you looking for a DVD copy of the latest DC or Marvel film (probably not yet shown in cinemas)? Affordable appliances? “Legal” documents? Then Quiapo is the place to be.

                            One of the reasons why Quiapo was said to have lost its former glory is because of its not-quite-underground black market. In an online survey conducted in 2003, 80% of the respondents said Quiapo meant “cheap, pirated music and digital video” (De Mesa 125), while a travel enthusiast calls it “fake territory” (“Quiapo Stroll”). A report by the Office of the United States Trade Representative (USTR) on December 20, 2011 in its “Review of Notorious Markets” seems to support this observation, specifically citing Quiapo as “just one example of several locations and neighborhoods, especially in metropolitan Manila, known to deal in counterfeiting pirated goods such as clothing, shoes, watches, handbags, and software.” The Philippines has been removed from the Notorious Markets list since 2012 (Desiderio), but it had been part of the list for six years before its removal (Saclag).

                  “Quiapo DVDs.” Photo by Ermelo Villarreal Jr.

                            Just a few years ago, pirated DVDs and CDs swamped the northbound Quezon Boulevard area, across the Quiapo Church. There was even a mall-like place on Arlegui St. where one could shop for Korean drama series, Hollywood TV series, documentaries, adult videos, and almost all popular films (including Filipino classics) for a slice of the supposed original price. The size of the business could perhaps be measured by the results of just a couple of raids—one in 2011 when teams led by the Optical Media Board (OMB) busted a building in San Agustin, Quiapo, containing “piles of pirated DVD copies of movies and music albums” and 5 replicating machines that could produce 1000 discs/day (Aguilon); and another in 2013 when a shakedown led by the OMB and Manila Police District units yielded pirated discs worth P24 million (“Another Quiapo”). The digital piracy business declined in the recent years through the efforts of the government and also via the Intellectual Property Office of the Philippines (Desiderio), and perhaps because of the advent of social networking sites and relative ease and convenience of downloading films, music, and other digital entertainment and information through the Internet.

                            Presently, a few itinerant stalls on this side of Quezon Blvd. still offer these pirated discs, giving the impression that the business is indeed on the down low, but the films on display are just samples that could lead to a hoard if the customer shows interest—case in point is another Quiapo raid conducted by the OMB and the PNP National Capital Region Police Office (NCRPO) in August 2016 that led to the confiscation of replicating machines and pirated DVDs amounting to P112 million (“P100-M Worth”). The persistence of media piracy in Southeast Asian emerging economies, according to Ballano, is due to affordability (very cheap), poverty (source of livelihood), and weak legal market, copyright laws, and law enforcement system (9).

                  A NEWS REPORT on the P100-M Pirated DVD Raid. Video posted by Unang Balita, GMA News

                  KALYE: Mga Kwento ng Lansangan

                           Side by side these “small” DVD stalls are those selling Tagalog romance pocketbooks, toys, jewelry, and other trinkets. In the same area are shops selling bicycles and cycling equipment for both children and adults, clothes/RTW, and furniture and other household items at bargain prices. 

                           A few steps from the Quiapo Church is Raon (known as an “electronics hub”), where one would find emporiums selling cheap appliances and various gadgets, stores offering security guard/police/military uniforms (both ready-to-wear and made-to-order) and supplies (dog tags, badges, combat boots, Swiss knives, etc.), and audiophile implements (very popular, as evidenced by the Raon Online website), fishing equipment, badminton and tennis supplies, and other hobbyists/sports paraphernalia. Several sidewalk stalls in Raon offer fake “legal documents,” a spillage from what is called “Recto University”—after C. M. Recto Ave. which spans the University Belt —where documents like college and university diplomas, academic theses, Department of Foreign Affairs (DFA) red ribbon, Land Transportation Office (LTO) driver’s license, student Certificate of Registration (COR), and receipts for whatever purposes can be had for two hours at the most (Garcia). Even a marriage annulment package that includes court decision, annotated marriage certificate, and Certificate of No Marriage (CENOMAR) is offered in Recto (Santos) and Raon.   

                  ELECTRONIC equipment in Raon. Photo by I Heart Quiapo  

                  A POLICE and security officers’ uniform store in Raon. Photo by The Urban Roamer.  

                           The Lacson Underpass, immediately accessible from Plaza Miranda and Quiapo Church on Quezon Blvd. (among other entry/exit points), was described a few years ago as “a makeshift shelter for the homeless, resulting in an ‘eyesore’ and ‘haven’ for criminal elements” (Ramos-Araneta) and “dark, dirty, and which people feared entering” (Teves), and rightly so. A few stalls had offered their goods on the underpass, but perhaps only the most familiar with the area would brave the place. After renovations spearheaded by the Manila Local Government Unit and Victory Malls, the underpass has since October 14, 2014 been called Victory Lacson Underpass: the dingy place is now a well-lit, fully-airconditioned site reported to house 26 regular stalls, 105 micro-retail or “tiangge”stalls, 36 kiosks, 4 ATMs, and 19 food carts (ib.) selling sundry items such as cosmetics, medicines, clothes, etc. 

