query: what language do chinese?

title: Language and overseas Chinese communities

text: percentage. In contrast to much of Southeast Asia, the Chinese community of the Philippines does not use Cantonese as its preferred community language or as a principal lingua franca, but rather Philippine Hokkien, which is also spoken informally at schools and in business amongst Chinese Filipinos. In Chinese-language schools, a Philippine standard of Mandarin is taught, although most Chinese Filipinos do not speak it at home and do not attain the same level of fluency as those of Chinese peoples in China, Taiwan, Singapore and other overseas communities. Due to extensive albeit informal contacts with the Ministry of Education of

title: Chinese language

text: same is true for each of the other groups. Mutual intelligibility is considered by some linguists to be the main criterion for determining whether varieties are separate languages or dialects of a single language, although others do not regard it as decisive, particularly when cultural factors interfere as they do with Chinese. As explains, linguists often ignore mutual intelligibility when varieties share intelligibility with a central variety (i.e. prestige variety, such as Standard Mandarin), as the issue requires some careful handling when mutual intelligibility is inconsistent with language identity. John DeFrancis argues that it is inappropriate to refer to Mandarin,

title: Chinese language

text: Chinese language Chinese (; or ) is a group of related, but in many cases not mutually intelligible, language varieties, forming the Sinitic branch of the Sino-Tibetan language family. Chinese is spoken by the Han majority and many minority ethnic groups in China. About 1.2 billion people (around 16% of the world's population) speak some form of Chinese as their first language. The varieties of Chinese are usually described by native speakers as dialects of a single Chinese language, but linguists note that they are as diverse as a language family. The internal diversity of Chinese has been likened to

text: Mandarin was spoken as a native language by only 10% of Chinese speakers, but was used as an auxiliary language among the greatest number of them and was predicted to replace Cantonese as their lingua franca. Although Min Chinese or Fuzhounese, the majority of Min Chinese, is spoken natively by a third of the Chinese population there, it is not used as a lingua franca because speakers of other dialect groups do not learn Min. In Richmond (part of the Greater Vancouver metropolitan area in Canada), 55% of the population is Chinese. Chinese words can be seen everywhere from local

title: Chinese language

text: 400,000 international students came to China for higher education. Tsinghua University hosted 35,000 students from 116 countries in the same year. With the increase in demand for Chinese as a second language, there are 330 institutions teaching Chinese language globally according to the Chinese Ministry of Education. The establishment of Confucius Institutes, which are the public institutions affiliated with the Ministry of Education of China, aims at promoting Chinese language and culture as well as supporting Chinese teaching overseas. There were more than 480 Confucius Institutes worldwide as of 2014. Chinese language Chinese (; or ) is a group of

title: The Chinese Language: Fact and Fantasy

text: if the introduction, tables, and end notes are not included. Part I is "Rethinking The Chinese Language." Parts II and III, "Rethinking Chinese Characters" and "Demythifying Chinese Characters," deal with hanzi. Part IV is "Chinese Language Reform," including DeFrancis's opinions what would happen if the misconceptions about Chinese continue. A. Ronald Walton of the University of Maryland, College Park wrote that the titles indicate that the book uses the approach of presenting facts as "counterfacts" to misconceptions about Chinese. About 201 of the pages, about 80% of the book, deal with Chinese writing. Part II, Part III, and much of

title: Chinese language

text: based on CC-CEDICT, contains over 84,000 entries. The most comprehensive pure linguistic Chinese-language dictionary, the 12-volume "Hanyu Da Cidian", records more than 23,000 head Chinese characters and gives over 370,000 definitions. The 1999 revised "Cihai", a multi-volume encyclopedic dictionary reference work, gives 122,836 vocabulary entry definitions under 19,485 Chinese characters, including proper names, phrases and common zoological, geographical, sociological, scientific and technical terms. The 7th (2016) edition of "Xiandai Hanyu Cidian", an authoritative one-volume dictionary on modern standard Chinese language as used in mainland China, has 13,000 head characters and defines 70,000 words. Like any other language, Chinese has absorbed

title: Chinese Sign Language

text: Chinese Sign Language Modern Chinese Sign Language (or CSL or ZGS; ) is the deaf sign language of the People's Republic of China. It is unrelated to Taiwanese Sign Language. The first deaf school using Chinese Sign Language was created by Nellie Thompson Mills, the wife of American missionary C.R. Mills, in the year 1887. However, American Sign Language (ASL) did not influence Chinese Sign Language (CSL) much. Schools, workshops and farms in different areas for the Deaf are the main ways that CSL has been able to spread in China so well. Other Deaf who are not connected to

title: Westernised Chinese language

text: Westernised Chinese language Common Chinese-language errors by non-native learners of Chinese (sometimes called Westernised Chinese ()), usually refers to a pattern of written or spoken Chinese language, characterised by the significant influence from European languages, with regards to grammar, vocabulary, syntax and word order. Influences from English are particularly noticeable, especially in translations of literary works and documents in English. Westernised Chinese lacks the characteristics of traditional Chinese writing, and sometimes poses reading or understanding difficulties to readers because of its awkwardness and/or wordiness. It is probable that most Westernized Chinese translations are a very direct translation from English into

title: Chinese Sign Language

text: no generic word for brother in CSL, only two distinct signs, one for "older brother" and one for "younger brother". This parallels Chinese, which also specifies "older brother" or "younger brother" rather than simply "brother". Similarly, the sign for "eat" incorporates a pictorial representation for chopsticks instead of using the hand as in ASL. Chinese Sign Language Modern Chinese Sign Language (or CSL or ZGS; ) is the deaf sign language of the People's Republic of China. It is unrelated to Taiwanese Sign Language. The first deaf school using Chinese Sign Language was created by Nellie Thompson Mills, the wife

title: Chinese Sign Language

text: China. Chinese Sign Language is a language isolate. There are two main dialects: Southern CSL, the prestige dialect centered on Shanghai, and Northern CSL used in Beijing. Northern CSL has the greater influence from Chinese, with for example character puns. Hong Kong Sign Language derives from the southern dialect, but by now is a separate language. The Shanghai dialect is found in Malaysia and Taiwan, but Chinese Sign Language is unrelated to Taiwanese Sign Language (which is part of the Japanese family), Malaysian Sign Language (of the French family), or to Tibetan Sign Language (isolate). CSL shares morphology for forming

title: Chinese language

text: codes to the 13 main subdivisions, while Chinese as a whole is classified as a 'macrolanguage'. Other options include "vernacular", "lect" "regionalect", "topolect", and "variety". Most Chinese people consider the spoken varieties as one single language because speakers share a common culture and history, as well as a shared national identity and a common written form. To Chinese nationalists, the idea of Chinese as a language family may suggest that the Chinese identity is much more fragmented and disunified than it actually is and as such is often looked upon as culturally and politically provocative. Additionally, some of whose supporters

