Story : 55 Fiction : Serial Killer

serial killerMosquitoes’ hissing pierced the silence of the parking lot.

Lisa tiptoed towards her car thinking “Night shows? Not anymore!”

She clutched the door to open.

The power went off.

A red eyed machete man approached her from behind slowly…

He grabbed the remote from his mother “I want to watch IPL” and killed the serial!


– Din


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Speech : The Importance of Basic Education : Amartya Sen

Amartya Sen’s speech – Commonwealth education conference, Edinburgh – 2003

Amartya_Sen_NIHIt’s a great privilege for me to have the opportunity of speaking at this meeting of Commonwealth countries on education. I am also very happy that you have chosen Edinburgh as the venue of this important conference. I am very proud of my own association with Edinburgh, through being an alumnus of two universities here, Edinburgh University and Heriot-Watt University (admittedly my connections are only through honorary degrees but they generate a sense of closeness to the real students here), and also through belonging to the Royal Society of Edinburgh and having other associations with this great city. So I welcome you to beautiful Edinburgh and to its wonderful intellectual community, of which I am privileged to be a nomadic member, as something of an academic gypsy. But to this welcome I must add my belief that there could not be a better place for a meeting on “closing the gap” in education than the city of Adam Smith and David Hume, the earliest and greatest champions of education for all.

Why is it so important to close the educational gaps, and to remove the enormous disparities in educational access, inclusion and achievement? One reason, among others, is the importance of this for making the world more secure as well as more fair. HG Wells was not exaggerating when he said, in his Outline of History: “human history becomes more and more a race between education and catastrophe.” If we continue to leave vast sections of the people of the world outside the orbit of education, we make the world not only less just, but also less secure.

The precariousness of the world is now greater than it already was in HG Wells’s time in early twentieth century. Indeed, since the terrible events of September 11, 2001 – and what followed after that – the world has been very aware of problems of physical insecurity. But human insecurity comes in many different ways – not just though terrorism and violence. Indeed, even on the very day of September 11, 2001, more people died from Aids than from physical violence including the atrocity in New York. Human insecurity can develop in many different ways, and physical violence is only one of them. While it is important to fight terrorism and genocide (and in this too, education can have a big role, as I will presently discuss), we must also recognise the plural nature of human insecurity and its diverse manifestations.

As it happens, widening the coverage and effectiveness of basic education can have a powerfully preventive role in reducing human insecurity of nearly every kind. It is useful to consider briefly the different ways in which removing discrepancies and neglects in education can contribute to reducing human insecurity across the world.

The most basic issue relates to the elementary fact that illiteracy and innumeracy are forms of insecurity in themselves. Not to be able to read or write or count or communicate is a tremendous deprivation. The extreme case of insecurity is the certainty of deprivation, and the absence of any chance of avoiding that fate. The first and most immediate contribution of successful school education is a direct reduction of this basic deprivation – this extreme insecurity – which continues to ruin the lives of a large part of the global population, not least in the Commonwealth.

The difference that basic education can make to human life is easy to see. It is also readily appreciated even by the poorest of families. Speaking personally, it has been wonderful for me to observe how easily the importance of education is perceived even by the poorest and the most deprived of families. This emerges from some studies on primary education in India that we are currently undertaking (through the “Pratichi Trust” – a trust aimed at basic education and gender equity that I have been privileged to set up in India and Bangladesh through using my Nobel Prize money from 1998). As the results of our studies come in, it is remarkable to find how the parents from even the poorest and most depressed families long to give basic education to their children, to make them grow up without the terrible handicaps from which they – the parents – had themselves suffered.

Indeed, contrary to claims often made, we have not observed any basic reluctance by parents to send their children – daughters as well as boys – to school, provided affordable, effective and safe schooling opportunities actually exist in their neighbourhood. Of course, there are many obstacles in giving shape to the dreams of parents. The economic circumstances of the families often make it very hard for them to send their children to school, particularly when there are fees to be paid.

The obstacle of unaffordability must be firmly removed across the Commonwealth – indeed the world. I am, of course, aware that some champions of the market system want to leave school fees to the market forces. But this cannot but be a mistake given the social obligation to give the essential opportunity of schooling to all children. Indeed, Adam Smith, who provided the classic analysis of the power and reach of the market mechanism two and quarter centuries ago, wrote eloquently, sitting in Kirkcaldy (not far from here), why it would be wrong to leave this to the market:

For a very small expence the publick can facilitate, can encourage, and can even impose upon almost the whole body of the people, the necessity of acquiring those most essential parts of education.
There are other obstacles too. Sometimes the schools are very thinly staffed (many primary schools in developing countries have only one teacher), and parents are often worried about the safety of children, especially girl children (particularly in case the teacher fails to turn up, which seems to happen often enough in many of the poorer countries). Quite often, the parents’ reluctance has a rational basis, and these gaps too need to be addressed.

There are other barriers as well. Very poor families often rely on labour contributions from everyone, even the children, and this can compete with the demands of schooling. This unfortunate practice, though generated out of hardship, must also be removed, through regulation as well as by making the economic benefits of schooling clearer to all. This brings us to the second issue in understanding the contribution of schooling in removing human insecurity. Basic education can be very important in helping people to get jobs and gainful employment. This economic connection, while always present, is particularly critical in a rapidly globalising world in which quality control and production according to strict specification can be crucial.

Not surprisingly, all the cases of speedy use of the opportunities of global commerce for the reduction of poverty have drawn on help from basic education on a wide basis. For example, in Japan, already in the mid-19th century the task was seen with remarkable clarity. The Fundamental Code of Education, issued in 1872 (shortly after the Meiji restoration in 1868), expressed the public commitment to make sure that there must be “no community with an illiterate family, nor a family with an illiterate person”. Thus – with the closing of educational gaps – began Japan’s remarkable history of rapid economic development. By 1910 Japan was almost fully literate, at least for the young, and by 1913, though still very much poorer than Britain or America, Japan was publishing more books than Britain and more than twice as many as the United States. The concentration on education determined, to a large extent, the nature and speed of Japan’s economic and social progress.

Later on, particularly in the second half of the 20th century, South Korea, China, Taiwan, Hong Kong, Singapore, and other economies in East Asia followed similar routes and firmly focused on general expansion of education. Widespread participation in a global economy would have been hard to accomplish if people could not read or write, or produce according to specifications or instructions, or to have quality control.

Third, when people are illiterate, their ability to understand and invoke their legal rights can be very limited, and educational neglect can also lead to other kinds of deprivation. Indeed, this tends to be a persistent problem for people at the bottom of the ladder, whose rights are often effectively alienated because of their inability to read and see what they are entitled to demand and how. The educational gap clearly has a class connection.

It also has a gender connection since it can be a very important issue for women’s security. Women are often deprived of their due, thanks to illiteracy. Not being able to read or write is a significant barrier for underprivileged women, since this can lead to their failure to make use even of the rather limited rights they may legally have (say, to own land, or other property, or to appeal against unfair judgment and unjust treatment). There are often legal rights in rulebooks that are not used because the aggrieved parties cannot read those rulebooks. Gaps in schooling can, thus, directly lead to insecurity by distancing the deprived from the ways and means of fighting against that deprivation.

Fourth, illiteracy can also muffle the political opportunities of the underdog, by reducing their ability to participate in political arena and to express their demands effectively. This can contribute directly to their insecurity, since the absence of voice in politics can entail a severe reduction of influence and the likelihood of just treatment of those who are kept on the wrong side of the gap.