                  STEPS of the Lacson Underpass 2011.” Photo by The Urban Roamer. 

                  THE VICTORY Lacson Underpass. Photo by the Urban Roamer. 

                  BANNED Indonesian Herbal Drink Sold in Victory Lacson Underpass.  

                  Photo by EcoWaste Coalition.  

                  Quiapo: Barely Underground

                  Benigno C. Montemayor, Jr. | November 12, 2017

                           Quiapo’s reputation has been tarnished in the passing of time. It is not known whether the Manila LGU’s efforts to revive the district is enough. What is certain though is that Quiapo needs the community to regain its faded glory. 

                  WORKS CITED

                  “Another Quiapo Raid Yields P24M in Pirated Discs.” GMA News Online, 05 Jun. 2013, www.gmanetwork.com/news/news/metro/311441/another-quiapo-raid-yields-p24min-pirated-discs/story/. Accessed 28 Oct. 2017.

                   

                  Ballano, Vivencio O. Sociological Perspectives on Media Piracy in the Philippines and Vietnam. Springer, 2016. 

                  De Mesa, Karl R. “Street Magic.” Quiapo: Heart of Manila. Edited by Fernando Nakpil Zialcita. The Cultural Heritage Studies Program-ADMU and Metropolitan Manila Museum, 2016. pp. 125-147.    

                  Desiderio, Louella. “Quiapo Dropped from US list of Piracy Centers.” The Philippine Star, 18 Dec. 2012, www.philstar.com/headlines/2012/12/18/887332/quiapo-dropped-uslist-piracy-centers. Accessed 28 Oct. 2017. 

                  EcoWaste Coalition. “EcoWaste Coalition Deplores Illegal Trade of Banned IndonesianMade Herbal Drink in Quiapo, Manila.” EcoWaste Coalition, 09 Apr. 2015, ecowastecoalition.blogspot.com/2015/04/ecowaste-coalition-deplores-illegal.html. Accessed 02 Nov. 2017. 

                  Garcia, Robert Jon L. “‘Recto University’: You Name It, They Have It!”  inquirer.net ,  28 Feb. 2014, lifestyle.inquirer.net/152690/recto-university-you-name-it-they-have-it/. Accessed 28 Oct. 2017. 

                  “P100-M Worth of Pirated DVDs Confiscated in Quiapo.” GMA News Online, 03 Aug. 2016, www.gmanetwork.com/news/news/metro/576139/p100-m-worth-of-pirated-dvdsconfiscated-in-quiapo/story/. Accessed 01 Nov. 2017.     

                  “Out-of-Cycle Review of Notorious Markets.” Office of the United States Trade Representative, 20 Dec. 2011, ustr.gov/sites/default/files/uploads/gsp/speeches/reports/2011/Notorious%20Markets%20List%20FINAL.pdf. P5. 

                  Prudente, Bobet. “Discover Quiapo.” Hubpages.com, 27 May 2014, hubpages.com/travel/ discover-quiapo. Accessed 28 Oct. 2017.       

                  “Quiapo and More…” weebly.com, 01 May 2014, iheartquiapo.weebly.com/blog/hindi-langpo-ito-tungkol-sa-quiapo. Accessed 01 Nov. 2017. 

                  “Quiapo Stroll: Raon.” Philippine Travel Notes, 18 Mar. 2011, philippinetravelnotes.blogspot.com/2011/03/quiapo-stroll-raon.html. Accessed 30 Oct. 2017. 

                  Ramos-Araneta, Macon. “ Victory Lacson Underpass Opens.” manilastandard.net, 15 Oct. 2014,  

                  manilastandard.net/news/metro/160271/victory-lacson-underpass-opens.html.  Accessed 28 Oct. 2017. 

                         

                  Saclag, Daryll Edisonn D. “Country Kept Out of Notorious Markets List.” Business World Online, 14 Feb 2014, www.bworldonline.com/content.php? section=TopStory&title=country-kept-out-of-notorious-markets-list&id=83445. Accessed 28 Oct. 2017. 

                  Santos, Ana P. “Recto: Certified Fake.” Rappler.com, 08 Jan. 2016, www.rappler.com/newsbreak/investigative/117261-part-6-recto-fake-annulment-philippines. Accessed 28 Oct. 2017. 

                  Summitron, Raygin. Raon Online, raon-online.com. Accessed 28 Oct. 2017. 

