Local Identity and Ethnicity in Pittsburgh AAVE
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Exploring the Use of the 'They' Pronouns Singularly in English
Shawn Johnson California State University, Fullerton Exploring the use of the ‘they’ pronouns singularly in English Standard English textbooks state that when the gender of a referent is unknown, the default pronoun to be used is the masculine one, and that such usage is actually gender-neutral. A common example in textbooks is “ Everyone must bring his book to class.” Today, however, this usage does not in the mind of some speakers truly convey an image of both males and females being included. Instead, it sounds like the class is filled with only males. Several strategies have been suggested and used to try to avoid usage that some feel sounds sexist. The most commonly used method in somewhat formal settings is to say his or her . This has had fairly widespread acceptance, but it can be quite cumbersome when used multiple times: “A student should bring his or her book to class if he or she wishes to use it during his or her test so that he or she may get a better grade on his or her report card.” A few writers have chosen to alternate between using he gender-neutrally and using she gender- neutrally, but this has not become very popular and certainly doesn’t occur in everyday speech. In writing, some people use a composite form, such as (s)he , s/he , or he/she , or the genitive his/her , but these forms are not used in speech. Writing is usually expected to reflect speech, but in this case, it does not. In fact, it is actually hard to express the composite form (s)he verbally when reading it, as I just tried to do. -
Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
Thou and You in Shakespeare
Thou and You in Shakespeare Modern English has only one second person pronoun: you. But Old English had two: thou for second person singular and you for second person plural. By the 13th century, however, people began employing you as a singular pronoun to convey politeness or formality. At this stage, thou and you in English mirrored the French pronouns tu and vous or the Spanish tú and usted: one familiar, the other formal. In the early-modern English of Shakespeare’s time, thou and you could indicate fine distinctions of social status and interpersonal relationships: thou you to social inferiors to social superiors to social equals (lower class) to social equals (upper class) in private in public to express familiarity or intimacy to express formality or neutrality to show scorn or contempt to show respect or admiration Thou A speaker could use the familiar thou to address their social inferiors or to indicate friendship and intimacy. When some one of high rank addressed someone of lower rank (King to subject, parent to child, husband to wife, teacher to student), they would use thou. The subjects, children, wives, and students — on the other hand — would address their betters as you. The hierarchical use of thou made it an excellent way to put someone in their place, condescending to or insulting them. Calling someone thou, implied — all by itself — that they were inferior. But thou could express intimacy as well as superiority. Close friends, romantic partners, husbands and wives (in private) would all use thou to address each other. Speakers also addressed God as thou, signaling a deep spiritual intimacy between the believer and the deity. -
Pa-Railroad-Shops-Works.Pdf
[)-/ a special history study pennsylvania railroad shops and works altoona, pennsylvania f;/~: ltmen~on IndvJ·h·;4 I lferifa5e fJr4Je~i Pl.EASE RETURNTO: TECHNICAL INFORMATION CENTER DENVER SERVICE CE~TER NATIONAL PARK SERVICE ~ CROFIL -·::1 a special history study pennsylvania railroad shops and works altoona, pennsylvania by John C. Paige may 1989 AMERICA'S INDUSTRIAL HERITAGE PROJECT UNITED STATES DEPARTMENT OF THE INTERIOR I NATIONAL PARK SERVICE ~ CONTENTS Acknowledgements v Chapter 1 : History of the Altoona Railroad Shops 1. The Allegheny Mountains Prior to the Coming of the Pennsylvania Railroad 1 2. The Creation and Coming of the Pennsylvania Railroad 3 3. The Selection of the Townsite of Altoona 4 4. The First Pennsylvania Railroad Shops 5 5. The Development of the Altoona Railroad Shops Prior to the Civil War 7 6. The Impact of the Civil War on the Altoona Railroad Shops 9 7. The Altoona Railroad Shops After the Civil War 12 8. The Construction of the Juniata Shops 18 9. The Early 1900s and the Railroad Shops Expansion 22 1O. The Railroad Shops During and After World War I 24 11. The Impact of the Great Depression on the Railroad Shops 28 12. The Railroad Shops During World War II 33 13. Changes After World War II 35 14. The Elimination of the Older Railroad Shop Buildings in the 1960s and After 37 Chapter 2: The Products of the Altoona Railroad Shops 41 1. Railroad Cars and Iron Products from 1850 Until 1952 41 2. Locomotives from the 1860s Until the 1980s 52 3. Specialty Items 65 4. -
An Immigrant Story
