Definition and Examples of Dialect Leveling

Definition and Examples of Dialect Leveling In linguistics, dialect leveling refers to the reduction or elimination of marked differences between dialects over a period of time. Dialect leveling tends to occur when speakers of different dialects come into contact with one another for extended periods. Contrary to popular belief, theres no evidence that the mass media are a significant cause of dialect leveling. In fact, say the authors of Language in the U.S.A., there is considerable evidence that social dialect variation, especially in urban areas, is increasing.   Alternate Spellings: dialect levelling (UK) See Examples and Observations below. Also, see the following related terms: AccentCodificationEstuary EnglishKoineizationLanguage StandardizationReceived Pronunciation (RP)Regional DialectSpeech AccommodationStyle-Shifting Examples and Observations [D]ialect differences are reduced as speakers acquire features from other varieties as well as avoid features from their own variety that are somehow different. This may occur over several generations until a stable compromise dialect develops. -Jeff Siegel, Mixing, Levelling and Pidgin/Creole Development. The Structure and Status of Pidgins and Creoles, ed. by Arthur Spears and Donald Winford. John Benjamins, 1997Levelling, in this sense, is closely related to (indeed, results from) the social psychological mechanism of speech accommodation (Giles Powesland 1997; Trudgill 1986a:1-4), by which (provided mutual goodwill is present) interlocutors will tend to converge linguistically. In a situation (such as in a new town) where speakers of different, but mutually intelligible dialects come together, countless individual acts of short-term accommodation over a period of time lead to long-term accommodation in those same speakers (Trudgill 1986a:1-8). -Paul Kerswill, Dialect Levelling a nd Geographical Diffusion in British English. Social Dialectology: In Honour of Peter Trudgill, ed. by David Britain and Jenny Cheshire. John Benjamins, 2003) How Dialect Leveling Works New Zealand English, which was formed more recently than North American varieties, sheds some light on how dialect leveling works. Researchers there describe a three-stage process: the original settler generations kept their home dialects, the next generation chose somewhat randomly from all the linguistic options available, and the third generation leveled out the diversity in favor of the most frequent variant in most cases. Probably something similar happened in North America, centuries before dialectologists and tape recorders were around to document it. -Gerard Van Herk, What Is Sociolinguistics? Wiley-Blackwell, 2012 The Future of Dialects [A]ccording to Auer and colleagues, it is too early yet to tell if the internationalization of economic and administrative structures and the increase in international communication in present-day Europe will strengthen or weaken the traditional dialects (Auer et al. 2005: 36). For one thing, when no other variety is part of a speakers environment, accommodation is not an option. If urbanization is accompanied by the formation of ethnic or working-class enclave neighborhoods, traditional distinctions may be enforced through dense, multiple social networks (Milroy, 1987). Similar processes in the context of residential and educational segregation are responsible for the maintenance of substantial differences between the English of some African Americans and that of nearby whites. Furthermore, speech accommodation theory, as well as more recent adaptations of it (Bell 1984, 2001), also allow for the possibility of divergence as well as convergence. -Barbara Johnstone, Indexing the Loca l. The Handbook of Language and Globalization, ed. by Nikolas Coupland. Wiley-Blackwell, 20112 Americanisms in British English A phrase which has been ubiquitous in the past week is loved ones. Even Ian McEwan used it, in the elegy he wrote in this paper last Saturday. Loved One got currency in Britain in 1948, with Evelyn Waughs novella of that name. Waugh chose to be highly satirical about the American funeral industry and the obscene euphemisms (as he saw them) of its grief therapists. Mealy-mouthed, mercenary morticians disinclination to call a corpse a corpsethats what loved one connoted. For decades after Waughs blast, no writer of McEwans stature would have used loved one unless contemptuously and with anti-American intent. It still collocates mainly with American death. But its a striking example of dialect levelling (or linguistic colonialism) that its now in non-pejorative British usage. -John Sutherland, Crazy Talk. The Guardian, Sep. 18, 2001