title: Chinese language

text: of Chinese are tonal and analytic. Standard Chinese "(Pǔtōnghuà/Guóyǔ/Huáyǔ)" is a standardized form of spoken Chinese based on the Beijing dialect of Mandarin. It is the official language of China and Taiwan, as well as one of the four official languages of Singapore. It is one of the six official languages of the United Nations. The written form of the standard language (; "Zhōngwén"), based on the logograms known as Chinese characters (/; "Hànzì"), is shared by literate speakers of otherwise unintelligible dialects. The earliest Chinese written records are Shang dynasty-era oracle inscriptions, which can be traced back to 1250

title: Chinese Language Teachers Association

text: to the theory and/or practice of Chinese as a second language. CTLA-US members receive CSL's publications, or readers must subscribe to the Journal. Chinese Language Teachers Association The Chinese Language Teachers Association (CLTA), founded in 1962, is an American teachers' association devoted to promote the teaching and study of Chinese language and culture. It publishes the "Journal of the Chinese Language Teachers Association" (JCLTA), a leading scientific journal in the field of Chinese linguistics, didactics, and literature. Articles are available on the CLTA's website after subscription, and in paper form in subscribing libraries. The journal "Chinese as a Second Language"

title: Chinese language

text: court missionaries resulted in some rudimentary Latin transcription systems, based on the Nanjing Mandarin dialect. In Hunan, women in certain areas write their local language in Nü Shu, a syllabary derived from Chinese characters. The Dungan language, considered by many a dialect of Mandarin, is nowadays written in Cyrillic, and was previously written in the Arabic script. The Dungan people are primarily Muslim and live mainly in Kazakhstan, Kyrgyzstan, and Russia; some of the related Hui people also speak the language and live mainly in China. Each Chinese character represents a monosyllabic Chinese word or morpheme. In 100 CE, the

title: Chinese language

text: the official standard language of China and Taiwan, and one of the four official languages of Singapore (where it is called "Huáyŭ" or simply Chinese). Standard Chinese is based on the Beijing dialect, the dialect of Mandarin as spoken in Beijing. The governments of both China and Taiwan intend for speakers of all Chinese speech varieties to use it as a common language of communication. Therefore, it is used in government agencies, in the media, and as a language of instruction in schools. In mainland China and Taiwan, diglossia has been a common feature. For example, in addition to Standard

title: Chinese Language Teachers Association

text: Chinese Language Teachers Association The Chinese Language Teachers Association (CLTA), founded in 1962, is an American teachers' association devoted to promote the teaching and study of Chinese language and culture. It publishes the "Journal of the Chinese Language Teachers Association" (JCLTA), a leading scientific journal in the field of Chinese linguistics, didactics, and literature. Articles are available on the CLTA's website after subscription, and in paper form in subscribing libraries. The journal "Chinese as a Second Language" (CSL) is a continuation of JCLTA that publishes peer-reviewed original articles in English or Chinese (simplified of traditional characters) that make significant contributions

title: Chinese Language Institute

text: learning methods. After graduating from Virginia Tech, Robert partnered with his brother to offer others an opportunity to learn by immersion. They established the Chinese Language Institute as their headquarters. In 2012, Frommer's recommended the Chinese Language Institute as "one of the best places [in China] to work on your Mandarin skills." CLI is officially affiliated with Guangxi Normal University in Guilin and offers sister courses and transferable academic credits through the university. CLI also partners with Virginia Tech to facilitate the Virginia Tech "China Sustainability Initiative". Chinese Language Institute The Chinese Language Institute, commonly referred to as CLI, is

title: Chinese Language Institute

text: Chinese Language Institute The Chinese Language Institute, commonly referred to as CLI, is located in Guilin, Guangxi, China. The institute was founded in 2009 by Robert and Bradford Fried, two American brothers from Vienna, Virginia. The institute was created as a means of teaching Mandarin Chinese language and culture through language immersion. While working toward a bachelor's degree at Virginia Tech, Robert became frustrated with traditional classroom instruction, so he began self-teaching with the assistance of tutors. When visiting his brother, Bradford, in Guilin in 2007, Robert found that direct interaction with Chinese natives improved his Mandarin faster than traditional

title: Chinese language

text: Proficiency Test of various kinds. According to the Modern Language Association, there were 550 elementary, junior high and senior high schools providing Chinese programs in the United States in 2015, which represented a 100% increase in two years. At the same time, enrollment in Chinese language classes at college level had an increase of 51% from 2002 to 2015. On the other hand, the American Council on the Teaching of Foreign Languages also had figures suggesting that 30,000 – 50,000 students were studying Chinese in 2015. In 2016, more than half a million Chinese students pursued post-secondary education overseas, whereas

title: Westernised Chinese language

text: combined with more demanding 'service attitude' has deepened the belief of long sentences mean politeness. However, longer sentences take more time to read and response, which can have the opposite effect of the 'politeness' attempt. In addition, Japanese customers value convenience stores with shorter greetings. Westernised Chinese language Common Chinese-language errors by non-native learners of Chinese (sometimes called Westernised Chinese ()), usually refers to a pattern of written or spoken Chinese language, characterised by the significant influence from European languages, with regards to grammar, vocabulary, syntax and word order. Influences from English are particularly noticeable, especially in translations of literary

title: Chinese-language literature of Korea

text: of Chinese language was so dominant that the history of Korean literature and Chinese language are almost contiguous till the 20th Century. Korean works in Chinese are typically rendered in English according to modern Korean hangul pronunciations: It is disputed whether Chinese or Korean was the original language of some works: Chinese-language literature of Korea Chinese-language literature in Korea (Korean "hanmunhak") is literature written the Chinese language in Korea, which represents an early phase of Korean literature and influenced literature in the Korean language. The role of the Classical Chinese Han language or "Hanmun" language in Korea was akin to

title: Chinese-language literature of Korea

text: Chinese-language literature of Korea Chinese-language literature in Korea (Korean "hanmunhak") is literature written the Chinese language in Korea, which represents an early phase of Korean literature and influenced literature in the Korean language. The role of the Classical Chinese Han language or "Hanmun" language in Korea was akin to the same role in Japan of Chinese Kanbun and in Vietnam of Chinese Hán văn; a role which is broadly comparable to that of the Latin language in Europe. During this period the use of written Chinese language did not indicate that Korean literati were fluent in spoken Chinese. The role

title: Chinese language card

text: Chinese language card A Chinese language card or Chinese character card is a computer expansion card that improves the ability of computers to process Chinese text. Early computers were limited in processing speed and storage capacity. If a software like CC-DOS or is being used to render Chinese characters, the Chinese font could take up to 1/3 of RAM, making it impossible to execute large programs. Moreover, Chinese rendering via software must go through the BIOS, so that the speed is as slow as dozens of characters per second . Using a Chinese Character card could improve the computer's ability

