Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44247
Binod Babu Dhakal
Teacher can have different expection with their children to make senior in the future. This study aimed to explore primary level teachers’ expectation with their children to make secondary level mathematics teachers. A phenomenological study was conducted with primary teachers. Three public schools, one from each of Dhading, Gorkha and Kavrepalanchock district were selected conveniently. Three primary teachers respondents, one from each sample school were selected purposively. A semi-structured interview was the main method of data collection. The thematic analysis showed that primary level teachers have a common motivation of teaching their children mathematics and to make them secondary level mathematics teacher in future due to their bitter experiences of being a junior, the judgment of society toward them and leading their children a worthy life fulfilling their dreams. Further earning through tuition and other extra classes and the prestigious job is the other motivating factor to make their children secondary level mathematics teacher which brings prosperity and happiness in their life and family.
{"title":"Primary Teacher’s Expectation with their Children to Make Senior Teacher","authors":"Binod Babu Dhakal","doi":"10.3126/rainbowj.v8i1.44247","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44247","url":null,"abstract":"Teacher can have different expection with their children to make senior in the future. This study aimed to explore primary level teachers’ expectation with their children to make secondary level mathematics teachers. A phenomenological study was conducted with primary teachers. Three public schools, one from each of Dhading, Gorkha and Kavrepalanchock district were selected conveniently. Three primary teachers respondents, one from each sample school were selected purposively. A semi-structured interview was the main method of data collection. The thematic analysis showed that primary level teachers have a common motivation of teaching their children mathematics and to make them secondary level mathematics teacher in future due to their bitter experiences of being a junior, the judgment of society toward them and leading their children a worthy life fulfilling their dreams. Further earning through tuition and other extra classes and the prestigious job is the other motivating factor to make their children secondary level mathematics teacher which brings prosperity and happiness in their life and family.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88003199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44248
D. Joshi
The problems of mathematics teachers to using ICT in mathematics teaching represent the infrastructure and resources, skills and training, and policy-related problems. The aim of the study was to find the effect of the problems of using ICT on the purposes of its usage in mathematics teaching among mathematics teachers of secondary level. 342 mathematics teachers from secondary schools of Kathmandu, Kailali, and Kanchanpur were selected purposively and data was analyzed by Structural Equation Modeling (SEM). The finding indicates that the mathematics teachers of Nepal were facing several problems related to infrastructure and resources, skills and training, and policy. The problems of using ICT in mathematics teaching have no effect on the purpose of using ICT in mathematics teaching however the purposes of using ICT in teaching and learning and documentation and internet surfing had significant contribution to determine alternative dimensions.
{"title":"Effect of Problems of Mathematics Teachers in Using ICT on their Purposes to its Use","authors":"D. Joshi","doi":"10.3126/rainbowj.v8i1.44248","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44248","url":null,"abstract":"The problems of mathematics teachers to using ICT in mathematics teaching represent the infrastructure and resources, skills and training, and policy-related problems. The aim of the study was to find the effect of the problems of using ICT on the purposes of its usage in mathematics teaching among mathematics teachers of secondary level. 342 mathematics teachers from secondary schools of Kathmandu, Kailali, and Kanchanpur were selected purposively and data was analyzed by Structural Equation Modeling (SEM). The finding indicates that the mathematics teachers of Nepal were facing several problems related to infrastructure and resources, skills and training, and policy. The problems of using ICT in mathematics teaching have no effect on the purpose of using ICT in mathematics teaching however the purposes of using ICT in teaching and learning and documentation and internet surfing had significant contribution to determine alternative dimensions.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90253828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44244
Aita Bishowkarma
Recent discourse on multilingual education largely has been dominated by the perception of people in the areas of policy and practice. There has been inadequate research on the education and schooling of Tamang children from a critical perspective. This study explores the perceptions of stakeholders on Tamang language-based multilingual education (MLE) practised in Nepal. This paper critically examines the perception of stakeholders and pedagogical practices in the classroom from the perspective of access to quality education to Tamang children in a primary school in Nepal. The qualitative data were generated from the policy makers, experts, head teachers and parents purposively selected from two Tamang language-based schools in Rasuwa. The data was generated from MLE practitioners through interview were analyzed triangulating the theoretical lens and discussed applying descriptive and exploratory methods. The findings reveal that current practices of multilingual; education is inadequate to ton provide access to quality education to Tamang children due to the inefficient pedagogical practices people’ perceptual value on standard language. The stakeholders have diverse perceptions regarding the access to quality education to Tamang children from mother tongue-based multilingual education. The findings imply enhancing Tamang language-based multilingual schools.
