David Dodick
[email protected]
Bilingualism
1.You cannot be a cultivated person without
knowing at least two languages.
2. You cannot know a people without knowing their
language.
3. In the modern world, it is useless to learn
foreign languages because everyone speaks
English.. .
He who has two languages
has two souls.
Anonymous
Bilinguals are a minority –
“exceptions” – to the default
monolingual norm.
Bilinguals are a minority and
“exceptions” to the default
monolingual norm.
More than half of the world’s
population is bilingual or
multilingual.
To be counted as bilingual, you
need to speak two languages
perfectly.
To be counted as bilingual, you
need to speak two languages
perfectly.
There may be a difference in
proficiency between the two.
Learning two languages confuses
children, and they will grow up
speaking neither well.
Learning two languages confuses
children, and they will grow up
speaking neither well.
Children have a ‘critical period’ during
which they are especially good at
learning (multiple) languages.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingualism seems to be beneficial
to cognition.
Bilingual people have smaller
vocabularies than monolinguals.
Bilingual people have smaller
vocabularies than monolinguals.
True….
` Bilingualism: the ability to speak two (or
more) languages
◦ Individual bilingualism
◦ Societal bilingualism (in a particular speech
community of society)
` Various degrees of bilingualism
◦ Both languages equally fluent
◦ High degree of proficiency in both, but not native-
like skills
◦ One language is more dominant
x Tends to be related to domains of use
◦ Oral fluency in one, written fluency in another
` Bilingualism can develop in different types of
situations
◦ Being raised in bilingual household
x Parents speak different languages
x Parents speak a language different from majority
community language
◦ Moving to new country and learning new language
outside home
◦ Learning new language at school
◦ Having frequent & routine contact with other
languages
x e.g. at work
` Situation in which a community has more
than one official language
◦ Canada: English & French
◦ Belgium: French, Flemish & German
◦ Switzerland: French, German, Italian & Romansch
◦ India: English & Hindi
◦ Papua New Guinea: English, Tok Pisin & Hiri Motu
◦ Philippines: Filipino & English
◦ Singapore: English, Malay, Mandarin & Tamil
◦ Paraguay: Spanish & Guarani
` But fewer bilingual speakers in countries with
more than one official language!
◦ Their focus is maintenance & use of more than one
language, not making people bilingual
` More bilingual speakers in officially
monolingual countries
◦ Native speakers of other languages must learn
official language to get by.
Multilingual societies Language and IdentityThi.docxroushhsiu
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
More Related Content
Similar to David Dodick[email protected]Bilingualism.docx
Multilingual societies Language and IdentityThi.docxroushhsiu
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
De nada. El gusto es mío. Encantada. Me llamo Pepe.
Muy bien, gracias. Nada. Nos vemos. Soy de Argentina.
1. ¿Cómo te llamas?
2. ¿Qué hay de nuevo?
3. ¿De dónde eres?
4. Adiós.
5. ¿Cómo está usted?
6. Mucho gusto.
7. Te presento a la señora Díaz.
8. Muchas gracias.
Modelo ¡Hola! Buenos días.
Adiós cómo Chau de eres
es está gusto Hasta Le
mío Muy Soy usted vemos
1. ANA Buenos días, señor González. ¿Cómo (1) (2) ?
SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás?
ANA Regular. (5) presento a Antonio.
SR. GONZÁLEZ Mucho (6) , Antonio.
ANTONIO El gusto (7) (8) .
SR. GONZÁLEZ ¿De dónde (9) , Antonio?
ANTONIO (10) (11) México.
ANA (12) luego, señor González.
SR. GONZÁLEZ Nos (13) , Ana.
ANTONIO (14) , señor González.
• • Hasta mañana.
• Nos vemos.
• Buenos días.
• Hasta pronto.
• • ¿Qué tal?
• Regular.
• ¿Qué pasa?
• ¿Cómo estás?
• • Puerto Rico
• Washington
• México
• Estados Unidos
• • Muchas gracias.
• Muy bien, gracias.
• No muy bien.
• Regular.
• • ¿De dónde eres?
• ¿Cómo está usted?
• ¿De dónde es usted?
• ¿Cómo se llama usted?
• • Chau.
• Buenos días.
• Hola.
• ¿Qué tal?