Fifth, basic education can play a major role in tackling health problems in general and epidemics in particular. It is easy to see the importance of specialised health education (for example, on the way infections spread and how diseases can be prevented). But even general education can broaden a person’s lines of thinking and generate social understanding in ways that may be extremely important in facing epidemiological problems. Indeed, some studies have suggested that general school education has a bigger impact on health than specialised health education itself has.

Sixth, empirical work in recent years has brought out very clearly how the relative respect and regard for women’s well-being is strongly influenced by women’s literacy and educated participation in decisions within and outside the family. Even the survival disadvantage of women compared with men in many developing countries (which leads to such terrible phenomenon as a hundred million of “missing women”) seems to go down sharply – and may even get eliminated – with progress in women’s empowerment, for which literacy is a basic ingredient.

There is also considerable evidence that fertility rates tend to go down sharply with greater empowerment of women. This is not surprising, since the lives that are most battered by the frequent bearing and rearing of children are those of young women, and anything that enhances their decisional power and increases the attention that their interests receive tends, in general, to prevent over-frequent child bearing. For example, in a comparative study of the different districts within India, it has clearly emerged that women’s education and women’s employment are the two most important influences in reducing fertility rates. In that extensive study, female education and employment are the only variables that have a statistically significant impact in explaining variations in fertility rates across more than three hundred districts that make up India. In understanding inter-regional differences, for example the fact the state of Kerala in India has a fertility rate of only 1.7 (which can be roughly interpreted as 1.7 children on average per couple) in contrast with many areas which have four children per couple (or even more), the level of female education provides the most effective explanation.

There is also much evidence that women’s education and literacy tend to reduce the mortality rates of children. These and other connections between basic education of women and the power of women’s agency (and its extensive reach) indicate why the gender gap in education produces heavy social penalties.

I have so far concentrated on gaps in access, inclusion and achievement that differentiate one group of people from another. But this is also a good occasion to reflect a little on the gaps – of a very different kind – that exist in the coverage of the school curriculum. The nature of the curriculum is, of course, of obvious relevance to the development of technical skills (such as computing) that facilitate participation in the contemporary world. But there are also other issues involved, since schooling can be deeply influential in the identity of a person and the way we see ourselves and each other.

This issue has received some attention recently in the special context of the role of fundamentalist religious schools, and there is need to pay attention to the narrowing of horizons, especially of children, that illiberal and intolerant education can produce. It is also important to recognise that lack of public facilities for the schooling of children often contributes greatly to the appeal and popularity of religious schools run by political militants.

Indeed, the nature of education is quite central to peace in the world. Recently the very deceptive perspective of the so-called “clash of civilisations” (championed particularly by Samuel Huntington) has gained much currency. It is important to see that what is most immediately divisive in this kind of theorising is not the silly idea of the inevitability of a clash (that too, but it comes later), but the equally shallow prior insistence on seeing human beings in terms of one dimension only, regarding them just as members of one civilisation or another (defined mostly in terms of religion), ignoring their other affiliations and involvements.

There are two mistakes here. First, the classification is very crude. For example, India is put in the box of Hindu civilisation, even though with its 130 million Muslims (more than the entire British and French populations put together), India has many more Muslims than most so-called “Muslim countries” in the world. Huntington’s classification gives comfort only to Hindu sectarians.

The second mistake is to assume that a person’s religion defines him or her reasonably adequately. But every human being’s identities have many different components, related to nationality, language, location, class, occupation, history, religion, political beliefs, and so on. A Bangladeshi Muslim is not only a Muslim, but also a Bengali and possibly quite proud of the richness of the Bengali literature and other cultural achievements. Similarly, the history of the Arab world with which an Arab child today can potentially related is not only the achievements of Islam (important as they are), but also the great secular accomplishments in mathematics, science and literature which are part and parcel of Arab history. Even today when a scientist in, say, the Imperial College uses an “algorithm,” he or she unconsciously celebrates the innovativeness of the ninth-century Arab mathematician, Al-Khwarizmi, from whose name the term algorithm is derived (the term “algebra” comes from his book, “Al Jabr wa-al-Muqabilah”).

To define people just in terms of religion-based classification of civilisations can itself contribute to political insecurity, since in this view people are seen as simply belonging to, say, “the Muslim world,” or “the Western world,” or “the Hindu world,” or “the Buddhist world,” and so on. To ignore everything other than religion in classifying people is to set people up in potentially belligerent camps. I personally believe that even the UK government makes a mistake in expanding, rather than reducing faith-based state schools, adding for example Muslim schools, Hindu schools and Sikh schools to pre-existing Christian ones, especially when the new religious schools leave children very little opportunity to cultivate reasoned choice and decide how the various components of their identities (related respectively to language, literature, religion, ethnicity, cultural history, scientific interests, etc) should receive attention. There is need not only to discuss the importance of our common humanity, but also to stress the fact that our diversities can take many distinct forms and that we have to use our reasoning to decide how to see ourselves.

The importance of non-sectarian and non-parochial curricula that expand, rather than reduce, the reach of reason can be hard to exaggerate. Shakespeare talked about the fact that “some men are born great, some achieve greatness, and some have greatness thrust upon them.” In the schooling of children, we have to make sure that we do not have smallness thrust upon the young.

The idea of the Commonwealth has something to offer on the philosophy behind such a broad approach. The Queen herself, as the head of the Commonwealth, put the basic perspective with clarity and force half a century ago, shortly after her coronation, in 1953:

The Commonwealth … is an entirely new conception built on the highest qualities of the spirit of man: friendship, loyalty and the desire for freedom and peace.
In promoting friendship and loyalty, and in safeguarding the commitment to freedom and peace, basic education can play a vital part. This requires, on the one hand, that the facilities of education be available to all, and on the other, that children be exposed to ideas from many different backgrounds and perspectives and be encouraged to think for themselves and to reason.

Basic education is not just an arrangement for training to develop skills (important as that is), it is also a recognition of the nature of the world, with its diversity and richness, and an appreciation of the importance of freedom and reasoning as well as friendship. The need for that understanding – that vision – has never been stronger.

Amartya Kumar Sen is an Indian economist and philosopher who since 1972 has taught and worked in the United Kingdom and the United States. He has made contributions to welfare economics, social choice theory, economic and social justice, economic theories of famines, and indexes of the measure of well-being of citizens of developing countries. He was awarded the Nobel Memorial Prize in Economic Sciences in 1998 for his work in welfare economics.


Courtesy & Source : The Guardian

May be English – an Alien Language !

English is alien language

This is for Non-native English Speakers and Learners 🙂

English is an alien language in our home. May be in your home too if you were born in a family which uses a non-English mother tongue. What happens when your family, friends and neighbours also belong to similar families? Well to know that you can visit Tamil Nadu and many parts of India. Also in China you could explore such a scenario.

Welcome to all English using debutant 🙂

All it had begun with A for Apple, when my father enrolled me in a Matric school. The Experience with English for me and my friends remained only with the books and exams. We had no such strict rules in the 90’s as the present schools have. Yes they had not fined us for speaking in Tamil, so except for writing the tests and homework we never used English elsewhere. This probably the reason we are good at our mother tongue. Now a days kids must have to talk in English within the school campus and even many parents continue the same in their homes.