{"title":"People’s Perception on Multilingual Education: A study of Tamang Language based Multilingual School","authors":"Aita Bishowkarma","doi":"10.3126/rainbowj.v8i1.44244","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44244","url":null,"abstract":"Recent discourse on multilingual education largely has been dominated by the perception of people in the areas of policy and practice. There has been inadequate research on the education and schooling of Tamang children from a critical perspective. This study explores the perceptions of stakeholders on Tamang language-based multilingual education (MLE) practised in Nepal. This paper critically examines the perception of stakeholders and pedagogical practices in the classroom from the perspective of access to quality education to Tamang children in a primary school in Nepal. The qualitative data were generated from the policy makers, experts, head teachers and parents purposively selected from two Tamang language-based schools in Rasuwa. The data was generated from MLE practitioners through interview were analyzed triangulating the theoretical lens and discussed applying descriptive and exploratory methods. The findings reveal that current practices of multilingual; education is inadequate to ton provide access to quality education to Tamang children due to the inefficient pedagogical practices people’ perceptual value on standard language. The stakeholders have diverse perceptions regarding the access to quality education to Tamang children from mother tongue-based multilingual education. The findings imply enhancing Tamang language-based multilingual schools.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80130123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44252
B. Joshi
The social sciences comprehend numerous considerations of society and embody a large variety of content drawn from the disciplines of history, geography, politics, economics, and sociology. Social science may be a class of educational disciplines involved with society and therefore the relationships among people inside a society. Social studies demand the inclusion of all students - addressing cultural, linguistic, and learning diversity that has similarities and variations supported race, ethnicity, language, religion, gender, sexual orientation, exceptional learning wants, and different educationally and in-person important characteristics of learners. It's a rising subject at this time context therefore there's essential to check on new trends and concepts in social sciences. This study aims to explore the idea of recent trends and concepts of social sciences. This study relies on a review of books, journal articles, and on-line on-the-market secondary sources. This text works as a stepping stone for additional analysis during this field.
{"title":"An Exploration of New Trends and Ideas in Social Sciences","authors":"B. Joshi","doi":"10.3126/rainbowj.v8i1.44252","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44252","url":null,"abstract":"The social sciences comprehend numerous considerations of society and embody a large variety of content drawn from the disciplines of history, geography, politics, economics, and sociology. Social science may be a class of educational disciplines involved with society and therefore the relationships among people inside a society. Social studies demand the inclusion of all students - addressing cultural, linguistic, and learning diversity that has similarities and variations supported race, ethnicity, language, religion, gender, sexual orientation, exceptional learning wants, and different educationally and in-person important characteristics of learners. It's a rising subject at this time context therefore there's essential to check on new trends and concepts in social sciences. This study aims to explore the idea of recent trends and concepts of social sciences. This study relies on a review of books, journal articles, and on-line on-the-market secondary sources. This text works as a stepping stone for additional analysis during this field. ","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85449551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44249
Hikmat Dahal
This paper presents a narrative inquiry into a school administrator of a high school in Kathmandu. The objectives of the study were to explore how an administrator makes meanings of his leadership practice and why he enacts leadership the way he does. Using narrative inquiry as a research method and intersecting the narrative analysis by drawing on Bush’s (2010) three dimensions of leadership, the researcher evaluated Rupak’s role as an administrator, made meaning of his perceptions and contested his assumed responsibilities with the responsibilities he has been assuming. Among the three leadership dimensions – influence, values and vision, it was perceived from the participant’s personal practical experience that all three dimensions did not emerge in a linear sequence. Values and vision may be the driving force of the participant’s leadership practice whereas influence may or may not be intentional. By bringing forth the participant’s first-hand accounts it is hoped that the findings will facilitate to generate a new understanding of educational leadership, management and administration, gain an insight into the reconceptualization of leadership and may have useful implications for those who are taking up a new role of an organization, be it fledging or well-established, to excel themselves.