Modelo un papel
unos papeles
1. : unas fotografías
2. : un día
3. : un cuaderno
4. : unos pasajeros
5. : una computadora
6. : unas escuelas
7. : unos videos
8. : un programa
9. : unos autobuses
10. : una palabra
Modelo el señor Díaz
Addresing him: usted
Talking about him: él
1. Don Francisco
Addressing him:
Talking about him:
2. Jimena y Marissa
Addressing them:
Talking about them:
3. Maru y Miguel
Addressing them:
Talking about them:
4. la profesora
Addressing her:
Talking about her:
5. un estudiante
Addressing him:
Talking about him:
6. el director de una escuela
Addressing him:
Talking about him:
7. tres chicas
Addressing them:
Talking about them:
8. un pasajero de autobús
Addressing him:
Talking about him:
9. Juan Carlos y Felipe
Addressing them:
Talking about them:
10. una turista
Addressing her:
Talking about her:
Modelo Ustedes son profesores.
Nosotros somos profesores.
1. Nosotros somos estudiantes.
Ustedes .
2. Usted es de Puerto Rico.
Ella .
3. Nosotros somos conductores.
Ellos .
4. Yo soy turista.
Tú .
5. Ustedes son de México.
Nosotras .
6. Ella es profesora.
Yo .
7. Tú eres de España.
Él .
8. Ellos son pasajeros.
Ellas
Modelo Yo soy Jorge.
1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas?
Modelo nombre / el pasajero
Es el nombre del pasajero.
.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. David Dodick
[email protected]
Bilingualism
1.You cannot be a cultivated person without
knowing at least two languages.
2. You cannot know a people without knowing their
language.
3. In the modern world, it is useless to learn
foreign languages because everyone speaks
English.. .
He who has two languages
has two souls.
Anonymous
Bilinguals are a minority –
“exceptions” – to the default
2. monolingual norm.
Bilinguals are a minority and
“exceptions” to the default
monolingual norm.
More than half of the world’s
population is bilingual or
multilingual.
To be counted as bilingual, you
need to speak two languages
perfectly.
To be counted as bilingual, you
need to speak two languages
perfectly.
There may be a difference in
proficiency between the two.
Learning two languages confuses
children, and they will grow up
speaking neither well.
Learning two languages confuses
3. children, and they will grow up
speaking neither well.
Children have a ‘critical period’ during
which they are especially good at
learning (multiple) languages.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingualism seems to be beneficial
to cognition.
Bilingual people have smaller
vocabularies than monolinguals.
Bilingual people have smaller
vocabularies than monolinguals.
True….
4. ` Bilingualism: the ability to speak two (or
more) languages
◦ Individual bilingualism
◦ Societal bilingualism (in a particular speech
community of society)
` Various degrees of bilingualism
◦ Both languages equally fluent
◦ High degree of proficiency in both, but not native-
like skills
◦ One language is more dominant
x Tends to be related to domains of use
◦ Oral fluency in one, written fluency in another
` Bilingualism can develop in different types of
situations
◦ Being raised in bilingual household
x Parents speak different languages
x Parents speak a language different from majority
community language
◦ Moving to new country and learning new language
outside home
◦ Learning new language at school
◦ Having frequent & routine contact with other
languages
x e.g. at work
5. ` Situation in which a community has more
than one official language
◦ Canada: English & French
◦ Belgium: French, Flemish & German
◦ Switzerland: French, German, Italian & Romansch
◦ India: English & Hindi
◦ Papua New Guinea: English, Tok Pisin & Hiri Motu
◦ Philippines: Filipino & English
◦ Singapore: English, Malay, Mandarin & Tamil
◦ Paraguay: Spanish & Guarani
` But fewer bilingual speakers in countries with
more than one official language!
◦ Their focus is maintenance & use of more than one
language, not making people bilingual
` More bilingual speakers in officially
monolingual countries
◦ Native speakers of other languages must learn
official language to get by
` Diglossia:
` A (structural/functional) situation in which two dialect
or languages are used under different conditions
within a speech community (often by the same
speakers).
