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\title{Construction of the THEME System of Myanmar}
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             \author[1]{Lai Yee  Win}

             \affil[1]{  Department of English, Sittwe University, Rakhine State, Myanmar}

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\date{\small \em Received: 1 January 1970 Accepted: 1 January 1970 Published: 1 January 1970}

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\begin{abstract}
        


The main purpose of this paper is to construct the THEME system of Myanmar following the system network for Theme in English proposed by Halliday (1985, 1994; Halliday and Matthiessen 2004, 2014) within the framework of Systemic Functional Linguistics. It is found that the THEME system of Myanmar consists of two sub-systems: Theme status and Theme composition. For the former, there are two major types: unmarked and enhanced Themes, while for the latter, Theme can be presented in two ways: simple and multiple Themes. Unmarked Themes in Myanmar clauses are Subject, Complement, Adjunct, hypotactic clause, Predicator (only in imperative), and Ba-element (only in interrogative). The enhanced Theme in Myanmar contains two major types: equative or preposed attribute. Multiple Theme includes textual, interpersonal and topical Themes which can be chosen as a point of departure of the clause. The findings may shed light on the realization of the textual metafunction of Myanmar language.

\end{abstract}


\keywords{Theme, Systemic Functional Linguistics, Myanmar.}

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\section[{Introduction}]{Introduction}\par
ccording to Systemic Functional Linguistics (SFL, hereafter), language serves three metafunctions: experiential, interpersonal, and textual \hyperref[b5]{(Halliday 1985}\hyperref[b6]{(Halliday , 1994;;} {\ref Matthiessen 2004, 2014;}\hyperref[b2]{Fawcett 2000} {\ref Fawcett , 2008, forthcoming), forthcoming)}. Based on the textual metafunction of language, the concept of the THEME system is considered. According to  {\ref Halliday and Matthiessen (2004: 64}), the THEME system construes organizing messages relevantly to the other notes around them and to the broader context in speaking or writing. The textual meaning of the clause is realized by a thematic structure consisting of two parts: Theme and Rheme. The Theme is the element that serves as the starting point of the message, while the remaining part is the Rheme that gives further information about the Theme. From a Systemic Functional approach, the studies of Theme 1 are based on Halliday's thematic structure (see \hyperref[b1]{Caffarel et al. 2004}).\par
Research on Theme in Myanmar from a Systemic Functional approach is surprisingly scant (e.g., Hopple 2002; Rattanapitak 2009; Ozerov 2014). \hyperref[b17]{Rattanapitak (2009)} studies the THEME system and its realizations in Myanmar from the perspective of Systemic Functional Linguistics. However, \hyperref[b17]{Rattanapitak's (2009)} study of Theme in Myanmar does not cover interrogative and exclamative clauses. Moreover, bias in the data collection also exists because it relies on only five Burmese religious tales extracted from Min Yu Wai's (1999) book entitled "38 Welfare Tales," containing 38 stories about Buddhist teachings. To meet this literature gap, this paper aims to develop the THEME system of Myanmar by supplementing it with the enhanced Theme based on the thematic analysis of different genres of Myanmar text from a Systemic Functional perspective.\par
In the THEME system of Myanmar proposed in this study, two sub-systems: THEME STATUS and THEME COMPOSITION are presented in order to show the flow of information in Myanmar text. For the former, unmarked and enhanced Themes are presented, while for the latter, simple and multiple Themes are presented. Theme in Myanmar typically functions as a Subject, Complement, Adjunct, or hypotactic clause. It can also function as a Baelement in interrogative, and a Predicator in imperative. Two major types of special thematic structures, such as thematic equatives and preposed attributes are found in Myanmar.  {\ref Thompson (2004} {\ref Thompson ( /2008: 164) : 164)} characterizes them as enhanced Theme in his THEMATIC systems of English. The typical organization of a multiple Theme in Myanmar is textual\textasciicircum interpersonal\textasciicircum experiential. This study contributes to the understanding of how Myanmar people organize their messages relevantly to the context. The result makes an important contribution to a contrastive study of THEME systems between Myanmar and foreign languages. 