{"title":"Leadership Practice of a School Administrator: A Narrative Inquiry","authors":"Hikmat Dahal","doi":"10.3126/rainbowj.v8i1.44249","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44249","url":null,"abstract":"This paper presents a narrative inquiry into a school administrator of a high school in Kathmandu. The objectives of the study were to explore how an administrator makes meanings of his leadership practice and why he enacts leadership the way he does. Using narrative inquiry as a research method and intersecting the narrative analysis by drawing on Bush’s (2010) three dimensions of leadership, the researcher evaluated Rupak’s role as an administrator, made meaning of his perceptions and contested his assumed responsibilities with the responsibilities he has been assuming. Among the three leadership dimensions – influence, values and vision, it was perceived from the participant’s personal practical experience that all three dimensions did not emerge in a linear sequence. Values and vision may be the driving force of the participant’s leadership practice whereas influence may or may not be intentional. By bringing forth the participant’s first-hand accounts it is hoped that the findings will facilitate to generate a new understanding of educational leadership, management and administration, gain an insight into the reconceptualization of leadership and may have useful implications for those who are taking up a new role of an organization, be it fledging or well-established, to excel themselves.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89121234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44251
Sujata Baral
Folk music of Nepal reflects the aesthetic sense of the people and has been preserved by Oral tradition. Religions practiced in Nepal are Hinduism, Buddhism, Islam, Christianity, Jainism, Sikhism, Bon, ancestor worship, and animism. The majority of Nepalese are Hindus and Buddhists too, and these two religions have co-existed in harmony through centuries. Nepal is a multi-lingual, multi-cultural, and multi-diverse country. Being a small country located in between China and India of south Asia, though it has multi-dimensional folk and traditional culture and dances among the many ethnicities, tribes, and indigenous people. Many scattered contributions can be found in the literature but the concise and specific study about the topic is still unexplored. This paper highlighted to explore overall Nepalese culture and folk music and dances which are existed in various places of social life.
{"title":"Nepalese Culture: Special Reference to Folk Music and Dance","authors":"Sujata Baral","doi":"10.3126/rainbowj.v8i1.44251","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44251","url":null,"abstract":"Folk music of Nepal reflects the aesthetic sense of the people and has been preserved by Oral tradition. Religions practiced in Nepal are Hinduism, Buddhism, Islam, Christianity, Jainism, Sikhism, Bon, ancestor worship, and animism. The majority of Nepalese are Hindus and Buddhists too, and these two religions have co-existed in harmony through centuries. Nepal is a multi-lingual, multi-cultural, and multi-diverse country. Being a small country located in between China and India of south Asia, though it has multi-dimensional folk and traditional culture and dances among the many ethnicities, tribes, and indigenous people. Many scattered contributions can be found in the literature but the concise and specific study about the topic is still unexplored. This paper highlighted to explore overall Nepalese culture and folk music and dances which are existed in various places of social life.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85293671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44246
Kedar Prasad Simkhada
This study pursued to examine the Nepali parents' perceptions about parental involvement in learning English language and to explore relationship between parental involvement level and variables such as parents' gender, educational background, and level of proficiency in English. A sample of 123 parents, ranging the age between 30 to 70, of the students studying at primary grade of a private school was selected for the study using the simple random and convenient sampling techniques. The study focused on the identifying the parents’ perceptions of their involvement in children’s education. T-test and ANOVA were used to analyze inferential statistics of quantitative data. Findings show that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. They have a good relation with the teachers and they get involved in their children’s English language education directly and indirectly. Findings also indicated that such demographic characteristics as gender, age, occupation or level of education, generally, make no significant difference on parents’ perceptions about parental involvement. Based on the findings of the study, it is recommended among others that the parents should pay the special attention to their kids at home for better performance. And reinforcing environment plays the vital role for children.