THE DANISH IMMIGRANT MUSEUM - AN INTERNATIONAL CULTURAL CENTER Activity book An Immigrant Story The story of Jens Jensen and his journey to America in 1910. The Danish Immigrant Museum 2212 Washington Street Elk Horn, Iowa 51531 712-764-7001 www.danishmuseum.org 1 Name of traveler This is Denmark. From here you start your journey as an emigrant towards America. Denmark is a country in Scandinavia which is in the northern part of Europe. It is a very small country only 1/3 the size of the state of Iowa. It is made up of one peninsula called Jutland and 483 islands so the seaside is never far away. In Denmark the money is called kroner and everyone speaks Danish. The capital is called Copenhagen and is home to Denmark’s Royal Family and Parliament. The Danish royal family is the oldest in Europe. It goes all the way back to the Viking period. Many famous people have come from Denmark including Hans Christian Andersen who wrote The Little Mermaid. He was born in Odense and moved to Copenhagen. The Danish Immigrant Museum 2212 Washington Street Elk Horn, Iowa 51531 712-764-7001 www.danishmuseum.org Can you draw a line from Odense to Copenhagen? Did he have to cross the water to get there? 2 This is Jens Jensen. He lived in Denmark on a farm in 1910. That was a little over a hundred years ago. You can color him in. In 1910 Denmark looked much like it does today except that most people were farmers; they would grow wheat and rye, and raise pigs and cows. -
The Pittsburgh I Remember Is a City That Will Use This Act of Hate to Build a Place of Love and Hope
THE PITTSBURGH I REMEMBER IS A CITY THAT WILL USE THIS ACT OF HATE TO BUILD A PLACE OF LOVE AND HOPE By Ron Sirak • @ronsirak October 28, 2018 I remember the old Pittsburgh, the grimy city of steel mills and pollution, a lunch pail-carrying kind of place where the sweat of the blast furnaces was washed away with a shot and a beer. I remember a fiercely proud area that viewed Eastern Pennsylvania as another state, perhaps even another country. Pittsburgh, Western Pennsylvania, even has its own language. Phrases such as: “What yinz doin’ after you red up the house?” clang on the outsider’s ear like the wail of a car alarm at 3 in the morning. My mother, who worked as a welder from 7 a.m. until 3:30 p.m. and then as a cleaning woman in an office from 6 p.m. to 9 p.m., said of Eastern Pa.: “They’re from the anthracite region; we’re from the bituminous region,” as if that was a stamp you’d get on your passport. My father drove a ladle crane in about every mill in Western Pa. and Eastern Ohio as the steel industry was dying. United Engineering. Mesta Machine. Youngstown Sheet & Tube, Sharon Steel, Jones & Laughlin and finally Pennsylvania Engineering in our hometown of New Castle, 50 miles from Pittsburgh. That’s where he was working when he died at the age of 45, the life sucked from him by relentlessly hard work. When I was a kid the Interstate hadn’t been built yet and the drive to Pittsburgh to see a Pirates game at Forbes Field was an arduous affair, following a windy road that that traced the river. -
Form 1040 Page Is at IRS.Gov/Form1040; the Pub
Note: The draft you are looking for begins on the next page. Caution: DRAFT—NOT FOR FILING This is an early release draft of an IRS tax form, instructions, or publication, which the IRS is providing for your information. Do not file draft forms and do not rely on draft forms, instructions, and publications for filing. We do not release draft forms until we believe we have incorporated all changes (except when explicitly stated on this coversheet). However, unexpected issues occasionally arise, or legislation is passed—in this case, we will post a new draft of the form to alert users that changes were made to the previously posted draft. Thus, there are never any changes to the last posted draft of a form and the final revision of the form. Forms and instructions generally are subject to OMB approval before they can be officially released, so we post only drafts of them until they are approved. Drafts of instructions and publications usually have some changes before their final release. Early release drafts are at IRS.gov/DraftForms and remain there after the final release is posted at IRS.gov/LatestForms. All information about all forms, instructions, and pubs is at IRS.gov/Forms. Almost every form and publication has a page on IRS.gov with a friendly shortcut. For example, the Form 1040 page is at IRS.gov/Form1040; the Pub. 501 page is at IRS.gov/Pub501; the Form W-4 page is at IRS.gov/W4; and the Schedule A (Form 1040/SR) page is at IRS.gov/ScheduleA. -
Trailblazer-Jeff.Pdf
1938-1941 TRAIL BLAZER • JEFFERSONIAN n 1938 the Pennsylvania Railroad introduced a new two tone color scheme for it’s fleet of passenger cars. The noted industrial designer, Raymond Loewy is credited for the exterior design for the passenger fleet. His design of standard Tuscan red car sides with a panel of darker, almost maroon-purple that ran the length of the car window level and terminated in half circles at both ends. This stunning effect was completed by multiple gold stripes and a new lettering style. The PRR referred to Ithe lettering as “Futura” and the Pullman Company called it “Kabel.” The trains were to ready in the spring of 1938. The Pennsylvania Railroad called the new trains “The Fleet of Modernism.” Many older PRR coaches, diners and a few head end cars were painted in the new scheme. The PRR rebuilt some heavyweight Pullmans that were assigned to the railroad. They changed the external appearance to blend in with the new lightweight equipment. There were knowe as “betterment” cars, an accounting term meaning “improved.” The Coach Yard will offer an 8-car Trail Blazer and 8-car The Jeffersonian, both Fleet of Modernism trains, along with a number of individual cars, in HO scale, FACTORY pro-finished: lettered and painted Jeffersonian with interiors as per prototype. See your friendly Coach Yard dealer and make your reservations now! 1865 1938-1941 Trail Blazer, Train No. 77 east / 78 west, New York-Chicago 8 car set: PB70ER Baggage Coach (paired windows), 4 P70GSR Coaches (w/paired windows), D70DR Kitchen Dorm, D70CR Dining Room, POC70R Buffet Observation (w/paired windows) 1866 1941 Jeffersonian, Train No. -
