...The Rise of Professional Sports 5 November 2015 Abstract Sports became a professional phenomenon during the Gilded Age of America, which consisted of a period of unprecedented success for Americans in regard to wealth and long-term business enterprises. During the Gilded Age period, the country was consumed by the belief that every man had an opportunity to become wealthy, and those who were wealthy actually were able to spend their leisure time consumed with spending this wealth on lavish pursuits. ("Why Sports History Is American History | The Gilder Lehrman Institute of American History," n.d.) It was during this era that the rise of professional sports began to emerge as a way for the wealthy to entertain themselves during their leisure time. It was also during this time that immigrants were coming into the country in the millions, and the use of sports was an opportunity for these recent newcomers to become “Americanized” wherein the use of sports was an avenue to identify with their new country. This became an important way for these immigrants to mark their progress within the American society. Coupled with the political machines of that time, sports became a way to elicit support from large groups of people that were in support of specific geographic areas wherein the politicians who used sports for leisure also saw the importance of using them to garner support from immigrants. These were seen as community building institutions, and they are still used as...
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...Key to notes listed a = also approved for Analyzing the Natural World b = also approved for Understanding the Individual and Society c = also approved for Understanding the Past d = also approved for Understanding the Creative Arts e = also approved for Exploring World Cultures f = also approved for Understanding U.S. Society g = Indicated courses specifically designed for those majoring in areas other than science and mathematics h = LAS nonlaboratory courses Anthropology (ANTH) | 102 | Introduction to Archaeology | 4 hourscg | 105 | Human Evolution | 4 hourscg | 218 | Anthropology of Children and Childhood | 3 hoursbh | 238 | Biology of Women Same as GWS 238 | 3 hoursgh | | | | Biological Sciences (BIOS) | 100 | Biology of Cells and Organisms | 5 hours | 101 | Biology of Populations and Communities | 5 hours | 104 | Life Evolving | 5 hoursg | | | | Chemistry (CHEM) | 100 | Chemistry and Life | 5 hoursg | 112 | General College Chemistry I | 5 hours | 114 | General College Chemistry II | 5 hours | 116 | Honors General Chemistry I | 5 hours | 118 | Honors General Chemistry II | 5 hours | 130 | Survey of Organic and Biochemistry | 5 hours | | | | Computer Science (CS) | 100 | Discovering Computer Science | 3 hoursh | | | | Earth and Environmental Sciences (EAES) | 101 | Global Environmental Change | 4 hours | 111 | Earth, Energy, and the Environment | 4 hours | 200 | Field Work in Missouri | 2 hours...
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...Dresden University of Technology: Dr. LUIS INOSTROZA PINO and his seminar about „ URBAN ECONOMICS IN LATINAMERICA-The Economics of Cities and Regions in Latin America“(5RE481) The Center for Latin American studies (CLAS) within Faculty of Economics has the honor to welcome Dr. Luis Inostroza Pino from the Dresden University of Technology, who will give us a seminar about „URBAN ECONOMICS IN LATINAMERICA-The Economics of Cities and Regions in Latin America“ (5RE481) Dr. Luis Inostroza Pino is associated researcher from the Dresden University of Technology (Technische Universitat Dresden), highly proficient Urban Development Specialist with 14 years experience acquired in a series of demanding roles within public administration, consultancy, education and researching at international level. A skilled and experienced presenter, trained in political environment, with strong educational experience at undergraduate and postgraduate level. In this course we will study the main economic forces that lead to the existence of cities and regional agglomerations. We will explore a range of topics related to current issues in urban and regional economics in Latin America. Upon successful completion of this course, students will be able to understanding on urban economics in the Latin-American continent, being capable to understand current economical trends in this particular urban and regional space. The course will take 12 days from Monday 03 to Friday 14 of December 2012. Monday...