title: Chinese language card

title: Singapore Centre for Chinese Language

text: Chinese lessons. Singapore Centre for Chinese Language (SCCL) started its in-service training courses in June 2009. It aims to enhance the teaching literacy, competency and professionalism of Chinese language teachers. To date, SCCL has provided training for more than 30,000 Chinese language teachers. To create further education opportunities for Chinese language teachers, SCCL and the University of Hong Kong jointly offer the Master in Teaching and Learning Chinese Language programme and the Doctor of Education in Research in Chinese Language Education programme. SCCL also collaborates with SUSS and SEED Institute to offer the Bachelor of Arts Degree in Chinese Language

title: Chinese language

text: BCE. The phonetic categories of Archaic Chinese can be reconstructed from the rhymes of ancient poetry. During the Northern and Southern dynasties period, Middle Chinese went through several sound changes and split into several varieties following prolonged geographic and political separation. "Qieyun", a rime dictionary, recorded a compromise between the pronunciations of different regions. The royal courts of the Ming and early Qing dynasties operated using a koiné language (Guanhua) based on Nanjing dialect of Lower Yangtze Mandarin. Standard Chinese was adopted in the 1930s, and is now the official language of both the People's Republic of China and Taiwan.

title: Chinese language

text: and Taiwan. In Hong Kong and Macau, because of their colonial and linguistic history, the language used in education, the media, formal speech, and everyday life remains the local Cantonese, although the standard language has become very influential and is being taught in schools. The Chinese language has spread to neighbouring countries through a variety of means. Northern Vietnam was incorporated into the Han empire in 111 BCE, marking the beginning of a period of Chinese control that ran almost continuously for a millennium. The Four Commanderies were established in northern Korea in the first century BCE, but disintegrated in

title: Chinese language

text: and in having voiceless nasals and liquids. Most recent reconstructions also describe an atonal language with consonant clusters at the end of the syllable, developing into tone distinctions in Middle Chinese. Several derivational affixes have also been identified, but the language lacks inflection, and indicated grammatical relationships using word order and grammatical particles. Middle Chinese was the language used during Northern and Southern dynasties and the Sui, Tang, and Song dynasties (6th through 10th centuries CE). It can be divided into an early period, reflected by the "Qieyun" rime book (601 CE), and a late period in the 10th century,

title: Chinese as a foreign language

text: Chinese as a foreign language Chinese as a foreign or second language is the study of the Chinese varieties by non-native speakers. Increased interest in China from those outside has led to a corresponding interest in the study of Standard Chinese ("Mandarin") as a foreign language, the official language of mainland China and Taiwan. However, the teaching of Chinese both within and outside China is not a recent phenomenon. Westerners began learning different Chinese varieties in the 16th century. Within China, Mandarin became the official language in the early 20th century. Mandarin also became the official language of Taiwan when

title: Chinese character description language

text: characters that do not yet have a standardized encoding in Unicode or ISO/IEC 10646. Many aim to work for Kaishu style and Song style, as well as to provide the character's internal structure which can be used for easier look-up of a character by indexing the character's internal make-up and cross-referencing among similar characters. Chinese Character Description Language is a font technology, based on XML, co-created by Tom Bishop and Richard Cook for the Wenlin Institute , designed for describing any CJK character, but suitable for describing any glyph. This XML-based declarative language actually defines the stroke order of each

title: Chinese language

text: tones to a two-toned pitch accent system much like modern Japanese. A very common example used to illustrate the use of tones in Chinese is the application of the four tones of Standard Chinese (along with the neutral tone) to the syllable "ma". The tones are exemplified by the following five Chinese words: Standard Cantonese, in contrast, has six tones in open syllables and three tones in syllables ending with stops: Chinese is often described as a "monosyllabic" language. However, this is only partially correct. It is largely accurate when describing Classical Chinese and Middle Chinese; in Classical Chinese, for

title: Chinese language

text: the following centuries. Chinese Buddhism spread over East Asia between the 2nd and 5th centuries CE, and with it the study of scriptures and literature in Literary Chinese. Later Korea, Japan, and Vietnam developed strong central governments modeled on Chinese institutions, with Literary Chinese as the language of administration and scholarship, a position it would retain until the late 19th century in Korea and (to a lesser extent) Japan, and the early 20th century in Vietnam. Scholars from different lands could communicate, albeit only in writing, using Literary Chinese. Although they used Chinese solely for written communication, each country had

title: Chinese language

text: Old Chinese was the language of the Western Zhou period (1046–771 BCE), recorded in inscriptions on bronze artifacts, the "Classic of Poetry" and portions of the "Book of Documents" and "I Ching". Scholars have attempted to reconstruct the phonology of Old Chinese by comparing later varieties of Chinese with the rhyming practice of the "Classic of Poetry" and the phonetic elements found in the majority of Chinese characters. Although many of the finer details remain unclear, most scholars agree that Old Chinese differs from Middle Chinese in lacking retroflex and palatal obstruents but having initial consonant clusters of some sort,

title: International Chinese Language Program

text: Program for Advanced Mandarin Studies apply through the Washington D.C. Taipei Economic and Cultural Representative Office Cultural Division. International Chinese Language Program The International Chinese Language Program (ICLP; ) is an institution for intensive training in formal Mandarin, Taiwanese, Classical Chinese, and other varieties of Chinese. It is located in Gongguan, Taipei, on the main campus of National Taiwan University (NTU). The center was established in 1961 by Stanford University to meet the stringent research and educational needs of Stanford University students. In 1963, the Inter−University Board was created and the official name became the Inter−University Program for Chinese Language

title: International Chinese Language Program

text: International Chinese Language Program The International Chinese Language Program (ICLP; ) is an institution for intensive training in formal Mandarin, Taiwanese, Classical Chinese, and other varieties of Chinese. It is located in Gongguan, Taipei, on the main campus of National Taiwan University (NTU). The center was established in 1961 by Stanford University to meet the stringent research and educational needs of Stanford University students. In 1963, the Inter−University Board was created and the official name became the Inter−University Program for Chinese Language Studies (IUP), commonly referred to as the "Stanford Center," with several top American universities contributing funds and participating

title: AP Chinese Language and Culture

text: obtaining the maximum score. The AP Chinese Language and Culture Exam is approximately 2 hours and 15 minutes in length. It assesses Interpersonal, Interpretive, and Presentational communication skills in Mandarin Chinese, along with knowledge of Chinese culture. Section I consists of multiple-choice questions. Section II, the free-response section, requires one to produce written and spoken responses. The grade distributions since 2010 were: AP Chinese Language and Culture Advanced Placement Chinese Language and Culture (commonly known as AP Chinese Language and Culture or AP Chinese) is a course offered by the College Board as a part of the Advanced Placement Program

title: AP Chinese Language and Culture

text: AP Chinese Language and Culture Advanced Placement Chinese Language and Culture (commonly known as AP Chinese Language and Culture or AP Chinese) is a course offered by the College Board as a part of the Advanced Placement Program in the United States. It requires proficiencies throughout the Intermediate range as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. The course interweaves language and culture learning and is conducted mostly in Chinese. The first AP Chinese test was administered on May 9, 2007. Many native Chinese speakers take the exam, leading to an overwhelming majority