◦ Regional language used in informal situations
6. ◦ Standard language used in formal situations
x Scotland: Gaelic spoken at home/stores/pubs, but English in
courts/government
x “High” and “low” (colloquial) varieties of Arabic
` Ambilingualism:
` Both languages equally likely in all domains & use not
predictable
◦ Rare; found only in small states with multiple heritages
x Luxembourg (French & German)
` Bipart-lingualism: multiple languages spoken
in one area, but speakers mainly monolingual
& little interaction with other groups
◦ Malaysia: Malay, Chinese & Indian populations
` Advantages to bilingualism
◦ Cognitive benefits
◦ Personality benefits
◦ Economic benefits
` There seem to cognitive benefits to being
bilingual
◦ But it’s hard to measure
◦ And not everyone agrees on results
7. ` Metalinguistic awareness: ability to examine
language as an object and analyze its use
◦ Helps abstract thinking
◦ Helps mental flexibility
◦ Improves language skills
x Reading skills
x Acquiring additional languages
` Other studies show that bilingual speakers may
be better at certain kinds of problem-solving…
◦ Paying attention
◦ Staying focused
◦ Switching attention
` Multiple studies show that bilinguals have
smaller vocabularies than monolinguals
◦ Overall vocabulary is larger (2 languages!)
◦ But within each language vocabulary is smaller
x Likely has to do with domains of use
` In standardized tests, bilinguals also slower
in naming pictures
◦ Frequent words recalled faster
x But frequency in each language may be different
x Another domain issue
◦ Selecting appropriate language system also takes
time/effort
` Both languages are active even when just
speaking one
◦ May help overall cognitive function
8. ` Evidence that bilingualism may help delay
Alzheimer’s and dementia
◦ Contributes to “cognitive reserve” (resilience to
neuropathic damage)
https://www.youtube.com/watch?v=MMmOLN
5zBLY
https://www.youtube.com/watch?v=MMmOLN5zBLY
` Since language is part of culture, bilinguals
are necessarily bicultural
` Some studies have found that bilinguals get
higher average scores on tests for certain
traits…
◦ Cultural empathy
◦ Open mindedness
◦ Social initiative
` Bilinguals may have a broader, more diverse
view of the world
` Bilingualism is valued in many types of jobs
◦ National companies & services
x Targeting different local audiences
x Targeting incoming foreigners
◦ International companies & services
x Targeting multinational audiences
9. x Composed of different nationalities
` Interview a bilingual classmate in depth.
` How did they learn their first and second language?
` Did learning both languages growing up:
◦ confuse them?
◦ clutter their mind?
◦ cause them to be confused?
` Do they believe they have benefitted and how -
◦ cognitively?
◦ economically?
◦ socially?
` Present their case history to the class.
` Canada has 2 official languages, English and
French.
` Official Languages Act passed under Prime
Minister Pierre Trudeau (Justin’s father) in
1969.
` Examples:
◦ All products in Canada need to have labels in both
French and English.
◦ Citizens can get government services in French,
even in Vancouver (not as many francophones)
10. ` https://www.youtube.com/watch?v=VtpxHD4
4XS8
https://www.youtube.com/watch?v=VtpxHD44XS8
` In 1976, the Parti Quebecois elected René
Lévesque, a separatist
` French-speaking Québécois were afraid of losing
their language and heritage, surrounded by
English-speaking Canada and the US
` Enacted provincial laws for schools, businesses,
etc.
◦ e.g.
◦ Burger King = Le Roi de Burger
◦ Kentucky Fried Chicken = Poulet Frit a la Kentucky
` Anglophones (and businesses) left the province
` https://www.youtube.com/watch?v=TZm58z
DeCSM
` https://www.youtube.com/watch?v=8tGovX4
ua38
https://www.youtube.com/watch?v=TZm58zDeCSM
https://www.youtube.com/watch?v=8tGovX4ua38
` Pro:
◦ Francophones in Quebec should enforce the language
11. laws to help preserve their culture and heritage.
` Con:
◦ Francophones in Quebec should enforce French
language laws on (e.g. Quebec-born anglophones)
whose first language is not French.
1. Opening statements
2. Rebuttal of opening statements
3. Closing statements
Questions?