{"title":"Parent’s perception in English Language Education","authors":"Kedar Prasad Simkhada","doi":"10.3126/rainbowj.v8i1.44246","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44246","url":null,"abstract":"This study pursued to examine the Nepali parents' perceptions about parental involvement in learning English language and to explore relationship between parental involvement level and variables such as parents' gender, educational background, and level of proficiency in English. A sample of 123 parents, ranging the age between 30 to 70, of the students studying at primary grade of a private school was selected for the study using the simple random and convenient sampling techniques. The study focused on the identifying the parents’ perceptions of their involvement in children’s education. T-test and ANOVA were used to analyze inferential statistics of quantitative data. Findings show that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. They have a good relation with the teachers and they get involved in their children’s English language education directly and indirectly. Findings also indicated that such demographic characteristics as gender, age, occupation or level of education, generally, make no significant difference on parents’ perceptions about parental involvement. Based on the findings of the study, it is recommended among others that the parents should pay the special attention to their kids at home for better performance. And reinforcing environment plays the vital role for children.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81609273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44243
Bishnu Khanal
This paper attempts to investigate the students’ assessment of teaching styles of their mathematics teachers. The study examines how do the students assess the teachers’ teaching styles and what effect does it have in the mathematics achievement of students by public and private schools in Kathmandu valley. Sequential explanatory mixed method was adopted in the study as research method. The descriptive cross-sectional survey study used the questionnaire and FGD as the tools to collect data from the population sampled purposively. The study was carried out in 14 schools which were selected purposively and 469 students from these schools were selected using census sampling as respondents in the study. The findings chows that there is no significant difference between, public and private school students, in their assessment of teachers’ teaching styles. This result was substantiated by qualitative data analysis that the assessment of teaching styles by public and private school students were not found different. Students from both public and private school preferred inductive method and respect and encouragement with practical methods in teaching mathematics. The output of the study can enhance the developing and improving teaching style of teachers in classroom practices.
{"title":"Students’ Assessment of Mathematics Teachers’ Teaching Styles in Private and Public Schools in Kathmandu Valley","authors":"Bishnu Khanal","doi":"10.3126/rainbowj.v8i1.44243","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44243","url":null,"abstract":"This paper attempts to investigate the students’ assessment of teaching styles of their mathematics teachers. The study examines how do the students assess the teachers’ teaching styles and what effect does it have in the mathematics achievement of students by public and private schools in Kathmandu valley. Sequential explanatory mixed method was adopted in the study as research method. The descriptive cross-sectional survey study used the questionnaire and FGD as the tools to collect data from the population sampled purposively. The study was carried out in 14 schools which were selected purposively and 469 students from these schools were selected using census sampling as respondents in the study. The findings chows that there is no significant difference between, public and private school students, in their assessment of teachers’ teaching styles. This result was substantiated by qualitative data analysis that the assessment of teaching styles by public and private school students were not found different. Students from both public and private school preferred inductive method and respect and encouragement with practical methods in teaching mathematics. The output of the study can enhance the developing and improving teaching style of teachers in classroom practices.","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87950390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.3126/rainbowj.v8i1.44268