But we were not! Most of the parents including mine, Tamil is the medium of communication in our homes, and while we friends played cricket or any social gatherings we never used English. Okay, what about learning English as a subject. Well, that typically ended with marks. Especially at higher grades when we had paper II on grammar, our teachers equipped us with special techniques to score marks, even I doubt Oxford Professors may not know their tricks 🙂

My sincere attempts to learn and speak in English had begun when I was in my 5th std, if my memory is correct. I had an opportunity to speak to a foreigner, probably she might be interested to talk to me because I was a little and chubby boy. I managed mostly with “Yes” and “No” and by asking her the questions. Later, I remember an incident at my second school, during my 11th grade. When my English teacher made so many red underlines on a speech that I had prepared, I gave up almost but that incident challenged me to take up the task of learning English so seriously. I pestered my parents to get me The Hindu Newspaper though I hardly understood much of the news, except the Sports page and TV programs’ Schedule. Editorials was never in my options to read.

There was another story why I had decided ‘NO’ to Engineering, though I was a top scorer and opted my graduation in Business Management. So I had no other option to get fluency in English, not for surviving the college but for my future career. I was then still in a rural backdrop, so talking in English in our college was an element to mock a fun. That was the time I decided to break the Ice, we organized regular mini-seminars at lunch breaks and practiced. As expected many made fun on me and a few of my friends who tried it. But eventually I broke my stage fear. In my school days I used to act in Drama and Skits that experience also had helped me in facing people.

One trick I identified was “the mirror experiment”, just like many I also had tried to ask questions and answered them in English. By the time when I got out of my college, I was an odd one out who could speak better English than many. Shyness was the wall which had stopped many of the students, even today many students from rural backdrops still face the same issue.

Then came the next phase, Job Interviews and Professional Arena 🙂 By this time I had moved to Bangalore, so there was no other option for me. Since my academic records are good, all I needed to focus was to take care of my attitude and present myself better in the interview, which I did better to bag my offer letter from Infosys. But I had not joined there 🙂

Then everything happened was like planned, I got into HR field, had begun as a Recruiter, then Executive generalist, then got into other functional areas… Finally, I had been transformed into a Trainer, when I had completed 4 years of my work. Thanks to all stones thrown on my professional and personal life, which helped me shape up myself as a strong personality. When I stepped out of my small town, I was emotionally fragile, for the next four years I had no opportunity to get back to Tamilnadu. So English was my only companion to express my thoughts. Eventually, I got little exposure to Hindi and Telugu as well.

Today, I have developed myself far better than that guy I was in my past. I never compare myself with anyone, I may not be better when compared to the standards of what others perceive, but I am getting better than where I stood yesterday! 🙂 I am still daring to write a blog, scribble some quotes / thoughts, managing to write some stories… Of course, my errors make me a better learner.

There are 3 things that I have learned about learning any alien language 🙂

  1. Never feel shy about making mistakes, you will obviously do it, everyone did it.
  2. Keep on practising, regardless of whatever feedback you may get.
  3. Realize it is just another language, but not a skill! Better you understand the lexical structure of you mother tongue, you will understand other languages so easily.

There are 3 things that you should not do with someone who tries to learn English / other language

  1. Do not make fun of them, instead get involved in a conversation to help their learning.
  2. When they make mistakes, correct them if they ask you for it, but do not try to find mistakes every time, which may demotivate them.
  3. Talk to people in a simple way, do not try to show your expertise with Jargons. Believe me, your communication is just a failure, at the very moment when the listeners do not understand it.
- Din

Know : List of saying “Thanks” in Many Languages

THank you in all languages

Thanks is  one of the most Beautiful Words in any Language! Here is the big list of Thanks in many languages along with the regions / countries where it is spoken.

Help : Press ‘Ctrl’ + ‘F’ on your keyboard, and type to jump to the language / region you want. or SCROLL 🙂