\section[{A}]{A}\par
Author: Professor and Head of Department of English, Sittwe University, Rakhine State, Myanmar. e-mail: laiyeewin18@gmail.com a) Theme and Mood\par
The choice of Theme in Myanmar clause depends on Mood choice. MOOD, the primary interpersonal system of the clause, provides interactants with the resources for giving or demanding a commodity such as information and goods-\&-services -in other words, with the resources for enacting speech functions (speech acts) through the grammar of the clause: statements (giving information), questions (demanding information), offers (giving goods-\&-services), and commands (demanding goods-\&-services). This study focuses on major clauses of Myanmar. Minor clauses like /kaunnbye/ "ok", /hokekèt/ "yes" have no Mood choice and thematic structure, and so they are left out of account in this study. A major clause in Myanmar can be either indicative or imperative. Indicative has two options: declarative and interrogative. Exclamative is a subtype of declarative. The following will present thematic structures in each Mood type of Myanmar from the perspective of a textual metafunction. To meet this need, this study aims to develop the THEME system of Myanmar based on the network presented by \hyperref[b5]{Halliday (1985}\hyperref[b6]{Halliday ( , 1994;;} {\ref Matthiessen 2004, 2014)}. It is of great significance that findings are based on the thematic analysis of different genres of Myanmar text. In this study, the elaborations of unmarked Themes in different clauses and special thematic structures of Myanmar are supported with data from authentic materials, such as literature, news articles, and databases such as SEAlang Library Burmese corpus 2 . The thematic compositions of simple and multiple Themes in Myanmar are also presented in this study. The results of this study will form part of a more extensive study of the Systemic Functional Grammar of Myanmar.This study will also make a significant contribution to a contrastive analysis of THEME systems between Myanmar and foreign languages. 
\section[{III.}]{III.} 
\section[{Construction of the THEME System of Myanmar}]{Construction of the THEME System of Myanmar}\par
The THEME system is a grammatical resource for the organization of the clause as a message. It realizes the textual mode of meaning concerning the creation of text relevantly to the preceding text and context, which is intrinsic to language. The clause in any language has the character of a message, or quantum of information in the flow of discourse; therefore, every language has some form of organization contributing to the flow of discourse  {\ref (Halliday and Matthiessen 2014: 88)}. Like other world languages, Myanmar clause is also organized as a message by having a special thematic status assigned to one part of it. This element is enunciated as the theme, and then it combines with the remainder to constitute a message. In spoken and written Myanmar, textual prominence (i.e., the thematic status) is given to an item by putting it first in the clause. The Theme is the first element functioning as the point of departure of the message, which locates and orients the clause within its context. In contrast, the remainder of the message (i.e., the part in which the Theme is developed) is known as the Rheme (Halliday and Matthiessen 2014: 89). Following \hyperref[b5]{Halliday's (1985}\hyperref[b6]{Halliday's ( , 1994}\hyperref[b8]{Halliday's ( , 2014) )} Theme-Rheme structure, this study explores thematic choices in different clause types in Myanmar, including simple clauses, clause complexes, and reported clauses. It also explores enhanced Themes or special thematic structures of Myanmar, such as thematic equatives and preposed attributes. 
\section[{i. Theme in indicative clauses}]{i. Theme in indicative clauses}\par
The Theme in Myanmar declarative functions as Subject, Complement, and Adjunct. The Theme functioning as a Subject or Complement is generally realized by a nominal group, nominal group complex, and clause. The Theme functioning as an Adjunct is typically realized by a prepositional phrase or an adverbial group. 
