!!!Meeting March the 6th and 11th:
Antti, Megan, Lene

!!Agenda
* nêhiyawêtân: what needs to be done
* the files
* Using Toolbox
* Evaluation
* the curriculum, and what tasks to make
* itwewina
 
!! nêhiyawêtân: what needs to be done
* move to gtoahpa-server (Heli - after updating the lexicons)
* update lexicon: nouns should be ok, in the verb-files there are question marks about translation and orthography \\ The csv-files for verbs and particles are newer than the xml files
* which localization: eng, fra?, crk? (tooltip localization?)
* do we want lexicon crk-fra?
* do we want grammar explanations?
* make more audiofiles? - esp. words from the first units
* make more MorfaS and MorfaC tasks (pick topics from the curriculum)
* make files for morphological feedback
* make a nêhiyawêtân logo, and crk names for MorfaS and MorfaC ?

!! Files:
* /ped/crk_oahpa/ -- systemfiles (Heli does most of the work here)
* /ped/crk/src/  -- lexiconfiles with linguistic information both for the menu (e.g. what to practise, give colour to AN words, for morphological tips), these are used for paradigm generation

{{{
gilgamesh:~ arppe$ less giellatekno/ped/crk/src/N_crk.xml | grep '<e>' | wc -l
 	258
gilgamesh:~ arppe$ less giellatekno/ped/crk/src/V_crk.xml | grep '<e>' | wc -l
  	22
There are csv-file for verbs and particles which contain much more )
}}}

* /ped/crk/engcrk/ -- lexiconfiles for eng crk
* /ped/crk/fracrk/ -- lexiconfiles for fra crk
* /ped/crk/meta/ -- source files for MorfaC, morphological tips, paradigm generation...
* /ped/crk/media/ -- audiofiles

!! Using Toolbox and generate to the crk/src/ and crk/engcrk/ lexicons
* That means that all changes has to be done in the original files, and all work has to be done in Edmonton
* Files in the other directories will not be generated from Toolbox
* AA to comment

!! Evaluation of nêhiyawêtân and the use of itwewina(?)
*Before the course starts, everything has to be thoroughly tested and improved
 who will test it?
* two courses A: May 4-22  B: May 25-June 10 (each course 12 course days?)
* students can use nêhiyawêtân and itwewina the whole course
*give instructions to students about how to use MorfaS and MorfaC for the chosen *grammar topics
*observe the use?
*questionnaries before and after
*interviews?
*analyse the logs

!! The curriculum - the first course
The units of the course book, and comments on what we have tasks for already in the demo version:
# greetings, food, dinnerware (nouns)
# animals (nouns),  -- Morfa: AI verbs
## AI verbs: independent mode and conjunct mode: paradigm, + imperative
## pronouns: all persons
# Parts of the body (nouns)  - Morfa: locative and diminutive, plural, AI verbs
## Possession in all persons, 
## Diminutives. Morfa
## Some preverbs/prefixes? for nouns, 
## Locatives, Tense markers for verbs for AI, Yes/no questions  -- MorfaC
# Kinship terms -- Morfa: possessives to Sg
## more possession
## TI verbs with short -a ending paradigm (The other TI verbs follow the AI paradigm) ??make for Morfa??
## TA verbs (these have the most complicated paradigm)
# Word derivations
# Colours and descriptions
## II verbs -- ???? - colours and weather conditions, Leksa or Morfa?
## Verbal suffixes
# Getting around in Cree
## More verbs
## nouns: vocative
## particles
## preverbs	
# Counting and telling time
## particles
## preverbs
## conjugation of verbs
# Dates and money - in Numra already - 
# Occupations, clothing and animals
## More particles and AI verbs
## More translative verbs
# Review


            

 

!! itwewina
change the direction from crkeng to engcrk-algoritm. The algoritm could be:
# use the keywords but skip the most frequent ones, like ‘in’, ‘into’, ‘self’
# make a list for all the keywords (with frequencies) to find out which keywords to skip
# transform the keywords into <l> elements in engcrk
# transform the English translation into <re> element in engcrk
# merge the entries in the engcrk, each entry with the same keyword as an <mg> element under the keyword (we have scripts for this)
{{{
akohcimêw	 ᐊᑯᐦᒋᒣᐤ	 VTA-1	 s/he puts s.o. into water, s/he soaks s.o. in water, 
s/he immerses s.o. in water	 put ;; immerse ;; soak ;; into ;; in ;; 
water	 /akoht-/ ;; /-im/	 Cree: pC  Independent, 3s-3’		
 Action		 /akoht-/ + /-im/	 akohcim-
						 
174 ‘into’
388 ‘in’
316 ‘self’


kitiskinêw	 ᑭᑎᐢᑭᓀᐤ	 VTA-1	 s/he drops s.o. accidentally; 
s/he fumble s.o. (e.g. ball)	 
drop ;; accidentally ;; fumble ;; ball	 /kitisk-/ ;; /-n/	 
Cree: pC  Independent, 3s-3’ /kitisk-/ + /-n/	 
kitiskin-	 kiciskinêw		

}}}			


{{{
<e>
  <lg>
    <l pos="N">ball</l>
  </lg>
  <mg>
    <tg xml:lang="crk">
      <t pos="N">pâkahatowân</t>
    </tg>
 </mg>
 <mg>
  <tg xml:lang="crk">
    <re>ball for kicking, football</re>
    <t pos="N">kwâskwênatowâ</t>
  </tg>
  </mg>
  <mg>
  <tg xml:lang="crk">
    <re>s/he drops accidentally e.g. a ball</re>
    <t pos="V">kitiskinêw</t>
  </tg>
 </mg>
</e>

<e>
 <lg>
    <l pos="V">drop</l>
 </lg>
 <mg>
  <tg xml:lang="crk">
     <re>s/he drops something accidentally</re>
     <t pos="V">kitiskinêw </t>
  </tg>
 </mg>
</e>

<e>
 <lg>
    <l pos="V">fumble</l>
 </lg>
 <mg>
   <tg xml:lang="crk">
    <re>s/he fumbles so he drops something accidentally</re>
    <t pos="V">kitiskinêw </t>
  </tg>
 </mg>
</e>

<e>
 <lg>
    <l pos="Adv">accidentally</l>
 </lg>
 <mg>
  <tg xml:lang="crk">
    <t pos="Ipc">xxxxxx</t>
  </tg>
 <mg>
  <tg xml:lang="crk">
    <re>s/he drops something accidentally</re>
    <t pos="V">kitiskinêw </t>
  </tg>
 </mg>
</e>

}}}