गणेश Ganesh धमला Dhamala
राणा शासनकाललाई शिक्षाको विरोध काल भनिएतापनि त्यतिबेला शिक्षामा उल्लेखनिय विकास भएको थियो । नेपालमा विभिन्न प्रकारका शिक्षा जस्तै संस्कृत शिक्षा, नेपाली भाषा पाठशाला, व्यावसायिक शिक्षा, अंग्रेजी शिक्षा, आधार शिक्षाजस्ता पाठशालाहरु खुलेका थिए । हरेक पाठशाला को फरकफरक पाठ्यवस्तु तयार गरिएको थियो । विदेशबाट समेत शिक्षक झिकाई पठनपाठनको प्रबन्ध मिलाएको थियो । एस.एल.सी. बोर्ड देखि कलेजसम्मको स्थापना गरी ऐतिहासिक कार्य समेत राणाकालमा भएको हो । {Although the Rana rule was called the period of protest against education, there was a remarkable development in education at that time. In Nepal, various types of education such as Sanskrit education, Nepali language schools, vocational education, English education, basic education schools were opened. Different textbooks were prepared for each school. Arrangements were also made for teachers from abroad. S.L.C. Historical work has been done during the Rana period by establishing from board to college.}
{"title":"राणाकालीन नेपालको शिक्षाको संरचना [The structure of education in Rana Nepal]","authors":"गणेश Ganesh धमला Dhamala","doi":"10.3126/rainbowj.v8i1.44268","DOIUrl":"https://doi.org/10.3126/rainbowj.v8i1.44268","url":null,"abstract":"राणा शासनकाललाई शिक्षाको विरोध काल भनिएतापनि त्यतिबेला शिक्षामा उल्लेखनिय विकास भएको थियो । नेपालमा विभिन्न प्रकारका शिक्षा जस्तै संस्कृत शिक्षा, नेपाली भाषा पाठशाला, व्यावसायिक शिक्षा, अंग्रेजी शिक्षा, आधार शिक्षाजस्ता पाठशालाहरु खुलेका थिए । हरेक पाठशाला को फरकफरक पाठ्यवस्तु तयार गरिएको थियो । विदेशबाट समेत शिक्षक झिकाई पठनपाठनको प्रबन्ध मिलाएको थियो । एस.एल.सी. बोर्ड देखि कलेजसम्मको स्थापना गरी ऐतिहासिक कार्य समेत राणाकालमा भएको हो । {Although the Rana rule was called the period of protest against education, there was a remarkable development in education at that time. In Nepal, various types of education such as Sanskrit education, Nepali language schools, vocational education, English education, basic education schools were opened. Different textbooks were prepared for each school. Arrangements were also made for teachers from abroad. S.L.C. Historical work has been done during the Rana period by establishing from board to college.}","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87435631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-12-31DOI: 10.3138/9781442685543-006
A. Irvine
Character name character states 1. Suture between left and right frontal bones 0 smooth (harmonic suture) 1 serrated 2. Anterior margin of frontal 0 narrower than posterior margin 1 of similar width or slightly wider than posterior margin 3. Shape of nasal bones 0 flat, approximately rectangular 1 flat, triangular 2 tubular but straight 3 tubular and strongly curved 4. Relationship between left and right nasal bones 0 in contact along the midline 1 separated 5. Supraoccipital bone 0 absent 1 present 6. Supraoccipital crest 0 absent or poorly developed 1 well-developed, spine-like supraoccipital crest 2 well-developed, high and triangular supraoccipital crest 3 hypertrophied, forming a pectinate blade 7. Condition of skull roof 0 medioparietal 1 lateroparietal 8. Relative shape of the extraescapular bone/s 0 quadrangular or semicircular not expanded caudally 1 tubular shape 2 approximately triangular, expanded caudally 3 expanded rostrally 9. Recessus lateralis 0 absent 1 present 10. Ossified bulla in the prootic bone 0 absent 1 present 11. Posttemporal fossa 0 absent 1 present and separated from the fossa Bridgei 2 present and confluent with the fossa Bridgei 12. Bones participating in the posttemporal