Regions

Languages

HOW TO SAY THANKS

Afghanistan Pashto Tashakkur
Afghanistan, Pakistan Sta na shukria
Africa Kidavida Chavucha
Kiembu Ni waro
Kiga Kazaare
Mwebare
Osyo
Otyo
Webare
Yebare
Kikuyu Ni wega
Thengiu
Kikwe Niwega muno
Kinyamwezi Wabeeja
Kituba Melesí
Ngbaka Dé kãã
Ntomba Ebóto
Ewata
Alaska Ahtna Tsin’aen
Deg Xinag Dogedinh
Xisrigidisddhinh
Eyak ‘Awa’ahdah
Gwich’in Mahsi’
Mahsi’ choo
Haida Háw’aa
Hän Mahsi’
Inuktitut Taikkuu
Koyukon Anaa basee
Baasee’
Suqpiaq Quyanaa
Tanaina Chin’an
Tanana Basee choo
Maasee’
Tanana [Upper Tanana] Tsen’ii
Tsimshian Way dankoo
Unagan Qagaasakung
Qaqaasakuq
Yup’ik Quyana
Albania Albanian Faleminderit
Ju falem nderit
Albania & Kosovo & Serbia Albanian [Gheg]  Falimineres
Alberta Canada, Montana USA Blackfoot Nitsíniiyi’taki
Algeria Kabyle Tamemmirt
Amazon Pa’ikwene Kibeiné
Ancash Peru Quechua Ancashino Paylla
Andorra, Spain, France Catalan Gràcies
Mercès
Angola Kimbundu Matondo
Ngasakidila
Sakidila
Angola, Namibia Ambo Ondapandula unene
Kwanyama Nda pandula
Aragon Spain Aragonese Grazias
Arizona USA Apache Ashoge
Apache [Jicarilla] Ihe edn
Armenia Armenian Merci [colloquial]
Armenia, Russia, Middle East Shnorhagallem
Shterakravetsun
Arunachal Pradesh India Nisi Pajaliptso
Australia Gumatj Ga’
Gurrangung Yaddung jee
Kala Kawaw Ya Eso
Kaurareg Eso
Kutthung Murromboo
Mabuiag Eso
Meriam Mir Eswau
Warlpiri Wiyarrparlunpaju-yungu
Yolngu Matha Yo manymak
Austria German Dankschen [in spoken language]
Ayacucho Peru Quechua Ayacuchano Diyus pagapusonqa
Diyus pagapusonqacheh [plural]
Dyuspagrasunki
Yuspagrasunki
Azerbaijan Talysh Sağ bi
Azerbaijan, Iran Azerbaijani Sağ olun [plural]
Təşəkkür edirəm
Azerbaijani [Azeri] Sağ ol
Badia Valley Italy Ladin Dilan
Baffin Island Canada Inuktitut Qujannamiik
Baja Verapaz Guatemala Achí Mantiox chawe
Bali Balinese Matu suksama
Matur suksme
Baltic region Sudovian Denkâ
Denkauja
Barrow Alaska Inuktitut Quyanaq
Batanes Philippines Isamurongen Dios mamajes dinio
Itbayaten Ah Dios mamexes
Ah Dios mamexes dimo
Dios mamexes dimo
Ivasayen Dios mamajes dimo
Bavaria German Danksche [in spoken language]
Belarus Belorussian Dziákuj
Dziakuju
Belgium Walloon Mercè [pronounced]
Merci
Benin, Togo Fon A houanu
Ablo
Bhutan Dzongkha Kadinche
Kadinche la
Bolivia Cavineño Yusurupai
Bolivia, Peru Ese Ejja Jamayá acuá
Bolivia, Peru, Chile Aymará Dios pagarakátam
Juspajaraña
Juspajarkätam
Juspaxar
Yuspagara
Bosnia and Hercegovina Bosnian Hvala
Bosnia, Yugoslavia Croatian Hvala
Serbian Hvala
Botswana, South Africa Setswana Ke a leboga
Ke itumela
Ke itumetse
Brazil Guarani [Mbyá] Ha’evete
Brazil Tupi [Tembé Tenetéhar]  Azéharamo aypo-mia [by women]
Ipo [by men]
Britain Manx Gura mie ayd
Gura mie eu
Brittany France Breton Ho trugarekaat
Trugarez
Bulgaria Bulgarian Blagodarya
Mersi
Burkina Faso Mòoré [Mossi] Barka
Mpuus barka
Mpuusda barka
Burkina Faso, Ghana Dagaare Barka
Puorra bebe la
Burkina Faso, Mali Boboda Baraka
Burma Kachin Chyeju gaba sai
Chyeju kaba sai
Burma, Thailand Mon Tang kun
Burundi Kirundi Murakoze
Cajamarca Peru Quechua Cajamarca Dyusilupagi
Pagi
Yusilupagi
California USA Karuk [Karok] Yo-twa
Wintu Cala da mat doyut
Depelda cala da mat doyut
Depelda mat doyut
Cambodia Khmer [Cambodian] Ar kun
Cameroon Bakweri Masuma
Na somi saisai
Bulu Akeva
Eton Abuimgang
Abumgang
Ewondo Abui ngan
Canada Cree E’kosi
Mikwec
Nunasko’mowin keya
Têniki
Inuktitut Mutna
Nakorami
Qujanaq
Kaska Máhsi
Sógá sénlá
Mikmaq Weláliek
Welálin
Canada, Alaska Tlingit Gunalchéesh
Canada, northwest coast of USA Guneshcheesh
Canada, USA Abenaki, Western Alamisit
Kanienkehaka [Mohawk] Niawen
Cape Verde Kabuverdianu Obrigadu
Caribbean Taino [Arawak] Oáan
Carribbean, Florida USA Bo matum
Caucasus Ossetian Arfö
Buznyg
Central African Republic Sango Mèrèsi
Central Asia Khowar Mehrbani
Shukria
Kohistani Shukria
Tashkorghani Rahmat türi
Uyghur Rähmät sizgä
Rakhmat
Wakhi Shobosh
Shukria
Central Asia, India Shina Bakhshish
Shukria
Central Europe German Danke
Danke schön
Vielen Dank
Romani [Romany] [Gypsy] Nais
Nais tuke
Swabian Dankeschee
Dankschee
Central Europe, E Africa Italian Grazie
Chad Sara Angen
Chiang Rai Northern Thailand Akha Gu lah hu ma de
Chiapas Mexico Tojolabal Tzachatal
Yuj
Tzeltal Jocolawal
Wokolawal
Tzotzil Kolaval
Kolawal
Ois botik
China Cantonese [Chinese] Doh je [for gift]
M goi [for service]
Hmong [Eastern] Jid keub
Nax weix
Hoi San U de
Manchu Baniha
Mandarin [Chinese] Toa chie
Xie xie
Xiamen Kam sia
China, Burma, Thailand Lisu Atkel bboxmu
Dut zoil
Xual mu wa
China, Southeast Asia Akha Gui lah hui dui dui ma
Gui lah hui mi a de
Gui lah hui te ha
Lahu Aw bon uija
Da ja
Òboi jâ
Chuuk Lagoon Micronesia Chuukese Kini so
Cochabamba Bolivia Quechua Cochabambino Diuspagarapusunki
Diuspagarasunki
Pachi
Pachis
Colorado and Utah USA Ute Tog’oyak
Tograyock
Tokhoyak
Towayak
Comoros Comori Marahaba
Marahabha
Shimasiwa Marahaba
Congo Shi Koko
Congo, Angola Kikongo Merci mingi
Ntôndili kwami
Congo, Angola, Cuba Ndondele
Ntandele
Wuanka
constructed Interlingua Gratias
Cook Islands Maori Meitaki
Côte d’Ivoire Yacouba Balika
Cote d’Ivoire, Burkina Faso Dyula [Jula] I ni che
Cote d’Ivoire, Mali Senoufo Minkari
Minmonchar
Cuba Kikongo Manbote
Nkimandi
Cuba, United States Lucumí Moducué
Cuzco Peru Quechua Cuzqueño Añachaykin
Añay
Grasias
Yuspagarasunki
Yusulpaykinsunki
Cuzco Peru & Cochabamba Bolivia Quechua Yusulpayki
Czech Republic Czech Dêkuji
Denmark, Greenland Danish Tak
Dutch Antilles, Aruba Papiamentu Danki
East Africa Somali Mahad sanid
East Timor Tetum Obrigada [by a woman]
Obrigado  [by a man]
Easter Island Rapanui Maururu
Eastern Friesland, Germany Low Saxon Dank
eastern Germany Sorbian [Lower Sorbian] Z’e’kujom se
Sorbian [Upper Sorbian] Dz’akuju so
Eastern Sudan Gaam Àayyá
Áwdém áalò
eastern Uganda Dhopadhola Afwoyo swa
Walwa swa
Ecuador Huaorani Ewa ra
Quichua Diusulupagui
Pagui
Pagui shungulla
Yupaichani
Ecuador, Peru Achuar Maketai
Yuuminsame
Egypt Domari Daarim
El Salvador Pipil Paampa diyúx
Padiux
Eritrea Kunama Giraske
Estetla Mexico Mixtec Niku tab’i[formal-to one p.]
Niku tab’o[formal-to several]
Estonia Estonian Aitäh
Tänan
Setu Aiteh
Võro Aiteh
Aitjumma
Ethiopia Harari [Adare] Alla magah
Gaza yagabzal yushen
Ethiopia, Eritrea Tigrinya Yaqhanyelay
Yekanyelay