What a Hypothesis Is and How to Formulate One

What a Hypothesis Is and How to Formulate One A hypothesis is a prediction of what will be found at the outcome of a research project  and is typically focused on the relationship between two different variables studied in the research. It is usually based on both theoretical expectations about how things work and already existing scientific evidence. Within social science, a hypothesis can take two forms. It can predict that there is no relationship between two variables, in which case it is a null hypothesis. Or, it can predict the existence of a relationship between variables, which is known as an alternative hypothesis. In either case, the variable that is thought to either affect or not affect the outcome is known as the independent variable, and the variable that is thought to either be affected or not is the dependent variable. Researchers seek to determine whether or not their hypothesis, or hypotheses if they have more than one, will prove true. Sometimes they do, and sometimes they do not. Either way, the research is considered successful if one can conclude whether or not a hypothesis is true.   Null Hypothesis A researcher has a null hypothesis when she or he believes, based on theory and existing scientific evidence, that there will not be a relationship between two variables. For example, when examining what factors influence a persons highest level of education within the U.S., a researcher might expect that place of birth, number of siblings, and religion would not have an impact on the level of education. This would mean the researcher has stated three null hypotheses. Alternative Hypothesis Taking the same example, a researcher might expect that the economic class and educational attainment of ones parents, and the race of the person in question are likely to have an effect on ones educational attainment. Existing evidence and social theories that recognize the connections between wealth and cultural resources, and how race affects access to rights and resources in the U.S., would suggest that both economic class and educational attainment of the ones parents would have a positive effect on educational attainment. In this case, economic class and educational attainment of ones parents are independent variables, and ones educational attainment is the dependent variable- it is hypothesized to be dependent on the other two. Conversely, an informed researcher would expect that being a race other than white in the U.S. is likely to have a negative impact on a persons educational attainment. This would be characterized as a negative relationship, wherein being a person of color has a negative effect on ones educational attainment. In reality, this hypothesis proves true, with the exception of Asian Americans, who go to college at a higher rate than whites do. However, Blacks and Hispanics and Latinos are far less likely than whites and Asian Americans to go to college. Formulating a Hypothesis Formulating a hypothesis can take place at the very beginning of a research project, or after a bit of research has already been done. Sometimes a researcher knows right from the start which variables she is interested in studying, and she may already have a hunch about their relationships. Other times, a researcher may have an interest in ​a  particular topic, trend, or phenomenon, but he may not know enough about it to identify variables or formulate a hypothesis. Whenever a hypothesis is formulated, the most important thing is to be precise about what ones variables are, what the nature of the relationship between them might be, and how one can go about conducting a study of them. Updated  by Nicki Lisa Cole, Ph.D

Monopolies and Monopoly Power (Definition)

Monopolies and Monopoly Power (Definition) The Economics Glossary defines monopoly as: If a certain firm is the only one that can produce a certain good, it has a monopoly in the market for that good. To understand what a monopoly is and how a monopoly operates, well have to delve deeper than this. What features do monopolies have, and how do they differ from those in oligopolies, markets with monopolistic competition and perfectly competitive markets? Features of a Monopoly When we discuss a monopoly, or oligopoly, etc. were discussing the market for a particular type of product, such as toasters or DVD players. In the textbook case of a monopoly, there is only one firm producing the good. In a real-world monopoly, such as the operating system monopoly, there is one firm that provides the overwhelming majority of sales (Microsoft), and a handful of small companies that have little or no impact on the dominant firm. Because there is only one firm (or essentially only one firm) in a monopoly, the monopolys firm demand curve is identical to the market demand curve, and the monopoly firm need not consider what its competitors are pricing at. Thus a monopolist will keep selling units so long as the extra amount he receives by selling an extra unit (the marginal revenue) is greater than the additional costs he faces in producing and selling an additional unit (the marginal cost). Thus the monopoly firm will always set their quantity at the level where marginal cost is equal to marginal revenue. Because of this lack of competition, monopoly firms will make an economic profit. This would normally cause other firms to enter the market. For this market to remain a monopolistic one, there must be some barrier to entry. A few common ones are: Legal Barriers to Entry - This is a situation where a law prevents other firms from entering the market to sell a product. In the United States, only the USPS can deliver first class mail, so this would be a legal barrier to entry. In many jurisdictions alcohol can only be sold by the government-run corporation, creating a legal barrier to entry in this market.Patents - Patents are a subclass of legal barriers to entry, but theyre important enough to be given their own section. A patent gives the inventor of a product a monopoly in producing and selling that product for a limited amount of time. Pfizer, inventors of the drug Viagra, have a patent on the drug, thus Pfizer is the only company that can produce and sell Viagra until the patent runs out. Patents are tools that governments use to promote innovation, as companies should be more willing to create new products if they know theyll have monopoly power over those products.Natural Barriers to Entry - In these type of monopolies, other firms cannot enter the market because either the startup costs are too high, or the cost structure of the market gives an advantage to the largest firm. Most public utilities would fall into this category. Economists generally refer to these monopolies as natural monopolies. Theres the need-to-know information on monopolies. Monopolies are unique relative to other market structures, as it only contains one firm, and thus a monopoly firm has far more power to set prices than firms in other market structures.