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...Gay Language in Cape Town: A study of Gayle – attitudes, history and usage AXL 5301W - Minor Dissertation by Kathryn Luyt, BA (Hons) Cape Town Student number: LYTKAT001 Minor Dissertation submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS BY COURSEWORK AND DISSERTATION LINGUISTICS SPECIALISATION in the Department of African and Gender Studies, Anthropology and Linguistics Faculty of Humanities UNIVERSITY OF CAPE TOWN February 2014 Supervisor: Professor Rajend Mesthrie The financial assistance of the National Research Foundation (NRF) towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at, are those of the author and are not necessarily to be attributed to the NRF. University of Cape Town The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or noncommercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town 1 MA in Linguistics Minor Dissertation PLAIGIARISM DECLARATION 1. I know that plagiarism is wrong. Plagiarism is to use another’s work and pretend that it is one’s own. 2. Each significant contribution to and quotation in this minor dissertation from the work(s) of other people, has been acknowledged through citation...
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...by appointment Phone, email: 641-3669; yang@juniata.edu Goals & Objectives: This is a beginning course in modern standard (Mandarin) Chinese. Its goal is to lay a good Chinese foundation for further study, and to strive for an all-round development of communicative competence in listening, speaking, reading and writing in Mandarin Chinese in the context of Chinese culture. Specifically, you will be able to understand short, learned utterances and some sentence-length utterances. Comprehension is limited to vocabulary and some simple questions/statements about family members, age, address, time, interests, and other daily activities. You will make short statements and ask simple questions. You will be able to identify and write at least 260 characters in simplified form and read, for instructional and directional purposes, standardized messages, such as some prices in stores, times/dates on schedules, etc. You will be able to write simple fixed expressions and limited memorized material; supply information on simple forms and documents; write names, numbers, dates, own nationality, and other simple autobiographical information as well as some short phrases and simple sentences. In a word, you will attain approximately the Novice-Medium level on the ACTFL (American Council on the Teaching of Foreign Languages) proficiency scale. Texts: Integrated Chinese, Level 1 Part I , by Tao-chung Yao and Yuehua Liu, et al., Cheng & Tsui Company, Boston, 2004 (3rd Edition). ...
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...Refusals, International Journal of English Linguistics, 1(2), 166-185. doi:10.5539/ijel.v1n2p166 The study deals with pragmatic transfer of Iraqi EFL learners' refusal strategies as reflected by their responses to a modified version of 12- items written discourse completion task; and compare with two groups ,namely Iraqi native speakers of Arabic and American native speakers of English. The data were collected from task consisted of three requests, three offers, three suggestions, and three invitations. Each one of the situations included one refusal to a person of higher status, one to a person of equal status, and one to a person of lower status. Data analyzed according to frequency types of refusal strategies and interlocutor's social status. I prefer this article because it is very useful for my topic. The author found that Iraqi EFL learners are apt to express refusals with care and/or caution represented by using more statements of reason/explanation, statements of regret, wish and refusal adjuncts in their refusals than Americans. Americans are more sensitive to their interlocutor's higher and equal status, whereas Iraqi EFL learners to lower status. The study is suitable for the topic I chose for its valuable information. 2. Article 2 Al-Khatani, S., A., W. (2005). Refusals Realizations in Three Different Cultures: A Speech Act Theoretically-based Cross-cultural Study, Journal King Saud University, 18, 35-57. In this paper, the researcher assumes differences in the...
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...Quality Imperative The importance of mother tongue-based schooling for educational quality Carole Benson 2004 This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2005 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative”. For further information, please contact efareport@unesco.org The importance of mother tongue-based schooling for educational quality Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph.D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector. Instruction through a language that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is analogous to holding learners under water without teaching them how to swim. Compounded by chronic difficulties such as low levels...
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...the autonomy of language. African-American Vernacular English (AAVE) is a language spoke by African Americans Highlight african roots, speech and connections with languages. Pidgin languages- the chief language is english, used originally between Chinese people and Europeans. Creole languages are vernacular languages, often confused with AAVE, developed in European colonial plantation settlements in the 17th and 18th centuries, as a result of contact between groups that spoke mutually unintelligible...