fossa 0 epiotic, pterotic and exoccipital 1 epiotic, pterotic, exoccipital and intercalar 2 epiotic, pterotic and parietal 13. Position of the foramen for the glossopharyngeal nerve 0 in the prootic bone 1 in the exoccipital bone 2 in the basioccipital bone 14. Position of the foramen for the vagus nerve 0 between the intercalar and exoccipital bones 1 in exoccipital bone 2 in the basioccipital 3 between the intercalar and basioccipital bones 15. Foramina in basioccipital for occipital or spinal arteries 0 present 1 absent 16. Trajectory of the dorsal aorta in relation to the basioccipital 0 passing through an ossified canal formed by the basioccipital 1 passing through a median groove in the basioccipital 2 canal or groove in the surface of the basioccipital bone absent 17. Posterior myodome 0 extending in basioccipital 1 not extending into basioccipital because it is confined to the prootics 2 absent 18. Ethmopalatine ossifications 0 absent 1 present 19. Proethmoid ossifications 0 absent 1 present 20. Independent dermopalatine(s) bone(s) 0 present 1 absent 21. Autopalatine bone 0 ossifies late in ontogeny 1 ossifies early in ontogeny 2 autopalatine bone absent 22. Vomer 0 paired
{"title":"List of Characters","authors":"A. Irvine","doi":"10.3138/9781442685543-006","DOIUrl":"https://doi.org/10.3138/9781442685543-006","url":null,"abstract":"Character name character states 1. Suture between left and right frontal bones 0 smooth (harmonic suture) 1 serrated 2. Anterior margin of frontal 0 narrower than posterior margin 1 of similar width or slightly wider than posterior margin 3. Shape of nasal bones 0 flat, approximately rectangular 1 flat, triangular 2 tubular but straight 3 tubular and strongly curved 4. Relationship between left and right nasal bones 0 in contact along the midline 1 separated 5. Supraoccipital bone 0 absent 1 present 6. Supraoccipital crest 0 absent or poorly developed 1 well-developed, spine-like supraoccipital crest 2 well-developed, high and triangular supraoccipital crest 3 hypertrophied, forming a pectinate blade 7. Condition of skull roof 0 medioparietal 1 lateroparietal 8. Relative shape of the extraescapular bone/s 0 quadrangular or semicircular not expanded caudally 1 tubular shape 2 approximately triangular, expanded caudally 3 expanded rostrally 9. Recessus lateralis 0 absent 1 present 10. Ossified bulla in the prootic bone 0 absent 1 present 11. Posttemporal fossa 0 absent 1 present and separated from the fossa Bridgei 2 present and confluent with the fossa Bridgei 12. Bones participating in the posttemporal fossa 0 epiotic, pterotic and exoccipital 1 epiotic, pterotic, exoccipital and intercalar 2 epiotic, pterotic and parietal 13. Position of the foramen for the glossopharyngeal nerve 0 in the prootic bone 1 in the exoccipital bone 2 in the basioccipital bone 14. Position of the foramen for the vagus nerve 0 between the intercalar and exoccipital bones 1 in exoccipital bone 2 in the basioccipital 3 between the intercalar and basioccipital bones 15. Foramina in basioccipital for occipital or spinal arteries 0 present 1 absent 16. Trajectory of the dorsal aorta in relation to the basioccipital 0 passing through an ossified canal formed by the basioccipital 1 passing through a median groove in the basioccipital 2 canal or groove in the surface of the basioccipital bone absent 17. Posterior myodome 0 extending in basioccipital 1 not extending into basioccipital because it is confined to the prootics 2 absent 18. Ethmopalatine ossifications 0 absent 1 present 19. Proethmoid ossifications 0 absent 1 present 20. Independent dermopalatine(s) bone(s) 0 present 1 absent 21. Autopalatine bone 0 ossifies late in ontogeny 1 ossifies early in ontogeny 2 autopalatine bone absent 22. Vomer 0 paired","PeriodicalId":30933,"journal":{"name":"Rainbow Journal of Literature Linguistics and Culture","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2007-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75615903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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