Yeqniyeley
Yrunyli
Ethiopia, Eritrea, Djibouti Afar Gadda ge
Ethiopia, Israel, Egypt Amharic Amesegënallô
Amesegunalhun
Europe Romani [Romany] [Gypsy] Gestena
Yiddish a dank
a dank aykh
Europe, USA, other countries a dank dir
a dank enk
Faroe Islands Faroese Takk
Takk fyri
Fiji Fijian Vinaka
Finland Finnish Kiitoksia
Kiitos
Finland and Russia Karelian Kiitän
Kiitos
Passibo
Passipoičemma
Florida USA Apalachicola Mvto
France Corsican À ringraziavvi
À ringraziè vi
Grazia
Gallo Mèrczi
Gascon Merci
Provencal [Occitan] Gramaci
Mercé
France, Belgium, Africa, Canada French Merci
Merci beaucoup
French Guyana Taki-taki Ganta
French Polynesia Marquesan Koutai
Gabon Fang Abora
Mpongwe Kewa
Gansu China Yugur [Western Yugur] Çowattï
Sagha &ccedi;owattï
Gardena Valley Italy Ladin De gra
Georgia Georgian Gmadlobt [to more than 1 person]
Germany Low Saxon [Northern Low Saxon] Danke
Low Saxon [Westphalian] Ek dank auk schoin
Sind auk viellmaols bedankt
Plattdeutsch Dankscheen
Ghana Asante Meda w’asé
Meda wo ase
Ga Oyiwala dɔŋŋ
Mampruli Mossi
Ghana, Burkina Faso Fante Medagse
Medawagse
Kasem A ke lei naa
De N lei
Ghana, Togo Ewe Akpe
Mudo
Mudu, epenau
Goa India Konkani [Konknni] Dev borem korum
Great Britain Cornish Dew re-dallo dheugh-why [middle/unified]
Meur ras [Kemmyn]
Meur ras dhis
Cornish [modern] Durdaladawhy
Gwra’massi
Greece, Balkans Aromunian Haristo
Greece, Cyprus Greek Sas efharisto
Greek [Hellenic] Efcharisto
Greenland Inuttut [Greenlandic] Qujanaq
Guam Chamorro Si yu’os ma’ase’
Si yuus maasi
Guatemala Chortí Ch’ahp’ei’x ta’p’a
Chuj Yuj wal dios
Garifuna Téngi nían bún
Itzaj [Itzá Maya] D’yos b’o’tik
D’yos b’ot’ik ti’ij
D’yos b’o’tikil
Ixil Ta’n tiz
Jacalteca Nich’an tiox
Kanjobal [Q’anjob’al] Yuj wal ch’an tyoxh
Yuj wal tyoxh
Yujwal Dios
Kekchi B’antiox
Kekchi [K’ekchí] Bantiox
Mam Chjónta che  [to more than one person]
Chjónta tey
Chjoonta
Chjóonte
Mopá-maya B’o’tic
Pocomchí Rin dios awe
Quiché [K’iche] Maltiox
Maltiox nan  [to a woman]
Maltiox tat  [to a man]
Sibälaj maltiox
Guatemala Cheri cha ai [for work]
Guinea Susu Inwali
Gujerat State, India Gujarati Dhanyawaad
Haiti Kwéyòl Mèsi
Harjumaa Estonia Estonian Aitih
Hawaii Hawaiian Mahalo
Hiiumaa Estonia Estonian Kiidan
Himalayas Thangmi [Thami] Sewa
Huanca Peru Quechua Huancaño Rasyas
Huehuetenango Guatemala Aguacateco Ntyox teru’
Hungary Hungarian [Magyar] Köszi
Köszönöm
Iceland Icelandic Takk
Takk fyrir
Idaho United States Coeur d’Alene Limlemtsch
India Kannada Dhanyawaadagalu
Vandane
Vandanegalu
Konkani [Konknni] Dhanyawaada
Malayalam Nandi
Nanni
Valarey nanhi
Marathi Abhari ahi
Dhanyawaadh
Dhanyawaatha
Oriya Danna waat
Punjabi Dannaba
Dhannvaad
Miharbaanee
Shukria
Tuhaadee kirpaa hai
Telugu Dhanyavaadaalu
Tamara krutagntha
India Tulu Mast upakara
India, Bangladesh Bengali Dhanyabad
India, Bangladesh, S. Africa Gujarati Aabhar
India, East Asia, Suriname Hindi Dhanyawaad
India, Nepal Newari Su-bhaay
India, Nepal, Bhutan Lepcha Trok chi
India, Pakistan Ladakhi Jule
Od dju
Urdu Danyavad
Merbani
Shukriya
India, Pakistan, China Kashmiri Danawad
Shukria
India, Southeast Asia Tamil Nandri
Romba nanringa
Rumba nandri
Indonesia Aceh Teurimeung geunaseh
Javanese Matur nuwun
Suwun
Sasak Matur tampiasih
Tampi asiq
Sundanese [Basa Sunda] Hatur nuhun
Toraja Kurre sumange
Tukang Besi Tarima kasi
Indonesia, Sumatra, Philippines Batak Mauliate
international Esperanto Dankon
Dankon al vi
Ido Danko
Loglan Sia
Iran, Afghanistan, Tajikistan Persian Mamnoon
Motehshakeram
Tashakkur
Iraq, Iran Kurdi [Kurmanji] Shukur
Ireland Irish Go raibh maith agaibh [to more than one]
Ireland and Britain Go raibh maith ‘ad
Go raibh maith agat [to one]
Israel Hebrew Toda
Italy Camuno Gràsce
Napulitano Gràzzie
Sardinian Grassias
Japan Japanese Arigato
Domo arigato
Japanese [Izumo] Dan san
Japanese [Kumamoto] Kora doshi
Japan Japanese Arigato gozaimashita[act of thanks has ended]
Arigato gozaimasu [act of thanks not ended]
Jersey Jèrriais Mèrci bein des fais
Kalahari Africa G//ana [San] Kaen se !tau
G/wi [San] !kaen se !tau
Kazakhstan, Central Asia, China Kazakh Rahmet
Rahmet sizge
Kenya Ekegusii Imbuya mono
Nandi Asai
Kaigai
Kongoi
Kenya, Somalia Oromo Fayyaa ta’aa
Fayyaa ta’i
Galatomaa
Galatoomii
Maharaba
Ulfaad’d’a
Waaqni sii haa kennu
Kenya, Tanzania Luo Erokamano
Maasai Ashi
Maasai [Maa, Masai] Ashi oleng
Aske
Korea Korean Kamsahamnida
Komapsumnida
Kyoto Japan Japanese [Kyo Kotoba] Ohkini
Kyrgyzstan Kirgiz Chong rakhmat
Rakhmat
Labrador and Quebec Canada Innu Tshinashkumitan
Lao Cai Vietnam Hmong Uụ caox tsõus
Uụ tsõus
Laos Lao Khawp jai
Laos, Thailand Hmong Daw Ua koj tsaug
Ua tsaug
Hmong Njua Ua koj tsaug
Ua tsaug
Mien [Yao] Laengz zingh
Laengz zingh meih
Latvia Latvian Paldies
Latvia, Estonia Livonian Tienū
Lesotho, South Africa Sesotho Ke a leboha
Liberia, S.Leone Vai Bai-ka-way [for gift, to 1]
Ee-she [for favor, to 1]
Wo bai-kay-way [for gift,to group]
Wo-she [for favor,to group]
Lithuania Lithuanian Ačiū
Dėkoju
Dėkui
Labai dėkoju
Ludza Latvia Võro Aitüma
Luxembourg Luxembourgish Merci
Macedonia Macedonian Blagodaram
Madagascar Malagasy Misaotra
Magdalena Peñasco Oaxaca Mexico Mixtec Cacutahvixensa
Cutahvixieensa
Maine USA, Canada Abenaki, Eastern Wliwni
Malawi Chilomwe Zikomo
Chingoni Zikomo
Chitonga Yewo
Ngoni Zikomo
Malaysia Kimaragang Torimakasi
Malaysia, Brunei Malay Terima kasih
Maldives Dhivehi Shukuriyyaa
Maldivian Sabkaa
Mali Bambara Aw ni ce [plural]
I ni ce  [singular]
Sangha Birepo
Mali, Senegal Soninke Nawari
Malta Maltese Grazzi
Manitoba Canada Saulteaux Miigwech
Marshall Islands Marshallese Kommol
Mauratania Hassaniya Shukram
Mauritius Morisyen Mersi
Mediterranean Lingua Franca Gratzia
Mexico Amuzgo Quialva’
Cakchikel Matiosh chawe
Chol Wokol a wala
Wokolix awölö
Hñähñu Jamadi
Huastec C’ac’naamal yaan
Jalbinchi yaan
Huave Dios mangüy ic
Ixcatec Skanaa-ri
Mazahua Pöjö
Mazatec Natejchiri
Nkhi k’a ninashitechino
Náhuatl [Aztec] Icnelia
Tlazohcamati
Popoluca Ni’ctíyus
Tarahumara [Raramuri] Matétera
Tarahumara [Rarámuri] Matéterabá
Zoque Yuscotoya
Mexico, USA Paipai ‘Ara’ya:ikm
‘Ara’yai:km
‘Ara’ye:km
Micronesia Chuukese Kili so
Kosraean Kulo
Pohnpeian Kalangan
Puluwat Kilissow
Yapese Kam magar
Middle East Kurdi Sipas
Sipas dikim
Middle East, North Africa Arabic Shukran