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...Journal of Applied Psychology 2003, Vol. 88, No. 5, 852– 865 Copyright 2003 by the American Psychological Association, Inc. 0021-9010/03/$12.00 DOI: 10.1037/0021-9010.88.5.852 An Investigation of Race and Sex Similarity Effects in Interviews: A Multilevel Approach to Relational Demography Joshua M. Sacco Aon Consulting Christine R. Scheu, Ann Marie Ryan, and Neal Schmitt Michigan State University This research studied the effects of race and sex similarity on ratings in one-on-one highly structured college recruiting interviews (N 708 interviewers and 12,203 applicants for 7 different job families). A series of hierarchical linear models provided no evidence for similarity effects, although the commonly used D-score and analysis-of-variance– based interaction approaches conducted at the individual level of analysis yielded different results. The disparate results demonstrate the importance of attending to nested data structures and levels of analysis issues more broadly. Practically, the results suggest that organizations using carefully administered highly structured interviews may not need to be concerned about bias due to the mismatch between interviewer and applicant race or sex. There is a large body of literature supporting the notion that demographic similarity affects important outcomes at work (see Riordan, 2000; Williams & O’Reilly, 1998, for a review). For instance, researchers have reported that demographic similarity is positively related to communication...
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...www.ccsenet.org/ijbm International Journal of Business and Management Vol. 6, No. 7; July 2011 86 ISSN 1833-3850 E-ISSN 1833-8119 Capital Market of Bangladesh: Volatility in the Dhaka Stock Exchange (DSE) and Role of Regulators Md. Tariqur Rahman (Corresponding author) Senior Research Associate, Centre for Policy Dialogue (CPD) House No. 40/C, Road No, 11 (New) Dhanmondi R/A, Dhaka-1209, Bangladesh Tel: 880-2-812-4770, 9141734 Ext-146 E-mail: rahmantariqdu@gmail.com Khondker Golam Moazzem Senior Research Fellow, Centre for Policy Dialogue (CPD) House No. 40/C, Road No, 11 (New) Dhanmondi R/A, Dhaka-1209, Bangladesh Tel: 880-2-812-4770, 9141734 Ext-147 E-mail: moazzem@cpd.org.bd Received: December 17, 2010 Accepted: February 27, 2011 doi:10.5539/ijbm.v6n7p86 Abstract Over the last few years, the capital market of Bangladesh has witnessed a haughty growth which is not in line of development in the real sector of the economy. Although, the Securities and Exchange Commission (SEC) of Bangladesh has tried to correct the irregular behavior observed in the market, very often it is argued that lack of proper and firm decisions from the regulator’s side has contributed to make the market more unstable rather than to reduce it. The paper attempts to identify the casual relationship between the observed volatility in the country’s major bourses namely the Dhaka Stock Exchange (DSE) and the regulatory decisions taken by the SEC empirically. Using Vector Auto-regressive...
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...the best way to teach English Language Learners (ELLs)?” This is particularly true today as the numbers of students with limited English proficiency (LEP) are increasing; about 37.4 percent of the state’s public school enrollment. ELLs face a great challenge: They must learn academic curriculum and a new language simultaneously. Some argue that it is too much to expect ELLS to learn academic content and a second language, when they have not gained literacy in their first language. Others contend ELLs students fall too far behind academically in transitional bilingual programs, and they need to learn English quickly enough and fluently enough in order to participate in academic courses in mathematics, reading/language arts, social studies, and science). In the late 1990s, bilingual education came under attack for failing to do an adequate job of developing English proficiency in ELLs in an effective and timely manner. In 1998, California voters passed Proposition 227, making it so that English language learners were to be taught “overwhelmingly in English” and would spend at least one year in Sheltered English Immersion (SEI) learning both English language development (ELD) and content instruction utilizing “specially designed academic instruction in English” (SDAIE). The goal was for Limited English Proficient (LEP) students to quickly gain English proficiency through in SEI classes so they could transition into mainstream classes and successfully participate and learn...