LING 129: �Culture, Language and Ethnicity in the U.S.Slide
Number 2PromptsSlide Number 4TRUE or
FALSE?FALSETRUE or FALSE?FALSETRUE or
FALSE?FALSETRUE or FALSE?FALSETRUE or
FALSE?TRUEBilingualismProficiencyHow Bilingualism
HappensSocietal BilingualismSocietal BilingualismTypes of
BilingualismTypes of BilingualismAdvantagesCognitive
BenefitsCognitive BenefitsCognitive BenefitsCognitive
BenefitsCognitive BenefitsPersonality BenefitsEconomic
BenefitsBilingual Case History Bilingualism in Canada The
Official Languages Act (1969)Language Laws in
QuébecLanguage Laws in QuébecLanguage Laws DebateSlide
Number 36
David Dodick
[email protected]
12. Codeswitching
“Here in the United States, I have found a
binary view of bilingualism. If you are born
into an English-speaking family and later
learn to speak Spanish, for example, people
feel that’s an accomplishment. But if you are
born into a Spanish-speaking family and later
learned to speak English, that is often seen as
a detriment.”
Quote from Grosjean in (Pfohl, 1986)
https://www.youtube.com/watch?v=Z7BzbkE4
h-8
George Lopez: Spanglish and Code Switching
https://www.youtube.com/watch?v=VpLQmyS7
-jw
African American Codeswitching
https://www.youtube.com/watch?v=Z7BzbkE4h-8
https://www.youtube.com/watch?v=VpLQmyS7-jw
Code: language variety
Codeswitching: using two or more codes in
a single speech event
One can codeswitch…
◦ From one language to another
13. ◦ From one dialect to another
Codeswitching is NOT the same as borrowing
◦ Substituting a word from one language because you
don’t know its equivalent in another
◦ Using a word in one language that has no obvious
translation in another
Some key differences
◦ Borrowing is about a single word, not a phrase or
sentence
◦ Borrowed words typically adapted to pronunciation
of speaker’s first language
Borrowing Codeswitching
Involves individual words or
short phrases
Usually involves larger
‘chunks’ of discourse
(though it can be individual
words)
Pronunciation usually
nativized over time
Each code retains its own
pronunciation
14. Speakers need not (and often
don’t) know the source
language
Speakers are usually fluent (or
at least conversationally
proficient) in both languages
Involuntary codeswitching or crutching: substitution
because don’t know/remember how to say something
in a given language
Imperfect command of both languages
Common in language learning
Communicative strategy for people without full
command of heritage language to assert identity in
heritage culture
BUT only some codeswitching is involuntary
Crutch word examples: like, well, you know, literally,
obviously.
Use them when fear people might interrupt us.
Use them when we are thinking of what to say next:
people find too many crutch words annoying!
Positive Associations
◦ In-group use — solidarity
◦ Creativity & expressivity
◦ Takes advantage of unique linguistic resources of
bilinguals
◦ A reflection of a unique multilingual &
multicultural heritage
15. Negative associations
◦ Associated with immigrants
◦ Associated with imperfect language learners
◦ Seen as “broken English”
◦ Even people who codeswitch may view it
negatively
Codeswitching is used to negotiate…
◦ Identity
Who I am
◦ Relationships
My relationship to others in terms of shared
ethnicity/language (heritage language vs. native
language, for example)
For any given example of codeswitching, it’s
usually possible to talk about “we” code and
“they” code
◦ “We” code: language of home & cultural
community
◦ “They” code: language of wider social
communication
Government
Business
16. Formal education, etc.
In casual conversations with other bilinguals
◦ At home
◦ With friends
◦ Casual social gatherings
Sometimes in more formal settings
◦ Business meeting (perhaps with one code for casual
conversation, and the other for formal negotiations or
“work”)
◦ Increasingly used in the classroom
Found in other domains as well
◦ Poetry
◦ Prose
◦ Music
https://www.youtube.com/watch?v=qLbQrVv
Gqw0
https://www.youtube.com/watch?v=qLbQrVvGqw0
Sentential
◦ Extra-Sentential
◦ Intersentential
◦ Intrasentential
Metaphorical
Situational
17. Also called tag switching
Tag: word or short phrase that is attached to
sentence but not part of it:
◦ I mean
◦ Right?
◦ You know?
◦ Isn’t it?
Example: English & Punjabi
It's a nice day, hana?
(hana=‘isn't it’)
Switching back & forth between sentences
Example: an article in Der Spiegel magazine
contains these passages:
“Vielmehr strebe es, immer schon, nach
Macht und Reichtum. [In fact, as at all
times, she goes for power and wealth.]