title: Test of Chinese as a Foreign Language

text: for admission or as the evaluation of applicant’s Chinese proficiency. In addition, many international businesses in Taiwan, such as LG, adopt TOCFL as reference for their employee dispatch programs. Several overseas companies also refer to candidates’ TOCFL certificates when recruiting. TOCFL is a foreign language proficiency test for non-native speakers of Mandarin Chinese. Those who wish to know their level of Chinese proficiency, and those who want to study, work, or do business in Chinese-speaking countries or contexts are welcome to register for the test. The following table sets out the suggested learning hours of Mandarin Chinese, and suggested vocabulary

title: Chinese character description language

text: expand to Chinese as well) based on SVG and a wiki system of edition. In 2007, Structural Character Modeling Language was proposed as a different kind of XML-based Chinese-character description language whose positioning is not based on a numerical grid, as CDL and HanGlyph are. The known database of characters whose strokes and components are encoded in SCML is for demonstration-of-principle only; no known effort exists to attempt to encode, say, all of Unicode's CJK characters in SCML. Chinese character description language The Chinese character description languages are several proposed languages to most accurately and completely describe Chinese (or CJK)

title: Chinese as a foreign language

text: websites catering to speakers of English and over a hundred other languages. Free and Paid-for courses are also offered via podcasts. Software is also available to help students pronounce, read and translate Chinese into English and other languages. Chinese as a foreign language Chinese as a foreign or second language is the study of the Chinese varieties by non-native speakers. Increased interest in China from those outside has led to a corresponding interest in the study of Standard Chinese ("Mandarin") as a foreign language, the official language of mainland China and Taiwan. However, the teaching of Chinese both within and

title: Chinese as a foreign language

text: using intonation whilst retaining the correct tones. Chinese courses have been blooming internationally since 2000 at every level of education. Still, in most of the Western universities, the study of the Chinese language is only a part of Chinese Studies or sinology, instead of an independent discipline. The teaching of Chinese as a foreign language is known as "duiwai hanyu jiaoxue" (). The Confucius Institute, supervised by Hanban (the National Office For Teaching Chinese as a Foreign Language), promotes the Chinese language in the West and other parts of the world. The People's Republic of China began to accept foreign

title: Chinese Sign Language

text: negative clauses with British Sign Language; it may be that this is due to historical contact with the British in Shanghai. A feature of both CSL and British Sign Language is the use in many related signs of the thumb for a positive meaning and of the pinkie for a negative meaning, such as . Like most other sign languages, Chinese Sign Language is mostly conveyed through shapes and motions joined with facial expressions. CSL has at its disposal an alphabetic spelling system similar to pinyin. The Chinese culture and language heavily influence signs in CSL. For example, there is

title: History of the Chinese language

text: History of the Chinese language In historical linguistics, the history of the Chinese language includes the various changes over time of the Chinese language in its various incarnations. Chinese is part of the Sino-Tibetan language family, a group of languages that all descend from Proto-Sino-Tibetan. The relationship between Chinese and other Sino-Tibetan languages is an area of active research and controversy, as is the attempt to reconstruct Proto-Sino-Tibetan. The main difficulty in both of these efforts is that, while there is very good documentation that allows for the reconstruction of the ancient sounds of Chinese, there is no written documentation

title: Chinese language

text: common to all the spoken varieties of Chinese include the use of serial verb construction, pronoun dropping and the related subject dropping. Although the grammars of the spoken varieties share many traits, they do possess differences. The entire Chinese character corpus since antiquity comprises well over 20,000 characters, of which only roughly 10,000 are now commonly in use. However Chinese characters should not be confused with Chinese words. Because most Chinese words are made up of two or more characters, there are many more Chinese words than characters. A more accurate equivalent for a Chinese character is the morpheme, as

title: UN Chinese Language Day

text: UN Chinese Language Day UN Chinese Language Day is observed annually on April 20. The event was established by the UNESCO (United Nations Educational, Scientific and Cultural Organization) in 2010, seeking "to celebrate multilingualism and cultural diversity as well as to promote equal use of all six of its official working languages throughout the organization". April 20 was chosen as the date "to pay tribute to Cangjie, a mythical figure who is presumed to have invented Chinese characters about 5,000 years ago". The first Chinese Language Day was celebrated in 2010 on the 12th of November, but since 2011 the

text: Phnom Penh. Nevertheless, Cantonese continues to serve as the common community language among most Chinese Cambodians. In Chinese-language schools, either Cantonese and Mandarin are taught, depending on which school. Among the small ethnic Chinese community of Laos, Teochew and Cantonese are the two most spoken Chinese varieties. Ethnic Chinese living on the border with China speak Southwestern Mandarin. Although Thailand is home to the largest Overseas Chinese community in Southeast Asia, the level of integration is also the highest and most Thai Chinese today speak Thai as their native or main language. Most ethnic Chinese live in major cities such

title: Singapore Centre for Chinese Language

text: Education programme. The Singapore University of Social Sciences (SUSS) and SCCL signed a Memorandum of Understanding (MOU) to collaborate in the SUSS School of Humanities and Behavioural Sciences's BA Chinese Language Education Programme (BACLE). Singapore Centre for Chinese Language is dedicated to research studies that are closely associated with the teaching and learning of Chinese language. Keeping in mind the "Research-Validate-Train (RVT)" spirit, SCCL develops innovative pedagogies and publishs academic books and teaching toolkits to meet the rising challenges in teaching and learning Chinese in Singapore. SCCL also strives to provide Chinese language teachers and students with resources, platforms and

title: Yale-China Chinese Language Centre

text: Station, was built at a cost of $1.5 million with the support of the Fong Shu Fook Tong Foundation. The so-named Fong Shu Chuen Building was opened on 24 January 1980 by Chief Secretary Jack Cater. This building remains the headquarters of the school. In 1998 the centre launched a Cantonese language programme for Mainland students. Yale-China Chinese Language Centre Yale-China Chinese Language Centre (abbreviated as CLC, formerly New Asia - Yale-in-China Chinese Language Centre, ) at The Chinese University of Hong Kong is a Cantonese and Mandarin Chinese study centre in Hong Kong. The school offers various programmes geared

title: Chinese as a foreign language

text: further. In a Biblical vein similar to Kircher's, he tried to demonstrate that Chinese was the Primitive or Adamic language. In his "An Historical Essay Endeavoring a Probability That the Language of the Empire of China Is the Primitive Language" (1669), he suggested that Chinese was the language spoken before the confusion of tongues. Inspired by these ideas, Leibniz and Bacon, among others, dreamt of inventing a "characteristica universalis" modelled on Chinese. Thus wrote Bacon: Leibniz placed high hopes on the Chinese characters: The serious study of the language in the West began with missionaries coming to China during the