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...“intentional” study, involving the deliberate committing to memory of thousands of words (their meaning, sound, and spelling) and dozens of grammar rules. The other, complementary, view holds that much of the burden of intentional learning can be taken off the shoulders of the language learner by processes of “incidental” learning, involving the “picking up” of words and structures, simply by engaging in a variety of communicative activities, in particular reading and listening activities, during which the learner's attention is focused on the meaning rather than on the form of language. These popular views on intentional and incidental learning reflect, at best, only partially the ways in which these terms have been and are being used in the academic literature. Some empirical researchers attribute to them only a specific methodological meaning, in the context of laboratory-type learning experiments. Apart from this methodological sense, incidental and intentional learning have been given various interpretations, sometimes indistinguishable from two more widely used terms, namely implicit and explicit learning, respectively. There are virtually no experimental L2 grammar learning studies which are explicitly presented as “intentional” learning studies, and only a handful which are explicitly presented as studies on “incidental” learning. There is a vast literature, however, of empirical studies in incidental and intentional vocabulary learning. These empirical studies reflect a wide...
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...Kinginger, 2004; Lam, 2000; Morita, 2004; Ohara, 2001; Pavlenko & Lantolf, 2000; and Solé, 2007 among others). The trend is resonated in the growing interest in language learner identity and the studies in narratives. In this paper, a case of heritage language learner will be investigated upon the theoretical frame of poststructuralism. Narrative inquiry will be used to analyze how she negotiates her learner identity. The purpose of this paper is two-fold: First, by looking at the struggle a language learner makes to acquire her heritage language, I reclaim the centrality of identity in defining heritage language learners. Second, to widen the horizons of narrative studies to the cyber space as it provides an ample source of easily accessible data and it has become one of the commonplace media of daily communication. Heritage Language Learners and Identity To refer to the Heritage Language Learners (HLLs), various terms have been implemented such as ‘native speakers,’ ‘quasi native speakers,’ ‘bilingual speakers,’ or, from the dissatisfaction with the prior terms, ‘home background speakers,’ and ‘heritage language speakers’ (Valés, 2005: p. 412). There has not yet been a concise definition, however, that succinctly encapsulates the distinct features of HLLs. HLLs are different from L1 learners in that,...
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...Bilingualism and multilingualism isn’t unusual. In fact, it’s the norm for most of the world’s societies. It is possible for a person to know more than one or two languages, most especially when the country is not in the western part of the globe, usually, people can speak two languages—that is, their L1 and L2, which, in this context, L2 is usually the English language. People become bilingual when they learn two languages at the same time, or, they learn the second language sometime after they acquired their L1. But then, it is more possible for a person to learn a second language sometime after he has acquired his L1. The problem is, the older you get, the harder it is to learn to speak a new language as well as a native speaker. Many linguists believe that there is a so-called “critical period” wherein the child can easily acquire any language that he or she is regularly exposed to. Under this belief, the structure of the brain changes at puberty, then after that, it becomes harder to learn a new language. In some countries, nearly everyone is bilingual or multilingual. Except for United States of America, of course. Since their L1 is already English, they are rarely encouraged anymore to learn an L2. A Bilingual can either be an early bilingual or late bilingual. Early Bilingual can be subdivided into...
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...Accepted Manuscript Title: Effect of layer thickness on thermal properties of multilayer thin films produced by PVD Authors: B. Tlili, C. Nouveau, M.J. Walock, M. Nasri, T. Gharib PII: DOI: Reference: To appear in: S0042-207X(11)00353-8 10.1016/j.vacuum.2011.09.008 VAC 5485 Vacuum Received Date: 20 February 2011 Revised Date: 5 September 2011 Accepted Date: 18 September 2011 Please cite this article as: Tlili B, Nouveau C, Walock MJ, Nasri M, Gharib T. Effect of layer thickness on thermal properties of multilayer thin films produced by PVD, Vacuum (2011), doi: 10.1016/ j.vacuum.2011.09.008 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. ACCEPTED MANUSCRIPT Effect of layer thickness on thermal properties of multilayer thin films produced by PVD B. Tlilia,b, C. Nouveaub, M J Walockc,a, M. Nasria, dT.Gharib. UR. Mécanique Appliquée, Ingénierie et Industrialisation (M.A.2I), ENIT, BP 37, Le Belvédère, 1002 Tunis, Tunisie b Laboratoire Bourguignon des Matériaux et Procédés (LaBoMaP), Centre Arts et Métiers ParisTech de Cluny, Rue Porte de Paris, F-71250 Cluny...
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