Chapter 10 & 11 Assignment Example | Topics and Well Written Essays - 500 words - 1

Chapter 10 & 11 - Assignment Example Managers even have to hire employees for the safety department; the task of the employees of the safety department is to collect information about the incidents that take place in the organization. 2. Incentive programs are used by managers as a means to stimulate employees to use safety measures during their everyday work. Incentive programs have been successful for a certain extent, but these measures even have a downside. Employees do not provide timely information to managers to ensure that managers continue the functionality of the incentive programs. If managers fail to counter the issues in a timely manner, the issues become worse and uncontrollable. When the incentive programs are discontinued by the managers, employee performance decreases and even becomes worse. The theory of needs produced by Maslow states that individuals are motivated to fulfill their needs and they have different levels of needs. The theory even states that individuals first try to accomplish their basic needs, and then they pursue the remaining needs. Example of psychological need includes shelter, example of safety needs includes job security, example of social needs include colleagues in work place, and example of esteem needs includes aims and objectives in life. Once all these needs are fulfilled, managers start helping others. 4. The need achievement theory of McClelland states that individuals have a need to attain power, be affiliated with others and achieve something in life (Friend, 2010, p.236). The theory even states that some individuals have a higher degree of desire to fulfill the need for power than other needs. The theory states that need for achievement refers to an individual’s desire to be around friends and family members, the need for power refers to their desire of being able to influence others and the need for achievement refers to an individual’s desire to achieve aims and objectives in life. 5.

Assessing Performance and Developing Employees(HRM) Essay

Assessing Performance and Developing Employees(HRM) - Essay Example But it is not perfect; with inaccuracies in the scoring system and subjectivity involved in few parameters it has scope of improvement. ‘Performance Preview’ is one of the methods which Samuel Culbert describes as an approach to better performance reviews. He also talks how this system can improve by putting the CEO right in the front of the steering wheel to see for himself the relationships between bosses and subordinates. The HR is using performance review as its own toy right now and holding up to company secrets, but if there is trust and relationship on the basis on which things can change. The scoring system needs to be more objective with transparency and set rules of how much score can be given when. The subjectivity can be avoided in each BSC parameter by law of averages. Culbert’s views are one of an extremist I feel. Performance review is a real chance where a good subordinate can showcase his work; a good boss can affect positivity and motivation. Obj ectives can be set and continuous improvement can be achieved by a performance review and then continued with a performance preview. Not every boss is motivated by money and not every HR person secretive and conspiring against the subordinate.

Letter to the Superintendent Essay Example | Topics and Well Written Essays - 750 words