                  Teves, Catherine J. “Manila Reinvents Historic Lacson Underpass.” Philippine Canadian Inquirer, 14 Oct. 2014, www.canadianinquirer.net/2014/10/14/manila-reinvents-iconic-lacson-underpass/. Accessed 28 Oct. 2017. 

                  “The Saga of the (Victory) Lacson Underpass.” The Urban Roamer.com, 20 Oct. 2014, www.theurbanroamer.com/victory-lacson-underpass/. Accessed 02 Nov. 2017.        

                  “The Urban Roamer’s Quiapo Shopping Guide (Part 1).” The Urban Roamer.com, 13 Jan. 2013, www.theurbanroamer.com/the-urban-roamers-quiapo-shopping-guide-part-1/.  Accessed 01 Nov. 2017.     

                  “UB: Mahigit P100-M Halaga ng Pirated DVD, Nakumpiska sa Quiapo, Manila.” Youtube, uploaded by GMA News, 02 Aug. 2016, http://www.youtube.com/watch?v=bABC_7wOI5g. Accessed 01 Nov. 2017.     

                  Villareal, Ermelo Jr. “Quiapo DVD’s.” Flickr, 02 Jan. 2009, www.flickr.com/photos/ melovillareal/3162485214/. Accessed 01 Nov. 2017.     

                  LACSON Underpass 2011.” Photo by The Urban Roamer. 

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                  IMMIGRATION: Bogus marriage annulment worsened his case BY: ATTY. LOURDES TANCINCO

                  17 апреля 2010 г. в 2:01

                  http://www.philippinenews.com/article.php?id=7591

                  Dear Atty. Lou,

                  My parents and my only sister are residing in Los Angeles for almost 15 years now. I was petitioned as a single adult child under second preference (F2B). On February 14, 2006, I was interviewed at the U.S. Embassy for my immigrant visa.

                  When I was interviewed, the consul said that he has a record that I was already married. I informed him that was already annulled. I insisted that the marriage was not valid and he then asked me submit the annulment papers. I did submit annulment papers and I was then called for another interview. During my second interview I was shocked when they brought me to the anti-fraud prevention unit. Another person interviewed me and told me that the annulment papers I submitted were “fake”. According to him, the embassy verified those annulment papers at the Regional Trial Court and National Statistics Office (NSO) and were found to be fraudulent.

                  The truth is that I really bought those annulment papers in Recto Manila and paid 100,000 pesos. I was forced to buy these papers because I really want to live with my parents because I was the only one left in the Philippines. So I just rushed the annulment papers just to prove that I am already single again. So sorry for this and now I was totally denied and charged with fraud and misrepresentation. Do I still have a chance to obtain an immigrant visa if I file a waiver? I hope you can help me regarding this problem of mine.

                  Remorseful Son

                  Dear Remorseful Son,

                  Since you were married at the time of your immigrant visa interview, you were no longer eligible to receive visa as an “unmarried” child of a lawful permanent resident under the second preference. Your letter indicates that you were indeed married. The moment you married, the approved petition was automatically rescinded by operation of law. You tried to show that this marriage was annulled by purchasing fraudulent documents from Recto Manila. Submissions of these fake documents only worsened your case and did not cure your ineligibility under the second preference.

                  Unless your marital status is legally changed to being “single” again, your lawful permanent resident parents may not re-file a petition for you under second preference. By this time, you should have realized that there are no shortcuts when it comes to obtaining appropriate legal documents. Family unity is really important. But it should not be achieved at the expense of violating the law which may permanently bar you from attaining your goal of migrating to the U.S. The backlog for petitions under the preference categories is unusually severe, resulting in long separation of family members. A change in legislation is required to correct this. In the meantime, you must understand that the respect for the law and for the institution that represents the government is equally significant.

                  A waiver may be filed if there is fraud or misrepresentation as ground for denial of the visa. However, the waiver in immigrant visa applications must be preceded by an approved valid petition. In your case, you no longer have a valid petition and therefore, an application for waiver is no longer an option for obtaining an immigrant visa.

                  Atty. Lou

                  Фото Philippine News.

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                  exam paper in hindi language

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                  Hindi Language Solved question paper of IAS Pre Exam 2017
                  Jamaluddeen
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                  06-29-2017, 11:56 PM

                  Solved question paper of IAS Preliminary exam 2017 paper I in Hindi Medium. The question paper is solved by Nirman IAS. Question paper code : D
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                  Question Paper – Linguistics, Hindi Language and Hindi Grammar 2008 – 2009 BA Hindi Semester 6 (TYBA)

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                  BA Hindi Semester 6 (TYBA) University of Mumbai
                  SubjectLinguistics, Hindi Language and Hindi Grammar
                  Year2008 – 2009 (March)
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                   Question Paper - Linguistics, Hindi Language and Hindi Grammar 2008 - 2009 - B.A. - Semester 6 (TYBA) - University of Mumbai

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