Diamonds are a girl’s best friend.”
Switching within sentences
Example: woman switching between English &
Spanish
“…they tell me “How did you quit, Mary?” I don’t quit, I…I
just stopped. I mean it wasn’t an effort that I made que
voy a dejar de fumar por que me hace daño o [that I’m
going to stop smoking because it is harmful to me or] this
or that, uh-uh. It’s just that I used to pull butts out of the
wastepaper basket, yeah. I used to go look in the…se me
18. acababan los cigarros en la noche [my cigarettes would
run out on me at night]. I’d get desperate y ahi voy al
basurero a buscar, a sacar [and there I go to the waste-
basket to look for some, to get some], you know.”
Metaphorical codeswitching is done for
rhetorical (to persuade or impress) reasons
◦ Linguistic choice becomes symbol or “metaphor”
Personal feelings vs. external facts/info
The codes themselves acquire meaning
◦ Fact that you speak in language X or Y is itself
meaningful from a social perspective
Example:
◦ If deceased relative spoke particular language, then
switching into that language might be metaphorical
for that relative’s memory
Different codes used in different settings
◦ Home
◦ School
◦ Work
Each setting associated with
◦ Certain kinds of speech activities:
Casual conversations
Classroom discourse
Public speaking
◦ Different categories of speakers:
19. Family
Friends
Business associates
Strangers
◦ Domains of use – certain info associated with a specific
language
Linguists searching for universal rules behind
codeswithing
Suggest that it only happens at points where
two grammars match each other
English French Possible switch?
red boat bateau rouge NO
big house grande maison YES
Others say sociocultural factors too important
to find simple rules
Extra-Sentential - tags
Intersentential – sentence by sentence
Intrasentential – within the sentence
Metaphorical – new language is itself a signal
Situational – different code for different situations
My father liked them separate, one there, one here
(allá y aquí), as if aware that words might cut in two
his daughter’s heart (el corazón) and lock the alien
part to what he was—his memory, his name (su
nombre)—with a key he could not claim. “English
20. outside this door, Spanish inside,” he said, “y basta.”
But who can divide the world, the word (mundo y
palabra) from any child? I knew how to be dumb and
stubborn (testaruda); late, in bed, I hoarded secret
syllables I read until my tongue (mi lengua) learned to
run where his stumbled. And still the heart was one. I
like to think he knew that, even when, proud
(orgulloso) of his daughter’s pen, he stood outside
mis versos, half in fear of words he loved but wanted
not to hear.
https://www.youtube.com/watch?v=sfnrOnbqg
g8
https://www.youtube.com/watch?v=sfnrOnbqgg8
Rickford (1996) study revealed that:
“third grade kids in the primarily white, middle
class Palo Alto School District scored on the 94th
percentile in writing; by the [sixth] grade, they
had topped out at the 99[th] percentile. By
contrast, third grade kids in primarily African
American working class East Palo Alto
(Ravenswood School District) scored on the 21st
percentile in writing, but by the sixth grade, they
had fallen to the 3rd percentile, almost to the
very bottom (p. 1).”
https://www.youtube.com/watch?v=knFReWt
Lkgc
22. LING 129: �Culture, Language and Ethnicity in the U.S.Slide
Number
2Discussion��Codeswitching�CodeswitchingBorrowingCodes
CodeswitchingAttitudes Toward CodeswitchingWhy
Codeswitch?“We” vs. “They” CodeWhen to
Codeswitch?�Example of Codeswitching among young
adults�Types of CodeswitchingExtra-Sentential
CodeswitchingIntersentential CodeswitchingIntrasentential
CodeswitchingMetaphorical CodeswitchingSituational
CodeswitchingLinguistic ConstraintsTypes of
Codeswitching“Bilingual/Bilingue” by Rhina P. EspailGroup
ExerciseTraditional Language Arts Methods Fail Many African
American StudentsAmerican PromiseAmerican PromiseSlide
Number 28
INTERVIEW ASSIGNMENT
I. Why (purpose)
You will demonstrate your learning from one person’s story on
their experiences (and beliefs) with regard to a particular
language (their native language, American English language,
and possibly other languages in the US) and/or the person’s
relationship to speakers of these languages. You will also
demonstrate the concepts of Bilingualism and Code switching
by interpreting this person’s experience. Also, this paper need
two article to support your idea.