title: History of the Chinese language

text: might face a decline leading to its death. History of the Chinese language In historical linguistics, the history of the Chinese language includes the various changes over time of the Chinese language in its various incarnations. Chinese is part of the Sino-Tibetan language family, a group of languages that all descend from Proto-Sino-Tibetan. The relationship between Chinese and other Sino-Tibetan languages is an area of active research and controversy, as is the attempt to reconstruct Proto-Sino-Tibetan. The main difficulty in both of these efforts is that, while there is very good documentation that allows for the reconstruction of the ancient

text: variant, English, and a Philippine language, which is most often Tagalog or any Visayan language (e.g. Cebuano, Hiligaynon, etc.), but also Ilocano, Pangasinan and/or Kapampangan. Older Chinese Filipinos generally prefer to use a Chinese variant, whereas younger generations prefer to use either English or any native Philippine language, a result of the strong prohibition of Chinese-language education enacted during the martial law dictatorship of President Marcos (1972–1986). The most widely-spoken Chinese variety is Hokkien, specifically a branched-off local variant of it called Lan-nang-oe. Other Chinese varieties such as Teochew, Cantonese and Shanghainese are also spoken, albeit by a very tiny

title: Singapore Centre for Chinese Language

text: 2014. To promote research in the field of teaching and learning Chinese as a second language and to facilitate the application of research findings, SCCL has been organising International Conference on Teaching and Learning Chinese as a Second Language on a biennial basis since 2009. Singapore Centre for Chinese Language The establishment of Singapore Centre for Chinese Language (Abbreviation: SCCL; Chinese: 新加坡华文教研中心 ; pinyin: xīn jiā pō huá wén jiào yán zhōng xīn) was announced by Singapore Prime Minister Lee Hsien Loong on 6 September 2008, and was opened by then Minister Mentor Lee Kuan Yew on 17 November 2009.

title: Chinese language

text: characters represent the smallest grammatical units with individual meanings in the Chinese language. Estimates of the total number of Chinese words and lexicalized phrases vary greatly. The "Hanyu Da Zidian", a compendium of Chinese characters, includes 54,678 head entries for characters, including bone oracle versions. The "Zhonghua Zihai" (1994) contains 85,568 head entries for character definitions, and is the largest reference work based purely on character and its literary variants. The CC-CEDICT project (2010) contains 97,404 contemporary entries including idioms, technology terms and names of political figures, businesses and products. The 2009 version of the Webster's Digital Chinese Dictionary (WDCD),

title: Chinese language

text: Chinese, a resident of Shanghai might speak Shanghainese; and, if he or she grew up elsewhere, then he or she is also likely to be fluent in the particular dialect of that local area. A native of Guangzhou may speak both Cantonese and Standard Chinese. In addition to Mandarin, most Taiwanese also speak Minnan, Hakka, or an Austronesian language. A Taiwanese may commonly mix pronunciations, phrases, and words from Mandarin and other Taiwanese languages, and this mixture is considered normal in daily or informal speech. The official Chinese designation for the major branches of Chinese is "fāngyán" (, literally "regional

title: Chinese language

text: and Yue dialects are spoken. The vast majority of Chinese immigrants to North America spoke the Taishan dialect, from a small coastal area southwest of Guangzhou. Local varieties of Chinese are conventionally classified into seven dialect groups, largely on the basis of the different evolution of Middle Chinese voiced initials: The classification of Li Rong, which is used in the "Language Atlas of China" (1987), distinguishes three further groups: Some varieties remain unclassified, including Danzhou dialect (spoken in Danzhou, on Hainan Island), Waxianghua (spoken in western Hunan) and Shaozhou Tuhua (spoken in northern Guangdong). Standard Chinese, often called Mandarin, is

title: Chinese Language Standardisation Council of Malaysia

text: Chinese Language Standardisation Council of Malaysia The Chinese Language Standardisation Council of Malaysia (; ), abbreviated Yufan () is the body charged with regulating the use of the Chinese language in Malaysia under Ministry of Education (Malaysia). Malaysia is home to approximately 7.2 million ethnic Chinese (23% of the population). The use of the Chinese language is preserved through Chinese vernacular education. Many varieties of Chinese are also used. Malaysian Chinese have the option of sending their children to vernacular public schools which use Chinese as the medium of instruction at the primary level. At secondary level, some students opt

title: Chinese as a foreign language

text: and Macau and has traditionally been the dominant language among most Overseas Chinese communities. A number of universities outside Hong Kong and Macau offer Cantonese within their Chinese-language departments as well, especially in the UK and North America. The interpretation of the Chinese language in the West began with some misunderstandings. Since the earliest appearance of Chinese characters in the West, the belief that written Chinese was ideographic prevailed. Such a belief led to Athanasius Kircher's conjecture that Chinese characters were derived from the Egyptian hieroglyphs, China being a colony of Egypt. John Webb, the British architect, went a step

title: UN Chinese Language Day

text: date has been the 20th of April, roughly corresponding to Guyu in the Chinese calendar. Chinese people celebrate Guyu (which usually begins around April 20) in honour of Cangjie, because of a legend that when Cangjie invented Chinese characters, the deities and ghosts cried and it rained millet; the word "Guyu" literally means "rain of millet". UN Chinese Language Day UN Chinese Language Day is observed annually on April 20. The event was established by the UNESCO (United Nations Educational, Scientific and Cultural Organization) in 2010, seeking "to celebrate multilingualism and cultural diversity as well as to promote equal use

title: Singapore Centre for Chinese Language

text: centre within Nanyang Technological University, Singapore, signifying the best collaborative efforts of the Singapore government, its professional teachers' training institute and academia in Chinese language education. Through the provision of quality training, SCCL strives to enhance the teaching literacy, competency and professionalism of Chinese language teachers. Apart from providing quality training for Chinese language teachers, it also focuses on research of teaching strategies. It leads and conducts research projects in collaboration with local primary and secondary schools in areas ranging from Chinese language pedagogies targeted at students from predominantly English-speaking backgrounds to infusion of information and communications technology (ICT) into

title: Chinese language card

text: to process Chinese text. The card has a Chinese font burnt on its ROM chip, so that the font no longer takes up computer RAM. It takes internal codes and directly renders the corresponding characters onto the screen, which works much faster than software-based rendering. At the beginning of the 1990s, Lenovo, Founder Group, and Giant Corporation were manufacturing Chinese Character cards. As computer hardware improved, Chinese character cards were gradually rendered obsolete by software. Currently very few computers use Chinese Character cards to handle Chinese text. After Microsoft began supporting Chinese Language, Chinese Character cards were essentially rendered obsolete.