\section[{See Examples (1)-(3).}]{See Examples (1)-(3).}\par
In Myanmar, the unmarked Theme in WH-interrogative is Ba-element, analogous to the WH-element \par
? ? ? seelonn=hma inarr phyitmye-sothehmar ahman phyit-par-the.unite=COND strength COP-SBJMARK truth COP-POLMARK-PRS.DECL.SENTSUF\par
Theme Rheme "It is true that unity is strength." Yes/no interrogatives function to ask for the polarity of the clause between "yes" and "no". The unmarked Themes in Myanmar yes/no interrogatives are the Subject, Complement, Adjunct, and hypotactic clause. The clause-final interrogator, such as /-larr/ and /-lè/) marks the end of the Myanmar yes/no interrogative. See Examples (7a)-(7c).  (SEAlang Library Burmese Corpus)(SEAlang Library Burmese Corpus)\textbf{(3)}? ? ? ? ? myit-\par
The communicative purpose of the imperative is to ask the other person to perform the action. In Myanmar, the unmarked Theme in the positive imperative is the Predicator realized by the verbal group expressing the action to be performed by the addressee, while the one in the negative imperative is the Predicator along with the preverbal negator /ma-/ and the post-verbal particle /-nèt/ (cf. Examples 8 and 9). As Examples (  {\ref 8}) and (  {\ref 9}) show, there is no Rheme in thematic structures of Myanmar imperatives whose unmarked Theme is the Predicator.  According to Halliday (1994: 52-54), every major clause has an experiential Theme (i.e., the first element with the experiential meaning of the clause). The thematic experiential constituent is labeled as the "topical Theme," which is closely associated with the topic of the clause in topic-comment analysis. It is also possible to have a purely interpersonal Theme (e.g., vocative, modal Adjuncts, and mood-marking) or textual Theme (e.g., continuative, structural, and conjunctive Adjuncts) before the experiential Theme. In this case, everything up to the experiential Theme is included in the Theme of the clause. The typical ordering of elements in a multiple Theme is textual\textasciicircum interpersonal\textasciicircum experiential, as shown in Example \hyperref[b12]{(13)}. 
\section[{c) Theme in clause complexes and reported clauses}]{c) Theme in clause complexes and reported clauses}\par
Thematic choices in Myanmar clause complexes and reported clauses are investigated in this study following \hyperref[b5]{Halliday (1985}\hyperref[b6]{Halliday ( , 1994}\hyperref[b8]{Halliday ( , 2014))}. In a Myanmar clause complex, the dependent clause always precedes the clause on which it depends. In such case, the dependent clause is analyzed as the Theme for the whole clause complex. As every clause has a Theme, the dependent clause and the dominant clause are further analyzed into Theme-Rheme structure as in Example ( 14).\par
According to  {\ref Thompson (2004} {\ref Thompson ( /2008: 161): 161)}, "Reporting or projection has a different kind of relationship between clauses than other types of clause complex; this is reflected in the uncertain status of projected Themes in the text; and in the case of quotes, the analysis is usually straightforward in such a way that the reporter makes a thematic choice in the projecting or reporting clause and also recycles the original speaker's thematic choice in the quote." Both Themes typically play an essential role in the development of the text, and they are analyzed separately in the reporting clause and quote, as shown in Examples (  {\ref 15}) and (  {\ref 16}).  ""Who attacked?" asked Juan Tomas quickly."\par
(Htin Lin 1999: 126)\par
In both direct speech and indirect speech in Myanmar, the reported clause comes after the Subject of the reporting clause. Each of them has its Theme. The Theme of the reported clause links in with the topic of the text, while the Theme of the reporting clause primarily develops the information by identifying the source  {\ref (Thompson 2004} {\ref (Thompson /2008: 161): 161)}. Both Themes, therefore, serve different functions in the development of the text, and they are identified separately, as illustrated in Example (17). ""It is a pearl of great value," Kino said."\par
(Htin Lin 1999: 97)\par
The second type of special thematic structure is the preposed attribute. It is a part of the Theme that introduces the quality of the following nominal group functioning as the starting point of the clause  {\ref (Thompson 2004} {\ref (Thompson /2008: 163): 163)}. The preposed attribute plus the following nominal group as Theme in Myanmar is shown in Example \hyperref[b17]{(19)}. 