Letter to the Superintendent - Essay Example Nevertheless, in spite of the acknowledged importance of teacher leadership, little if any is known about the pathways that teachers may follow and how they can be supported to develop as leaders. Therefore, understanding the efforts necessary to support teacher leaders is necessary. Levin (40) argues that, it is not only important to know what teachers do as leaders, but also gain understanding and in-depth descriptions of how leadership skills are developed. According to Donaldson (28), action research refers to a professional inquiry into a given situation. As the name suggests, action research is concerned with undertaking certain professional actions and its sole purpose is to understand and improve teachers’ leadership actions. In this letter, action research in education is therefore grounded on the working lives of teachers and how they experience their profession. The following are the identified action research projects that facilitate growth of teachers’ lead ership skills necessary to effect school reforms. Needs assessment The entire school reform process begins with identifying needs. Through use of rubrics and other resources, needs assessment will help in comparing leadership practices and reform programs of our school with best practices of the successful schools. The sole purpose of needs assessment is to lay out a comprehensive plan to improve student learning and performance. Teacher leadership is the process in which teachers collectively or individually influences principals, colleagues and other members of the school community to upgrade learning and teaching practices with the sole aim of increasing student learning and achievement. In addition, leadership is about action that transforms learning and teaching hence tying the school and the community together to advance quality of life and social stability (Froyd and Ohland 154). There are numerous ways in which teachers can actively engage as leaders, including mentoring new teachers, development and distributing of curriculum materials, coordinating professional development, participating in decision making among others. Strategic planning In response to the assessed leadership needs, the school will come up with a comprehensive strategic plan for developing teachers’ leadership skills. Ingram, Wolfe and Lieberman (480) observed that such strategic plans would have consensus on priority goals. Further, each priority goal will be aligned to school reform goals to facilitate the desired school reforms. Such strategic planning process will help the leadership teams to focus on priority goals that can help in capacity building for implementation of the entire school reform. Attending training workshops Teachers will undergo training workshops to hone their leadership skills as innovators, advocates and stewards. During the training period, teachers will have an in-depth review of leadership-related literature to try to understand the vast scope and the available avenues of teacher leadership and to find out potential solutions to different barriers. Developing customized goals and action plans Based on their interests, teachers will be expected to develop action plans on how to practice acquired leadership skills and the possible anticipated challenges likely to be faced. Enroll for relevant courses To support growth of leadership skills, teachers will enroll for graduate-level courses relevant to their lines of teaching. They will also

Benito Amilcare Andrea Mussolini Term Paper Example | Topics and Well Written Essays - 3000 words

Benito Amilcare Andrea Mussolini - Term Paper Example He was called by the title of II Duce by 1925 and after 1936 his official title was â€Å"His Excellency Benito Mussolini, Head of Government, Duce of Fascism, and Founder of the Empire.† He was also the top rank of military, First Marshal of the Empire besides the King Victor Emmanuel III of Italy, created by Mussolini himself, which offered him as well as the King joint highest control over the military of Italy. 1 Although initially Mussolini denounced war by writing in an article named â€Å"Down with the war. We remain neutral† but he found an opportunity in war for himself, his political ambitions and those of his countrymen. Mussolini was impressed by anti-Austrian Italian nationalist feelings thinking that the war could liberate Italians in 1 Austria-Hungary from the rule of Habsburgs. He raised his voice supporting socialists to win over the autocratic rulers in Germany and Austria-Hungary who were against socialism as per Mussolini. 2 A discussion on Mussolini is incomplete without analyzing the ideology he was committed to. Fascism and Mussolini seem to be the two sides of the same coin. Fascism was like a big river with a number of tributaries assimilating such as Nationalism, Futurism, and Syndicalism. Other than being a practical experiment in government, fascism inculcated a theory and a philosophy, and to an extent an art, a mysticism and a religion. As announced Mussolini, â€Å"Fascism has a doctrine, or, if you will, a philosophy with regard to all the questions which beset the human mind today,† adding further, â€Å"We play upon every chord of the lyre, from violence to religion, from art to politics.† ... y chord of the lyre, from violence to religion, from art to politics.† 3 The start of fascism was not grand as Mussolini himself formed the first Fascio di Combattimento in March, 1919, which erupted in the coming into being of the National Fascist party in November, 1921. The sensational march on Rome, which positioned the party safely in power, happened on 22 October. Fascism took a defensive posture with the murder of Matteotti in May1924 but from which it emerged strong. It has not since then seen backward; it went ahead with its creative program resulting in the great Labor Charter of April 1927, the most happening thing. 3 The inner reality of fascism did not match with the outward projections, as proletarian changed to bourgeois, and radical changed to conservative. Sedition turned to loyalty; left changed to right. The only thing that did not change was Mussolini. That’s why Mussolini has been blamed by opponents of being the arch-turncoat of history. He outsmart ed all others in his cheating to attain popular liberty. No one can deny that at one point of time Mussolini was a socialist, a republican, an atheist who overturned government but later became averse to all these. Mussolini once stood against all that was constitutional turned to become Authority incarnate. Even he rid himself off from pacifism and feminism. Such volte-face was Mussolini. It is said that overambitious nature of Mussolini was responsible for the ever-changing attire of thought leadership that Mussolini went on acquiring and relieving with. Supporters of Mussolini saw in him a political personality rich in creative thoughts that directed the course of happenings. Taking a decision in favor or against this blame on Mussolini making volte-face on ideologies without analyzing the events