title: Singapore Centre for Chinese Language

text: applications that cater to their daily teaching and learning needs. The NTU-SCCL Press was set up in May 2012 to further SCCL's objectives of advancing research in Chinese Language pedagogy and promoting the development of Chinese language, culture and literature in Singapore. Its publications include academic books and monographs (pedagogy), journals, reference books, readers for children and teaching toolkits. In addition, the international-referred Journal of Chinese Language Education (JCLE) published by the SCCL and the Singapore Chinese Teachers' Union (SCTU) has been officially on the list of journals under the prestigious Chinese Social Sciences Citation Index (CSSCI) (Overseas) since January

title: Yale-China Chinese Language Centre

text: Yale-China Chinese Language Centre Yale-China Chinese Language Centre (abbreviated as CLC, formerly New Asia - Yale-in-China Chinese Language Centre, ) at The Chinese University of Hong Kong is a Cantonese and Mandarin Chinese study centre in Hong Kong. The school offers various programmes geared toward different types of students, including Cantonese and Mandarin programmes for foreigners, Mandarin classes for local Hong Kongers, and Cantonese classes for Mainland students and migrants to Hong Kong. The school is headquartered at the CUHK campus in Shatin, and has additional classrooms in Jordan, starting from July 2017. The CLC was established by Mrs. Jennie

text: for Chinese Independent High Schools, instead of national public schools, which use Malay as the medium of instruction. Malaysia also has a robust Chinese-language media. The "Sin Chew Daily" is the highest-circulated daily newspaper of any language in Malaysia. News telecasts read in Chinese are broadcast by state television stations TV2 and Bernama TV, and private stations such as ntv7 and 8TV. The simplified Chinese script is used in Malaysia. In 1997, Malaysia hosted the Seminar on Chinese Language Teaching in Southeast Asia, after which scholars in Malaysia agreed to form the Chinese Language Standardisation Working Committee (), which was

text: Ministry of Education, the Association of Translation and Creative Writing, the Federation of Chinese Associations (Huazhong), the private Chinese education sector, the Home Ministry, Chinese newspapers, Chinese radio stations and public universities. The following is the list of Chairmen of the Standardisation Council since 2004: Chinese Language Standardisation Council of Malaysia The Chinese Language Standardisation Council of Malaysia (; ), abbreviated Yufan () is the body charged with regulating the use of the Chinese language in Malaysia under Ministry of Education (Malaysia). Malaysia is home to approximately 7.2 million ethnic Chinese (23% of the population). The use of the Chinese

title: Chinese language

text: are considered archaic or unused in standard written Chinese. Written colloquial Cantonese has become quite popular in online chat rooms and instant messaging amongst Hong-Kongers and Cantonese-speakers elsewhere. It is considered highly informal, and does not extend to many formal occasions. The Chinese had no uniform phonetic transcription system until the mid-20th century, although enunciation patterns were recorded in early rime books and dictionaries. Early Indian translators, working in Sanskrit and Pali, were the first to attempt to describe the sounds and enunciation patterns of Chinese in a foreign language. After the 15th century, the efforts of Jesuits and Western

title: Chinese language

text: like the original while incorporating Chinese morphemes (phono-semantic matching), such as / "tuōlājī" "tractor" (lit. "dragging-pulling machine"), or / Mǎlì'ào for the video game character Mario. This is often done for commercial purposes, for example / "bēnténg" (lit. "dashing-leaping") for Pentium and / "Sàibǎiwèi" (lit. "better-than hundred tastes") for Subway restaurants. Foreign words, mainly proper nouns, continue to enter the Chinese language by transcription according to their pronunciations. This is done by employing Chinese characters with similar pronunciations. For example, "Israel" becomes "Yǐsèliè", "Paris" becomes "Bālí". A rather small number of direct transliterations have survived as common words, including /

title: Chinese language

text: new compounds, or new meanings for old phrases, were created in the late 19th and early 20th centuries to name Western concepts and artifacts. These coinages, written in shared Chinese characters, have then been borrowed freely between languages. They have even been accepted into Chinese, a language usually resistant to loanwords, because their foreign origin was hidden by their written form. Often different compounds for the same concept were in circulation for some time before a winner emerged, and sometimes the final choice differed between countries. The proportion of vocabulary of Chinese origin thus tends to be greater in technical,

title: Chinese as a foreign language

text: also dispatched Chinese teachers abroad, and by the early 1960s had sent teachers afar as the Congo, Cambodia, Yemen and France. In 1962, with the approval of the State Council, the Higher Preparatory School for Foreign Students was set up, later renamed the Beijing Language and Culture University. The programs were disrupted for several years during the Cultural Revolution. According to the Chinese Ministry of Education, there are 330 institutions teaching Mandarin Chinese as a foreign language, receiving about 40,000 foreign students. In addition, there are almost 5,000 Chinese language teachers. Since 1992 the State Education Commission has managed a

title: Chinese as a foreign language

text: Chinese in Europe. In 1837, Nikita Bichurin opened the first European Chinese-language school in the Russian Empire. Since then sinology became an academic discipline in the West, with the secular sinologists outnumbering the missionary ones. Some of the big names in the history of linguistics took up the study of Chinese. Sir William Jones dabbled in it; instigated by Abel-Rémusat, Wilhelm von Humboldt studied the language seriously, and discussed it in several letters with the French professor. Local Chinese variants were still widely used up until a Qing dynasty decree in 1909 that mandated Mandarin as the official language of

title: What to Do in Case of Fire?

text: S-Bahn car. Tim then pulls the incriminating film out of his bag, holds a lighter to it, and asks aloud: "What do you do if there's a fire?", and the friends answer, "Let it burn!" The film contains mild nudity, mild drug use, and mature language. What to Do in Case of Fire? What to Do in Case of Fire? () is a German film directed by Gregor Schnitzler. It premiered in November 2001 at the German film festival Kinofest Lünen and was released to theaters in 2002. Part comedy, part action and part drama, the movie is set in

title: What Do I Have to Do

text: Amazon.co.uk, "Her most outrageous but greatest video moment is where she parodies certain movie stars in the chic video for "What Do I Have to Do?", and because of her heavy eye make-up almost earns herself the title drag-queen Kylie (watch out for sister Dannii who briefly stars in the video, wearing a blonde wig)." These are the formats and track listings of major single releases of "What Do I Have to Do". Minogue performed the song on the following concert tours: The song was also performed on: What Do I Have to Do "What Do I Have to Do"

title: What would Jesus do?

text: expression has become a snowclone, sometimes for humorous effect. For example, "What Would Jesus Buy?", "What Would Lincoln Do?", "What Would Brian Boitano Do?", "What Would Mary Marvel Do?", "What Would Johnny Cash Do?", and "What would Tintin do?". The term "What Would Jesus Do?" or "WWJD" is also perceived as a fundamental management and leadership principle given Jesus' methodology of going to the marketplace to preach and lead by example. In modern management principles, more academic and professional references are going to the gemba or Management by Walking Around. What would Jesus do? The phrase "What would Jesus do?"