\section[{d) Special thematic structures of Myanmar}]{d) Special thematic structures of Myanmar}\par
Special thematic structures of Myanmar (i.e., enhanced Theme) cover thematic equatives and preposed attributes (see Figure 3). In a thematic equative, Theme and Rheme are in the same status, which is pointed out by the verb to be, as shown in Example \hyperref[b16]{(18)}.  IV. Based on the findings of thematic analyses on Myanmar's declarative, exclamative, interrogative, and imperative clauses, the THEME system of Myanmar is demonstrated in Figure 3. This paper presents the THEME system of Myanmar from the Systemic Functional perspective. In section 2, the previous studies on Theme in Myanmar have been reviewed. There are very few studies of Theme in Myanmar from the Systemic Functional perspective. Their analysis is based on the restricted data collection; consequently, they do not offer satisfactory answers to the organization of messages in different genres of Myanmar text. To meet this need, the present study has developed a system network for THEME in Myanmar based on the findings from the thematic analysis of different clauses: declarative, interrogative, imperative, and exclamative in Myanmar by using \hyperref[b5]{Halliday's (1985}\hyperref[b6]{Halliday's ( , 1994) )} Theme-Rheme structure in section 3.\par
In conclusion, this study is of great significance in investigating how Myanmar speakers organize their messages coherently to the other messages around them and in the broader context of spoken and written discourse. The findings of this study characterize the textual metafunction of the Myanmar language and contribute to the Systemic Functional Grammar of Myanmar. This study has clear implications for further research on a contrastive analysis of Theme in Myanmar and foreign languages.\par
Findings show that the THEME system of Myanmar consists of two sub-systems: THEME STATUS and THEME COMPOSITION. The former contains two major types: unmarked and enhanced Themes, while the latter contains simple and multiple Themes. Unmarked Theme in Myanmar clauses can be Subject, Complement, Adjunct, hypotactic clause, Predicator (only in imperative), and Ba-element (only in interrogative). Enhanced Theme contains two major types: thematic equatives and preposed attributes. A multiple Theme includes textual (e.g., continuative, structural, and conjunctive Adjuncts), interpersonal (e.g., vocative, modal Adjuncts, and moodmarking), and experiential/topical Themes.  
\section[{Abbreviations found in the}]{Abbreviations found in the}\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-3.png}
\caption{\label{fig_1}Figure 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-4.png}
\caption{\label{fig_2}Figure 1 :}\end{figure}
      \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.6105633802816902\textwidth}P{0.11971830985915494\textwidth}P{0.11971830985915494\textwidth}}
Year 2022\tabcellsep \tabcellsep \\
)\tabcellsep \tabcellsep \\
G\tabcellsep \tabcellsep \\
(\tabcellsep \tabcellsep \\
-Global Journal of Human Social Science\tabcellsep ????? ????\tabcellsep ?? ?? ?? ?\end{longtable} \par
 
\caption{\label{tab_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.04709908735332464\textwidth}P{0.7242177314211212\textwidth}P{0.007203389830508475\textwidth}P{0.039341590612777054\textwidth}P{0.026597131681877446\textwidth}P{0.005541069100391135\textwidth}}