II. Who?
The person you interview should be a native speaker of a
language that you don’t speak. The person should have resided
in the US long enough to have experienced the benefits and
challenges of living here (at least 5 years). The person you
interview could be your friend, a family member, a co-worker, a
fellow student, or a stranger, as long as you yourself are not a
speaker of that person’s native language.
23. III. How
Develop a set of 8-10 interview questions based on the concepts
about Bilingualism and Code switching. For example, you could
focus on identity, bilingualism, the maintenance (or loss) of
immigrant languages; pressures this person experiences to either
keep or stop using the language; discrimination or support the
person has experienced; domains in which the language is used,
and so on. On the 3-4 topics that your interviewee shows strong
interest, ask follow up questions to get more details. If possible,
solicit an episode that illustrate each point.
IV. Research ethics
Tell your interviewee that you will not use his or her real name
(unless he/she specifically wants you to!), and that this
interview is for the purpose of a class assignment. Tell him/her
approximately how long it will take. The interview results will
not be reported in any public venue such as a book or media
show. Make sure the person gives oral or written consent to be
interviewed. If the person is under 18, you must get written
parental consent.
V. Conducting the interview
Plan for about 30 - 45 minutes, conducted face-to-face. You
should audio-record the interview (most cell phones have
recording capability these days. Be sure to check beforehand
that your equipment works and that you have enough battery.
Many great interviews have been foiled by equipment problems!
Find a quiet place for the interview.
VI.Analyzing the interview
First review your recording, making notes on key themes that
you plan to focus on in your paper, and identifying the time
code for key quotes that you want to use in the paper. Then start
drafting the paper, creating a preliminary organization
according to themes that were interesting to you. You may have
to listen to the audio several times more to fill in details. You
24. must include at least four quotations from your interviewee to
ensure the authenticity of your description. You do not have to
transcribe every word the person says in the whole interview. If
there are gaps that you wish you had asked about but didn’t, you
can follow up by email, phone call, texting, or whatever works.
VII.Integrating sources
You must include at least 2 article. The article should help you
articulate how your interviewee’s experience/belief exemplifies
broader patterns that are present in our society. You might also
find how your interviewee’s case challenges the
pattern/concepts presented in the scholarly works.
VIII. Paper Format
Up to 4 pages (1000-1200 words in the main text), 12-point
font, double-spaced, with the interview questions in an
appendix (not part of the word count).
IX. How to organize the paper
1. Introduction—Topic, Purpose, Organization, and Thesis
· Introduce the general topic (see Section III above—pick one
topic) and significance of this topic (“hook”—importance,
puzzle, controversy, etc.)
· Introduce the interviewee with minimum background
information
· my uncle, who was born in Germany and came to the US
when he was 32;
· my classmate, who is an international student from Mexico;
etc.
· Say why you chose this person to interview (link to your
topic—see Section III above.)
· I wanted to ask him about maintenance or loss of his heritage
language;
25. · I wanted to know about her experiences in learning English;
etc.
· Explain two to three specific areas explored, which are all
connected to your general topic.
· Our interview focused on local German community, language
use at home, and ...
· My interviewee shared with me some of the challenges she had
and ...
· State your claim on the topic; that is, what your interviewee’s
experiences show on this topic. This is your paper’s thesis
statement.
2. Body paragraphs—Background, Data, Analyses, and Results
· In the first body paragraph, present your interviewee’s
background with only relevant details.
· In each of the next 2-3 body paragraphs, make 2-3 points
(sub-claims) based on your interview and reading. In doing so,
first present a narrative from the interview using key quotes and
paraphrases. Then explain how your interviewee’s story
exemplifies (or presents a counter example of) a general pattern
(a key concept) presented in the reading. Be sure to use proper
in- text citations when presenting concepts and explanations
from readings, and include full citation information at the end
of your paper.
3. Conclusion—Summary, Conclusion, Limitation, and
Implication
· Summarize your findings gained from interview.
· In the light of your findings, state your conclusion on the
topic. (This is a re-statement of your
· thesis, but in more specific wording.)
· Offer a brief mention on limitation of the methodology (i.e.,
interview of a single person).
· End your essay with a brief remark on how your conclusion
may be applied to your future or to the society we live in.