title: What Do I Do with Me

text: covered by Reba McEntire for her 1994 album, "Read My Mind." As listed in liner notes. What Do I Do with Me What Do I Do with Me is a 1991 album by American country music singer Tanya Tucker. It was her highest-placing on the Billboard charts reaching #6 in the Country albums and #48 on the Pop albums categories. The album produced four Top Ten hits on the Hot Country Songs charts: "(Without You) What Do I Do with Me" and "Down to My Last Teardrop" both at number two, "Some Kind of Trouble" at number three, and "If

title: What Do I Do with Me

text: What Do I Do with Me What Do I Do with Me is a 1991 album by American country music singer Tanya Tucker. It was her highest-placing on the Billboard charts reaching #6 in the Country albums and #48 on the Pop albums categories. The album produced four Top Ten hits on the Hot Country Songs charts: "(Without You) What Do I Do with Me" and "Down to My Last Teardrop" both at number two, "Some Kind of Trouble" at number three, and "If Your Heart Ain't Busy Tonight" at number four. The track "Everything That You Want" was later

title: I Do What I Do

text: success. He has further gone on to call that rather than demonetization as an exercise, better end to end income and asset tracking mechanisms, including the usage of biometric systems such as Aadhaar will be instrumental in battling 'black money'. I Do What I Do I do what I Do is a non fiction book authored by economist and former Governor of the Reserve Bank of India, Raghuram Rajan published by Harper Collins India in 2017. The book is a collection of speeches delivered by Rajan during his stint as the Governor of the Reserve Bank of India along with

title: I Do What I Do

text: I Do What I Do I do what I Do is a non fiction book authored by economist and former Governor of the Reserve Bank of India, Raghuram Rajan published by Harper Collins India in 2017. The book is a collection of speeches delivered by Rajan during his stint as the Governor of the Reserve Bank of India along with his commentary on the economic and political context prevalent at that time. The book was released on September 5, 2017 and quickly made its way to topping the list of best sellers on Amazon India and Flipkart. The book has

title: Do What You Gotta Do

text: & Tracks for the chart week of January 15, 2000. Do What You Gotta Do "Do What You Gotta Do" is a song written by guitarist Pat Flynn and recorded by the New Grass Revival for their 1989 Capitol album "Friday Night in America". The song was also recorded by American country music artist Garth Brooks. It was released in January 2000 as fifth and final single from the 1997 album, "Sevens". The song reached number 13 on the U.S. "Billboard" Hot Country Singles & Tracks (now Hot Country Songs) charts and peaked at number 18 on the Canadian "RPM"

title: Do What You Gotta Do

text: Do What You Gotta Do "Do What You Gotta Do" is a song written by guitarist Pat Flynn and recorded by the New Grass Revival for their 1989 Capitol album "Friday Night in America". The song was also recorded by American country music artist Garth Brooks. It was released in January 2000 as fifth and final single from the 1997 album, "Sevens". The song reached number 13 on the U.S. "Billboard" Hot Country Singles & Tracks (now Hot Country Songs) charts and peaked at number 18 on the Canadian "RPM" Country Tracks chart. The song was issued over two years

title: Ain't What You Do

text: Ain't What You Do "Ain't What You Do" is a single released in 2003 by the UK hip hop/R&B group Big Brovaz. The single is the fifth and final single taken from Big Brovaz' 2002 debut album, "Nu-Flow". "Ain't What You Do" became Big Brovaz' fifth UK hit but their first to miss the top ten, peaking at number fifteen and spending seven weeks inside the top seventy-five of the UK Singles Chart. The single was not released in Australia. "Ain't What You Do" is based on Fun Boy Three and Bananarama's collaboration "It Ain't What You Do (It's the

title: What I Do

text: vocalists on "If Love Was a River", which they also co-wrote. Adam Wright also wrote the track "Strong Enough". Giving the album all four stars, "People" magazine said on the album that Jackson "continues to sound more and more like Merle Haggard, which is tantamount to approaching perfection." "What I Do" debuted at #1 on the U.S. "Billboard" 200 selling 139,000 copies, becoming his third #1 album, and #1 on the Top Country Albums, becoming his seventh #1 country album. The album was certified Platinum by the RIAA in October 2004. What I Do What I Do is the twelfth

title: What I Do

text: What I Do What I Do is the twelfth studio album by American country music artist Alan Jackson. It was released on September 7, 2004, and produced four singles for Jackson on the Hot Country Songs charts: "Too Much of a Good Thing" and "Monday Morning Church" both reached #5, while "The Talkin' Song Repair Blues" and "USA Today" both reached #18. "What I Do", however, was the first album of his career not to produce any #1 hits. The Wrights, a duo composed of Adam and Shannon Wright (the former of whom is Jackson's nephew) are featured as background

title: Girls Can't Do What the Guys Do

text: 1972 studio album "See All Her Faces". Yellowman covered it for "King Yellowman" (1984). "Girls Can't Do What the Guys Do" is sampled in "Upgrade U" by Beyoncé and Jay-Z, from Beyoncé's album "B'Day" (2006) and in "No Homo Outro", a track from "Turtleneck & Chain" (2011) by The Lonely Island. Girls Can't Do What the Guys Do "Girls Can't Do What the Guys Do" is a single by American recording artist Betty Wright from her debut studio album "My First Time Around" (1968). It was written by Willie Clarke and Clarence Reid, and released in 1968 by Alston Records.

title: Girls Can't Do What the Guys Do

text: Girls Can't Do What the Guys Do "Girls Can't Do What the Guys Do" is a single by American recording artist Betty Wright from her debut studio album "My First Time Around" (1968). It was written by Willie Clarke and Clarence Reid, and released in 1968 by Alston Records. It reached number thirty-three on the US "Billboard" Hot 100 and number fifteen on the US Hot Rhythm & Blues Singles. It has been covered and sampled by several artists. "Girls Can't Do What the Guys Do" is a song written by Willie Clarke and Clarence Reid. It was arranged by

title: What Ya Wanna Do

text: In the "What Ya Wanna Do" music video, all the featured rappers spit verses by turn, recording their posse cut in the studio. The song contains a sample from "Do You Wanna Go Party" as written by Harry Wayne Casey and Richard Finch and performed by KC and the Sunshine Band on their sixth studio album "Do You Wanna Go Party". Adapted from Discogs What Ya Wanna Do "What Ya Wanna Do?" is a single by American recording artist Ice-T from his third studio album "The Iceberg/Freedom of Speech...Just Watch What You Say". It was released in 1989 via Sire

title: Do What You Do (Jermaine Jackson song)

text: the past: "Why don't you do what you do / when you did what you did to me?" Its B-side is "Tell Me I'm Not Dreamin' (Too Good to Be True)", a duet with Michael Jackson. The song was sampled by Lil Wayne for "How Could Something" and by Chamillionaire for "Void In My Life". The music video was an imitation of "The Godfather" and supermodel Iman played Jackson's love interest who eventually betrays him by trying to shoot him. After his henchmen take her away, it is not revealed what happened to her. Do What You Do (Jermaine Jackson

title: What Do I Say?