\tabcellsep \multicolumn{3}{l}{(5) a. Thematization of Ba-element functioning as Subject b. Complement as Theme}\\
\tabcellsep ? ?\tabcellsep ?\tabcellsep \\
\tabcellsep béthue de-pannoe-go\tabcellsep minn-go\tabcellsep \multicolumn{2}{l}{pyaw-khèt-darlè. bénayyarhmar htarr-malè.}\\
\tabcellsep \multicolumn{3}{l}{who this.DEM-vase-OBJMARK 2SG-OBJMARK tell-PST-INT.SENTSUF where}\tabcellsep put-IRR.INT.SENTSUF\\
\tabcellsep Theme Theme\tabcellsep Rheme\tabcellsep Rheme\\
\tabcellsep \multicolumn{2}{l}{"Who told you?" "Where will you put this vase?"}\tabcellsep \\
\tabcellsep \multicolumn{3}{l}{(SEAlang Library Burmese Corpus) (SEAlang Library Burmese Corpus)}\\
54 Year 2022\tabcellsep \multicolumn{4}{l}{b. Thematization of Ba-element functioning as Complement ? béthu-go c. Adjunct as Theme ? ? twayt-chin-lotlè. aporhmar eikkhann béhnakhann shi-bar-thalè.}\tabcellsep Year 2022\\
Volume XXII Issue IX Version I\tabcellsep \multicolumn{3}{l}{upstairs Theme "How many bedrooms are there upstairs?" bedroom how.many Rheme (Journal Kyaw Ma Ma Lay 1957: 72)}\tabcellsep exist-POLMARK-PRS.INT.SENTSUF\\
) G\tabcellsep \multicolumn{2}{l}{which-time (7) a. Subject as Theme}\tabcellsep \multicolumn{2}{l}{come.back-IRR-INT.SENTSUF}\tabcellsep G\\
(\tabcellsep \tabcellsep \tabcellsep \\
-Global Journal of Human Social Science\tabcellsep \multicolumn{4}{l}{(4) ? ? ? ein-gyee-ga house-AUG-SBJMARK splendid-EXCL ? ? ? kyetthayayshi-laiktar. Theme Rheme Other Theme choices in WH-interrogative in Myanmar are Subject, Complement, and Adjunct, as shown in Examples (6a)-(6c). Theme Rheme "Which time will you come back?" (SEAlang Library Burmese Corpus) (6) a. Subject as Theme ? ? thue-ga dego bar lar loke-tarlè. thuedot lar-hmar-larr. 3PL.NOM come-IRR-INT.SENTSUF Theme Rheme "Will they come?" (SEAlang Library Burmese Corpus) b. Complement as Theme ? 3SG-SBJMARK here what come do-PRS.INT.SENTSUF thuedot-go pheik-pyeebye-larr.}\\
\tabcellsep \multicolumn{3}{l}{"How splendid the house is!" Theme Rheme 3PL-OBJMARK invite-PFV-INT.SENTSUF}\\
\tabcellsep \multicolumn{3}{l}{"What does she come here for?" Theme Rheme}\\
\tabcellsep \multicolumn{3}{l}{(SEAlang Library Burmese Corpus)}\end{longtable} \par
  {\small\itshape [Note: taphetkannsethot kyanor hlannkyi-laik-the. river-ALL 1SG.M.NOM glance-PFV-DECL.SENTSUF Theme Rheme "I glanced towards the river." (Lae Twin Thar Saw Chit 2004: 11) (Journal Kyaw Ma Ma Lay 1957: 120) representing the missing information that the speaker wants to know from other person. Thematization of Baelement can function as Subject, Complement, or Adjunct, as shown in Examples (5a)-(5c). Exclamative, a subtype of declarative, is a small group of clauses. It functions to express the speaker's intense emotions. who-OBJMARK meet-OPT-PRS.INT.SENTSUF Theme Rheme "Whom do you want to meet?" (SEAlang Library Burmese Corpus) c. Thematization of Ba-element functioning as Adjunct ? bé-achein pyanlar-hmar-lè. "Have they been invited?" (SEAlang Library Burmese Corpus)]} 
\caption{\label{tab_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.007302405498281787\textwidth}P{0.6791237113402062\textwidth}P{0.11391752577319587\textwidth}P{0.012414089347079037\textwidth}P{0.027749140893470792\textwidth}P{0.009493127147766322\textwidth}}
\tabcellsep (9)\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{2}{l}{ma-thwarr-nèt. (11) a. Subject as Theme}\tabcellsep \\