Mokornulga Estonia Võro Tennä
Moldova Gagauz Saa olsun
Moldavian Multumesc
Monaco Monegasque Merçì
Mongolia Mongolian Saikhan zochluullaa  [for hospitality]
Mongolia Ta ikh tus bolloo [for help]
Mongolia, Northern China Bayarlalaa
Gyalailaa
Morocco Arabic Barak llahu fik
Mozambique Makhua Kooshukhuru
Marahaba
Mt. Elgon Kenya Bukusu Nasima
Orio muno
Wanyala
Webaale
Mulgi dialect, Karksi Estonia Estonian ‘Aituma
Myanmar Burmese Chezu ba
Chezu tinbade
Rakhin Chyee zu thon ree
Rohingya Shukuria
Namibia Nama Aio
Nauru Nauruan Tsuba kor
Nayarit and Jalisco Mexico Huichol Pam parios
Pan parius
Nebraska and Oklahoma, USA Omaha Wíbthahon
Nepal Gurung Dxanyaa’baad [to an equal or superior]
Syaabaas [to a child]
Nepal, Bhutan Nepali Dhanyabaad
Nepal, Tibet Sherpa [Helambu] Thuchi chea
Sherpa [Solu] Thuchi che
Netherlands Dutch Bedankt
Frisian [Westerlauwer] Tanke
Tanke wol
Tankje
Tankje wol
Netherlands, Belgium Dutch Dank u
Dank u wel
New Caledonia Houailou Ei
New Guinea Tok Pisin Tenkyu
Tenkyu tru
Tok Pisin [Pidgin English] Tenkiu
New Zealand Maori Ka pai
Tika hoki
New Zealand, Midland England English Cheers
Nias Island Indonesia Nias [North Nias] Sauha gölö
Nias [South Nias] Söwö gölö
Nicaragua Miskito Tingki
Panamahka Tingkih
Nigeria Bura Maraba
Edo Ù rú èsé
Igbo [Ibo] Dalu
Imela
Imena
Yâuwá
Kanuri Ardeneskin
Ngizim Ná goodoota-ngaa naa ci
Nigerian Pidgin Thank yu
Well done
Yoruba A dupe
E se é
Oshe
Niue, South Pacific Niuean Fakaaue
Noatak Alaska Inuktitut Taku
North Africa Arabic SaHHa
North America Chinook Jargon Mahsie
Masiem
Comanche Ura
Urako
Dakota Pidamaya ye  [by female]
Pidamaya yedo[by male]
Pidamayado
Hopi Askwali [said by women]
Kwakwhá [said by men]
Kiowa Aahóow
Kwakiutl Gilakas’la
Mohican Oneowe
Wneeweh
Natick Kuttabotomish
Tobotonoque
Ttaubotneanauayean
Nez Perce Qe’ci’yew’yew’
Okanogan Lim limt
North Caucasus Chechen Barkal
Barkalla
North Malawi Chitumbuka Yewo
northeast Japan Japanese [Tohoku Ben] Oshoshina
Northern Ghana Wali Bareka
Northern Ireland Scots [Ulster Scots] Thenks
northern Italy Friulian Graciis
Piedmontese Grasie
Northern Pakistan Burushashki Bakhshish
Juu goor maniSh
Juu na
Shukria
Northern Thailand Hmong Njua Zoo sab muab
Northweast Poland Cassubian Dzãkujã
Norway Finnish, Kven Kiitoksii
Kiitos
Norwegian [Nynorsk, Bokmaal] Takk
NW Caucasus Adyghe Thawerapsaw
Wapsaw
Oaxaca Mexico Mixtec Kúta’ùrí  [familiar]
Zapotec Guishepeli
Okinawa Japan Japanese [Uchinaaguchi] Nihwee-deebiru
Uchinaaguchi Ippe nihei deebiru
Nihei deebiru
Uchinaaguchi [Shuri] Nifee deebiru
Oklahoma & Florida USA Muskogee Akvsv’mkv
Henka
Ka
Mvto
Oklahoma United States Choctaw Yakoke
Yokoke
Pacific Islands Kiribati Ko rabwa
Rotuman Fại’ȧkse’ea
Filo’montou [said to child]
Noa’ia
Pakistan Balochi Tai merbani
Khowar Tazim
Sindhi Mehrbani
Palau Palauan Ke kmal mesaul
Msuulaang
Sulang
Panama Kuna Dot nuet
Papua Dani, Grand Valley Baliem Wah wah wah
Papua New Guinea Dani, Western Kaonak
Duna Tirja
Edolo Neseke
Enga Tángeyoo
Foe Kije
Hiri Motu Tanikiu
Koiari Maigo
Maiteka
Matukar Ujanamok
Motu Tanikiu
Nanubae Emba:m
Safeyoka Ìsámàyʌkà
Salt Yui Wai onia
Tabriak Jəpən
Jεpεn
Teop Mataa
Paraguay Guarani Aguyje
Paraguay, Brazil, Bolivia Aguije
Peru Aguaruna Seé
Huambisa Maake
See
Quechua Cuzqueño Yuspagarasunkichis [to several people]
Resigaro Kashoonopihku
Shipibo Iráque
Philippines Aklanon Saeamat kimo
Ifugao [Tuwali] Munhana ak
Salamat
Ilokano Agyamanak
Dios ti agngina
Ilonggo Daghang salamat
Salamat
Kalagan Sokor
Kankanaey Salamat
Kapampangan Salamat
Tagalog Salamat
Salamat po
Salamat sa iyo
Tugalug Salamot
Visayan [Cebuano] Gracia
Salamat
Pohnpei Pohnpeian Kalangen en Komwi
Poland Polish Dzięki [familiar]
Dziękuję
Dziękujemy [spoken by several people]
Polynesia Polynesian Auw’e
Ponpei Ponpeian Kelangan
Qiandong China Hmong Bod hfud mongx
Bod hfut
Dub hseit
Romania Romanian Mulţumesc
Russia Altai Bïyan bolzïn
Bashkir Rekhmet
Chuvash Tav
Tavssi
Tavtapuch
Erzya Сюкпря
Ingush Barkal
Barkl [in spoken language]
Kalmyk Khanganav
Khanty Пумасипа
Komi-Permyak Attö
Ydzhyt attö
Komi-Zyryan Attö
Attöala
Attöalam [from a group]
Ludian Spassibo
Spassiboičem
Mansi Пумасипа
Mari Tau
Mari [Meadow] Taushtem
Taushtena [from a group]
Mordvin Syukprya
Nenets Nyarya bada
Nganasan Nägê
Xoasi
Russian Спасибо
Rutul Сагъул
Saami [Kildin] Пассьпе
Tatar Rekhmet
Tuvan Chettirdim
Udmurt Tau
Tau karisko
Veps Kitäm [from a group]
Kitän
Spasib
Votic Ciitän
Passibo
Suurõd passivad
Suurõt spassibad
Ryukyu Island Japan Miyako Nihedebil
Sabah Malaysia Dusun Pounsikou
Kadazan Kotohuadan
Salento Italy Griko Kali’ sso’rta-ssu
Samachique Mexico Tarahumara [Raramuri] Natérarabá
Samoa Samoan Fa’afetai
San Antonio Huitepec Mexico Mixtec Nakuu ta’viin
San Juan Colorado Mexico Tyáhvi nyóò
San Juan Mixtepec Mexico Tatsa’vi
Tatsa’vini
Scandinavia Saami [Davvi] Giitu
Giitus
Giitus dutnje
Giitus eatnat
Saami [Inari] Kijtto
Kjittoseh
Takkâ
Saami [Lule] Gijtto
Saami [Skolt] Spä’sseb
Spässep
Saami [South] Gäjhtoe
Saami [Ume] Gijtuov
Scotland Scots Thank ye
Thenk ye
Scottish Gaelic Tapadh leat
Seattle Washington USA Lushootseed Ck’wálidxw
Senegal Diola Emitekati
Mersi
Senegal, Gambia Serrere Dioka ndjiale
Senegal, Mali Malinké Ni ke
Seychelles Seselwa [Seychelles Creole] Gran mersi
Mersi
Shanghai China Shanghai Sha ja non
Sha sha
Shodoshima Japan Japanese [Shodoshima] Ookini
Siberia Yup’ik Igamsiqanaghhalek
Quyanaghhalek
Siberia Russia Khakas Aalghïstapcham
Ispasiba
Sicily Italy Sicilian Grazzii
Sierra Leone Krio Tenkey
Tenki ya
Mende Baiika
Baika
Bisse
Silesia region, southern Poland Polish Dziynki
Dziynkuja
Singapore, Indonesia Hokkien [Chinese] Gum xia
Slovakia Slovak Dakujem
Slovenia Slovenian Hvala
Solomon Islands Pijin Tanggio
Sonora Mexico Seri Yooz ma samsisíinxo
Sortland Norway Norwegian [Sortlandsk] Takk
South Africa Sepedi Ke a leboga
Tsonga I nkomu
Venda Ndi a livhuha
Ndo livhuwa
Ukhani
Xhosa Enkosi
Ndiyabulela
South Africa, Lesotho Zulu Ngiyabonga
Siyabonga  [plural]
South Africa, Malawi Chichewa Zikomo
South America Jaqaru [Jacaru] Jilatyi
Mapuche [Araucano] Chaltu
Chaltu may
Krasia may
Manumeimi
Traeltu
South Malawi Chiyao Asante
Sikomo
South Pacific Maohi Mauruuru
South Sierra USA Miwok [S Sierra] Tengkiju
South Uganda Lunyankole Webale