text: language. Hasan Alkhayer might have been an Alawite <poem>What do I say? if saying the truth is followed by lashing whips and humid dark prison, But I can not keep silent as silence is a vice that leads to hiding the light of truth. And I can not lie as lying is evil, God forbid, I will not lie! There are two gangs: one is ruling with the name of patriotism and have none of it! And another gang claims good faith; and religion forbids their sayings and acts! Two gangs, my people be aware of, both drank from the

title: Ain't What You Do

text: Way That You Do It)". UK CD 1 UK CD 2 Ain't What You Do "Ain't What You Do" is a single released in 2003 by the UK hip hop/R&B group Big Brovaz. The single is the fifth and final single taken from Big Brovaz' 2002 debut album, "Nu-Flow". "Ain't What You Do" became Big Brovaz' fifth UK hit but their first to miss the top ten, peaking at number fifteen and spending seven weeks inside the top seventy-five of the UK Singles Chart. The single was not released in Australia. "Ain't What You Do" is based on Fun Boy

title: In What Language?

text: eyes, our bodies, our hearts, our minds." In What Language? In What Language? is a studio album by American jazz pianist Vijay Iyer recorded with hip-hop artist Mike Ladd. The album was released on via Pi Recordings label. Joe Tangari of "Piitchfork" mentioned "What might make "In What Language?" truly important, though, is that it's focused intently on probing social issues in meaningful ways. We've all spent time lately lamenting the fact that modern music is so apolitical, and this is a good start for an antidote. If it takes a poet and a jazz pianist to expose some truth

title: In What Language?

text: In What Language? In What Language? is a studio album by American jazz pianist Vijay Iyer recorded with hip-hop artist Mike Ladd. The album was released on via Pi Recordings label. Joe Tangari of "Piitchfork" mentioned "What might make "In What Language?" truly important, though, is that it's focused intently on probing social issues in meaningful ways. We've all spent time lately lamenting the fact that modern music is so apolitical, and this is a good start for an antidote. If it takes a poet and a jazz pianist to expose some truth in an age where the American dream

title: Do What U Want

text: "Do what u want/ What u want with my body/ Do what u want/ What u want with my body/ Write what you want, say what you want about me/ If you want you know that I'm not sorry". According to the sheet music published at Musicnotes.com, "Do What U Want" is set in the time signature of common time, with a moderate tempo of 96 beats per minute. It is composed in the key of A major with Gaga's vocals spanning the tonal nodes of E to F. The song follows a basic sequence of D–E–Fm–E–D–E as its chord

title: What Do I Have to Do

text: What Do I Have to Do "What Do I Have to Do" is a song performed by Australian singer and songwriter Kylie Minogue taken from her third studio album "Rhythm of Love" (1990). The song was written and produced by Stock, Aitken & Waterman. Originally, the song was planned to be released after the single "Better the Devil You Know", but instead "Step Back in Time" was released and this was released as the third single on 21 January 1991. The song received positive reviews from most music critics, who thought the song was an instant rave classic. The song

title: Do What You Wanna Do (album)

text: Radio" and "Because I Love You" (the band's most popular songs). The perennial "Because I Love You" also gained new prominence around that time via its use in a series of advertisements for a well-known brand of jeans; the revamped version of "Because I Love You" peaked at No. 30 on the Australian Recording Industry Association (ARIA) Singles Charts. Side B is live recordings taken from the 1988 reunion tour. All songs written by Doug Ford and Jim Keays, except where noted. Do What You Wanna Do (album) Do What You Wanna Do is the fifth studio album by the

title: Do What You Wanna Do (album)

text: Do What You Wanna Do (album) Do What You Wanna Do is the fifth studio album by the Masters Apprentices, released in November 1988 on Virgin Records. It was the group's first album in 17 years since "A Toast To Panama Red". In the early 1980s there was a revival of interest in the Masters Apprentices due partly to rock historian Glenn A. Baker, who featured the band for his "Rock & Roll Trivia Show" on Sydney radio's Triple J, which in turn led to the release of a definitive compilation LP, "Hands of Time" by Baker's Raven Records in

title: What would Reagan do?

text: What would Reagan do? What would Reagan do? (sometimes abbreviated WWRD) is a phrase that has become popular primarily among conservatives and Republicans in the United States. Its usage reflects a belief in former United States President Ronald Reagan as a model conservative leader whose philosophy and policies provide guidance and a good example for modern politicians. The phrase derives by analogy from the earlier phrase What would Jesus do? and its related initialism WWJD, coined in the 1890s and repopularized during the 1990s. While the phrase "What would Reagan do?" has existed since at least the early 2000s, it

title: What Faith Can Do

text: and believe that nothing is impossible with God. That's what faith can do. The take-away message is to know that God cares for you personally and that He wants a personal relationship with each and every one of us. For believers, the song is a reminder about making a faithful commitment to live with the kind of faith that God calls each of us to have." The music video for the single "What Faith Can Do" was released on February 12, 2010. What Faith Can Do "What Faith Can Do" is a song by American Christian rock band Kutless from

title: In What Language?

text: is being able to watch TV and play video games at the same time, so be it. We can only hope it inspires real discourse and real thought." Lyn Horton of All About Jazz noted "A concrete lesson seems to emanate from "In What Language?" and it is this: that no matter what language distinguishes the nature of the present global geo-political culture, the language spoken has a clear and consistent meaning borne in its content. The language transcends any dialect. And if we are determined enough, within our commonly shared humanity, we can speak the same language. In our

title: What Do You Mean?

text: Do You Mean?" was performed at the 2015 MTV Europe Music Awards on October 25. Moreover, the song was also included on the set list for the Purpose World Tour. What Do You Mean? "What Do You Mean?" is a song recorded by Canadian singer Justin Bieber for his fourth studio album "Purpose" (2015). The song was released on August 28, 2015, as the album's lead single by Def Jam. Written by Bieber, Jason "Poo Bear" Boyd and Mason Levy, the song was produced by MdL and co-produced by Bieber. "What Do You Mean?" is a pop and tropical house

title: Do Not Ask What Good We Do

text: Do Not Ask What Good We Do Do Not Ask What Good We Do: Inside the U.S. House of Representatives is a 2012 book by the author Robert Draper and published by Free Press. It details the activities of Republicans and Democrats in the United States House of Representatives and the Senate during the first term of Barack Obama's presidency. The book was republished under the title When the Tea Party Came to Town. In order to research the activities and politics within the House of Representatives, Draper "embedded with new and senior House members" that had been elected in

title: Do What You Do (Jermaine Jackson song)

text: Do What You Do (Jermaine Jackson song) "Do What You Do" is a single by American R&B singer Jermaine Jackson, sibling of singers Michael and Janet Jackson and former member of The Jackson 5. It was released as the second single from his 1984 album, entitled "Jermaine Jackson" in the United States but marketed as "Dynamite" in the United Kingdom and other countries. This was one of Jermaine's first releases with Arista Records after a long recording career with Motown Records, first as a member of The Jackson 5, then later as a solo artist. Although Jermaine Jackson never achieved