\tabcellsep \multicolumn{2}{l}{NEG-go-NEGIMP.SENTSUF}\tabcellsep \tabcellsep ?\tabcellsep ?\\
\tabcellsep Theme\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{2}{l}{"Don"t go!" ngardot yokeshin}\tabcellsep \multicolumn{2}{l}{thwarr kyi-yaaun.}\\
\tabcellsep \multicolumn{3}{l}{(SEAlang Library Burmese Corpus) 1PL.NOM film go}\tabcellsep see-SUGMARK\\
\tabcellsep \multicolumn{2}{l}{Theme Rheme}\tabcellsep \\
Year 2022\tabcellsep \multicolumn{4}{l}{(10) a. Subject as Theme "We let"s go and see the film!" (SEAlang Library Burmese Corpus) b. Complement as Theme}\tabcellsep Year 2022\\
\tabcellsep \tabcellsep ?\tabcellsep \tabcellsep ?\tabcellsep ?\\
\tabcellsep béthuehma yokeshin\tabcellsep \multicolumn{2}{l}{ma-hloke-kya-nèt. thwarr}\tabcellsep kyi-yaaun.\\
\tabcellsep anyone film\tabcellsep \multicolumn{3}{l}{NEG-move-PLMARK-NEGIMP.SENTSUF go see-SUGMARK}\\
\tabcellsep Theme Theme\tabcellsep \multicolumn{2}{l}{Rheme Rheme}\\
\tabcellsep \multicolumn{3}{l}{"Anyone, don"t move!" "Let"s go and see the film!"}\\
\tabcellsep \multicolumn{4}{l}{(SEAlang Library Burmese Corpus) (SEAlang Library Burmese Corpus)}\\
\tabcellsep \multicolumn{2}{l}{b. Complement as Theme c. Adjunct as Theme}\tabcellsep \\
\tabcellsep ?\tabcellsep \multicolumn{2}{l}{? ?}\tabcellsep ?\tabcellsep ?\\
G\tabcellsep thu-go denayt\tabcellsep \multicolumn{3}{l}{phann-laikkyasann. yokeshin thwarr kyi-yaaun.}\tabcellsep G\\
\tabcellsep \multicolumn{3}{l}{3SG-OBJMARK arrest-IMP.SENTSUF today film go}\tabcellsep see-SUGMARK\\
\tabcellsep Theme Theme\tabcellsep Rheme Rheme\tabcellsep \\
\tabcellsep \multicolumn{3}{l}{"Arrest him!" "Let"s go and see the film today!"}\\
\tabcellsep \multicolumn{4}{l}{(SEAlang Library Burmese Corpus) (SEAlang Library Burmese Corpus)}\\
\tabcellsep \multicolumn{2}{l}{c. Adjunct as Theme}\tabcellsep \\
\tabcellsep ?\tabcellsep ?\tabcellsep \tabcellsep ? ?\\
\tabcellsep \multicolumn{2}{l}{(12) a. Subject as Theme}\tabcellsep \\
\tabcellsep \multicolumn{4}{l}{chetchinn immediately 3SG-OBJMARK arrest-IMP.SENTSUF thu-go phann-laik-kya-sann. ? ?}\\
\tabcellsep thetthet\tabcellsep \multicolumn{2}{l}{thwarr-bayazay.}\\
\tabcellsep \multicolumn{2}{l}{Theme Thet.Thet go-REQMARK Rheme}\tabcellsep \\
\tabcellsep \multicolumn{3}{l}{"Arrest him immediately!" Theme Rheme}\\
\tabcellsep \multicolumn{4}{l}{(SEAlang Library Burmese Corpus) "Let me go!"}\\
\tabcellsep \multicolumn{4}{l}{(Journal Kyaw Ma Ma Lay 1957: 205)}\end{longtable} \par
 
\caption{\label{tab_2}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.07531645569620253\textwidth}P{0.7746835443037974\textwidth}}
Theme-2\tabcellsep Rheme-2\\
\tabcellsep Year 2022\\
\tabcellsep 63\\
\tabcellsep Volume XXII Issue IX Version I\\
\tabcellsep )\\
\tabcellsep (\\
\tabcellsep © 2022 Global Journals\end{longtable} \par
  {\small\itshape [Note: Conclusion4 https://www.burmalibrary.org/sites/burmalibrary.org/files/obl/mal\textunderscore 18.12.21.pdf G "?inspected the learning of the students in peace." (Myanma Alinn Daily Newspaper 2021: 7)4   ]} 
\caption{\label{tab_4}}\end{figure}
 			\footnote{Theme (with capitalized initial) refers to the function; THEME (all letters in capitals) is used as the system's name.} 			\footnote{http://sealang.net/burmese/corpus.htm} 			\footnote{Construction of the THEME System of Myanmar© 2022 Global Journals} 		 		\backmatter  			  				\begin{bibitemlist}{1}
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\end{document}