Southeast Africa Kisawhili Asanteni [to several]
Kiswahili Ahsante
Aksante
Asante
Nashukuru
Shukrani
Southeast Asia Cham Uan sagun
Uan tabuan
southeast Estonia Võro Aiten
Southern Africa Afrikaans Dankie
Southern Australia Kaurna Ngaityalya
Southern Qiandong China Hmong Deb hseit
Southern Scotland Scottish Gaelic Gun robh math agaibh
Southwestern United States Keres Da-waa-ee
Khuu’a
Tewa Kuunda
Southwestern USA Pueblo [Acoma] Da-wah-eh
Spain Asturian Gracies
Basque [Navarrese] Esker aunitz
Esker mila
Basque [Roncalais] Eskerrik anitx
Galician Grazas
Ladino Gracias
Munchas gracias
Romani [Caló] Najis tuke
Valencian Gracies
Moltes gracies
Spain, America Spanish Gracias
Spain, France Basque Eskerrik asko
Mila esker
Sri Lanka Sinhalese Istuti
Sudan Arabic Creole Shukran
Dinka Yin acaa muoc
Suriname Ndjuka A bigi ba
Gaantangi
Gaantangi fi ye
Saramaccan F&uacteu;únu
Gaantángí fii
Sranan Danki
Grantangi
Tangi
Suriname, Holland Sarnami Dhanbaad
Dhanjabaab
Soekoeria
Sukriya
Swaziland Siswati [Swazi] Ngiyabonga [by one person]
Siyabonga [more than one]
Sweden, Finland Swedish Jag tackar
Tack
Switzerland German Dank schön  [in spoken language]
Romansch Grazia
Sursilvan Engraziel
Swizterland Romansch Grazcha
Grazie
Syria Arabic Mamnuun
Syria, Turkey Suryoyo Tawdi
Tahiti Tahitian Mauruuru
Mauruuru roa
Taiwan Atayal Mhuway su’
Mhuway su’ balay
Muhuway su
Bunun Uninang
Paiwan Malimali
Masalu
Puyuma Tayu’an
Rukai Maulanenga
Saisiat Muhuway su
Yami Ayoi
Tajikstan Tajik Rakhmat
Tashakur
Tanzania Kichagga Haika
Kikamba Ni oseo
Makhua Asantte
Tanzania, Zambia Mambwe Sanco
Tataltepec Mexico Chatino Ngua tsaa xlay’be hii
Tepoztlan Mexico Náhuatl Tlazocama
Tlazocamati
Tlazocamatl
Texas United States English Thank ya  [Texan]
Texas USA Alabamu Alíila
Thailand Akha Ghu long khu me-ah
Gong Ang kêun
Karen Da blu
Lahu Ah bo
Lisu Ahku bumu
Mpi Mèu mèu
Pho Karen Hsà khawn hsá ta má’ lâw
Sgaw Karen Dah bluet
Tà byu’ dô law
Thai Kha [by woman]
Khawp khun
Khawp khun kha [by woman]
Khawp khun khrap [by man]
Khrap [by man]
Tibet Tibetan [Amdo dialect] Gwajinchi
Tibet, China Tibetan Tujechhe
Tihuanacu Bolivia Aymará Yusulupay
Timor, Semau Island Indonesia Helong Nodan mamomamo
to a group Yeyi [Botswana] Ta kumbiiri
to one person Nda kumbiiri
Togo Mina Akpe
Tonga South Pacific Island Tongan Malo
Torres Strait Australia Yumpla Tok Eso po yu
Trakai Lithuania Karaim Tabu
Turkey, Northern Cyprus Turkish Mersi
Tesekkür ederim
Tesekkurler
Turkmenistan Turkmen Sag bol
Sag bolung
Tangur
Tuvalu Tuvaluan Fakafetai
Uganda Ateso Eyalama
Icetot Ilakasugotia
Karamojong Alakara
Kipsigis Kongoi
Kupsapiny Keyi tapon
Luganda Webale
Uganda and Sudan Acholi Apwoyo
Ukraine Ukrainian Dyakooyu
Spasibi
United States Apsaaloke Ahó
Ahoo
Cahuila ‘Ácha-ma
Cherokee [eastern] Sgi
Cherokee [western] Wado
Cheyenne Hahóo [intertribal]
Néá’eshe
Néá’êshemeno [plural]
Ioway Aha [by women]
Aho [by men]
Kuskokwim Tsenanh
Lenape [Delaware] Wanìshi
Luiseno No$un looviq
Lummi Hy’shqe siam
Navajo Ahéhee’
Osage Thla-ho
We’-a-hnon
Potawatomi Iwgwien
Kcumigwe’c
Migwe’c
Spokane Chn lm-s-cút
Wampanoag Taubut
Yuki Mis tatk
USA, Canada Huron [Wyandotte] Ti-jiawen
Yontonwe
Nakota Pinamaya
Uzbekistan Karakalpak Rahmet
Uzbek Rakhmat
Tashakkur
Vancouver Island Canada Saanich Hay sxw q’a
Hay sxw q’e
Vanuatu Araki Ham meje [to a group]
Om meje
Bislama Tangkiu
Tangkyu
Futuna Aniwa Fafetai
Jinisa
Mwotlap Vēwē nēk
Paamese Hihuri
Namasmasuk
Vastseliina Estonia Võro Tehnän
Veracruz Mexico Totonac Paxkatkatzinil
Vietnam Bahnar Bone ko ih
Bru Sa-aun
Dega Lac jak
Hmong Du Ô chò
Mien Tö’ dun
Tay Day fon
Vietnamese Cám ơn
Cám ơn anh [to male equal]
Cám ơn bà [to married woman]
Cám ơn chị [to female equal]
Cám ơn cô [to unmarried woman]
Cám ơn em [to young person]
Cám ơn ông [to man]
Cám ơn quý vị rât nhiều
Ông quá tử tế với tôi
Villa Alta Mexico Zapotec Dishklenle [to several]
Dishkleno [to one]
Wales Welsh Diolch
Wallis and Futuna Futuna Malo
Wallis and Futuna Vanuatu Uvean Malo
Malo te ofa
Washington United States Klallam Há’neng cen
West Africa Fulani A jaaraama [to one person]
Jaaraama
On jaaraama [to several people]
Hausa Nagode
Mandinka Abaraka
Al ning bara [to several people]
I ning bara [to one person]
Tamashek [Tamahoq, Tuareg] Tanumert
Wolof Djere dief
Jerejef
Zarma [Dyerma] Fofo
West Indies Creole Mese
West Sumatra Indoensia [inf] Minangkabau Makasi yo
West Sumatra Indonesia Tarimo kasih
West Uganda Lunyoro Webale
western Ireland Brigidian Boche’
Xhina, Thailand, Myanmar Bisu Ang hmèn yá
Yatzachi Mexico Zapotec Choshcwlen chele [to several]
Choshcwleno’ [to one]
Choshcwlentio’ [to one]
Yemen Soqotri Yala bak allah
Yucatan Mexico Yucatec Dios bo’otik
Dios bootiki’
Dyos bo’otik
Hach dyos bo’otik
Ki’ bolal
Yum bo’otik
Yunnan China Hmong Uat gaox zhous
Uat zhous
Naxi Jjef bei seiq
Zambia Chitonga Twalumba
Lunda Kusakililaku
Luvale Gunasakulila
Silozi Litumezi
Ni itumezi
Nitumezi
Zambia, Mozambique Chinyanja Zikomo
Zimbabwe Chishona Maita basa
Maita zvenyu
Mazviita
Ndatenda [to one person]
Ndinotenda [to one person]
Tatenda [to a group]
Tinotenda [to a group]
Ndebele Ngeyabonga
Ngiyabonga
Ngiyathokaza
Siyabonga [plural]
Zoogocho Mexico Zapotec Choshklenle [to several]
Choshkleno’ [to one]
Zurich Switzerland German Dank schön [spoken]
Dankë [spoken]
Merci
Alabama & Oklahoma United States Koasati Alí:la mó
America, Australia, UK, New Zea. English Thank you
Angola, Congo Kinshasa Yaka Koloombo
Bukavu Congo Kinshasa Mashi Koko
Bunkeya Congo Kinshasa Kisanga Tua santa
Congo Kinshasa Kiluba Wafwa ko
Pende Hambadiahana
Congo Kinshasa, Congo Brazaville Lingala Matóndo
Melesí
Natondi yo
Fassa Valley Italy Ladin Detelpai [to one person]
Develpai [plural]
Guinea Bissau Crioulo Obrigado
Jakarta Indonesia Indonesian Trims [slang]
Kansai, Osaka Japan Japanese [Kansai Ben] Ookini
Ookini arigatou
Kasai Oc. Reg., Congo Kinshasa Tschiluba Twasakadila
Lodja Congo Kinshasa Otetela Losaka
N.America Ojibwe [Chippewa, Anishinaabe] Miigwech
N.Carolina USA Tuscarora [Southern Band] Nyeahweh
Portugal, Brazil Portuguese Obrigada [by female]
Obrigado [by male]
Rwanda, Congo Kinshasa Kinyarwanda Murakoze
Viru Nigula & Kodavere, Estonia Estonian Aiteh
Ylä Savo Finland Savonian Kiitoksija
Zambia, Congo Brazaville Bemba Tsikomo
Twa to te la

This list is a compiled and sequenced from the source : Jennifer’s Language Pages and this list is partial only. To view the complete list with the formal and informal way of telling Thanks please visit the source. We sorted it country-wise for easy learning purpose only. 

Disclaimer: It’s used for Educational purposes and non-profit reasons only. Any commercial usage should be done with proper approval from the original source Jennifer’s Language Pages

 

Update : Blank Space : 30 more Stories to go…

70%

We take this special moment to thank everyone who has contributed their stories for Blank Space – Filled with Inspiration, an anthology of 100 short stories by 100 people around the globe. We are so thankful to you from deep within our soul. We owe our sincere gratitude, especially for your patience and revamping support that have given, to fine tune the stories. 

We have reached 70% of the selection and we never thought it would be possible for a debutant publisher like us. All we can say is that our passion behind this initiative and your support are the only reason, which made this possible. Just 30 more stories to go to complete the selections. So we are extending the final date of submission to 15th of August 2014, also, many writers asked us for some time. Even we need time to spend our quality time with each writer, communicating the feedback and make Blank Space as best as we can. 

Note : A few of you may be awaiting for our selection feedback. We apologize for the delay in the feedback if happened. For sure every entrant will get the feedback personally from me.

Those who has mailed your story on or before 28th July, will get the feedback on or before 23:59hrs IST (today) and those who send their entries from 29th July onwards to 8th August shall get the feedback on or before 10th August.

All entries after 10th August shall get the feedback only on August 16th.

You can get more details by mailing here Publish@propelsteps.com , where you can also send your entries. 

All you need to do is write a short story which will give some inspiration to the reader. You can choose any theme as you wish like love, life, education, humanity, environment, etc. literally anything which will leave a positive vibe. Also you can choose your genre freely as you wish like fiction, real story, etc. (Previously published stories on your blog can also be send as entries)
Word limits: Max 1000 words, but if needed it can be flexible with more words. There is no minimum words limit, however we suggest keeping it as a short story, unlike a few lined flash fiction.
Jargon free and simple read: 
 
You try your best to keep the words less complex for the readers to understand, because many people are scared away from books because of this. Of course, we wish you show your writing skills, in terms of expression and feelings. Meanwhile, we together need to commit simplicity to the reader. No need to stress much about this if you can’t help with this, our editor will do it. 
 
Format : Send as Word Document. (.doc or .docx)
 
Mandatory Info Needed : (within the word document itself) 
 
  • Full Name : 
  • Publish as (Pen name) : Mention only if you prefer any other pen name.
  • A short bio about you : Max 60 words.
  • Email Id (will be printed) : 
  • Blog or website Address (will be printed)
- Din