History of English Language (Eng1c03)
School of Distance Education HISTORY OF ENGLISH LANGUAGE (ENG1C03) STUDY MATERIAL I SEMESTER CORE COURSE MA ENGLISH (2019 Admission ONWARDS) UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION Calicut University P.O, Malappuram Kerala, India 673 635. 190003 History of English Language Page 1 School of Distance Education UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION STUDY MATERIAL FIRST SEMESTER MA ENGLISH (2019 ADMISSION) CORE COURSE : ENG1C03 : HISTORY OF ENGLISH LANGUAGE Prepared by : 1. Smt.Smitha N, Assistant Professor on Contract (English) School of Distance Education, University of Calicut. 2. Prof. P P John (Retd.), St.Joseph’s College, Devagiri. Scrutinized by : Dr.Aparna Ashok, Assistant Professor on Contract, Dept. of English, University of Calicut. History of English Language Page 2 School of Distance Education CONTENTS 1 Section : A 6 2 Section : B 45 3 Section : C 58 History of English Language Page 3 School of Distance Education Introduction As English Literature learners, we must know the evolution of this language over the past fifteen hundred years or more. This course offers an overview of the History of English Language from its origin to the present. This SLM will have three sections: Section A briefly considers the early development of English Language and major historical events that had been made changes in its course. Section B takes up the changes that have taken place in English through Foreign invasions in 17th, 18th, and 19th centuries, besides it discusses the contribution of major writers to enrich this language. In the Section C, we trace out the evolution of standard English and the significance of English in this globalized world where technology reigns. -
Apostrophes the Apostrophe Serves Only One Function: It Stands in for Letters That Have Been Removed
Apostrophes The apostrophe serves only one function: it stands in for letters that have been removed. In modern English, this translates to two main uses—contractions and possessives. Contractions Contractions leave out letters to make pronunciation more convenient, using apostrophes instead. We use these constantly: do not -> don’t cannot -> can’t I am -> I’m. It’s important to realize the difference between contracted pronouns and their possessive forms, which can be tricky for the ones that sound the same: Pronoun Contraction Possessive They They’re (they are) Their You You’re (you are) Your It It’s (it is) Its Possessives It may not seem like it, but the possessive apostrophe rule is the same as the contractions rule: It used to be that possession was indicated by an -es at the end of a word, very similar to how -s and -es denotes plurality today. But that -es was abbreviated to an [’s] over time, and we retain the [’s] possessive apostrophe rule. The standard form of possessive apostrophe use is very familiar: adding [’s] indicates plurality. the stone’s coloration Marie’s new boyfriend my brother’s haircut When plurals and possessives interact with each other, things get confusing. As we saw above, plurals and possessives function under almost the same rule, except that the possessive -es is contracted with an apostrophe and the plural -s/-es is not. For a singular noun like the stone, the plural is the stones and the singular possessive is the stone’s. Putting the two rules together, we might expect the plural possessive to look like “stones’s,” but it doesn’t. -
“Battle of the Pronouns” 72 Texas Linguistics Forum 55:72-79 Pr
72 What’s up with y’all?: Sociopragmatic versatility in the “battle of the pronouns” Shawn Warner-Garcia University of California, Santa Barbara 1. Introduction There has been much debate – mostly of a historical or grammatical nature - over the development and use of the second-person plural (2PPL) pronominal form y’all in American English. Accurate historical documentation of the form is scant, resulting in a wide range of theories regarding its origin, with some authors proposing that y’all is a calque of a creole or African pronoun system (Lipski, 1993) and others arguing that it is an importation from the Scots-Irish dialect (Montgomery 1992). Grammatically, it is generally accepted that y’all is an analogous suppletion of the Early Modern English pronoun system (Maynor, 2000; Tillery, Wilke, and Bailey, 2000), though it is certainly not the only form that fills the 2PPL pronoun slot in modern-day American English. While you is the accepted singular second-person form, it also and often functions as an implicit plural. Other pronouns in American English comparable to y’all include yinz (Johnstone, 2001), you-uns (Montgomery, 2002; Donahue 2007), and you guys (Maynor, 2000). These forms, along with y’all, have been shown to index certain aspects of identity such as social class, region, or ethnicity. However, the discourse-pragmatic functions of these forms have not been investigated. In this paper, I show how y’all in particular serves distinct sociopragmatic purposes by indexing affective stances among young Texas speakers. I analyze a corpus of interactional video data in order to determine the state of y’all in what has been called the “battle of the pronouns” (Maynor, 2000). -
Potentiation of Neuromuscular Transmission As a Therapeutic Strategy to Improve Motor Function in Spinal Muscular Atrophy By
Title page Potentiation of neuromuscular transmission as a therapeutic strategy to improve motor function in spinal muscular atrophy by Kristine Susan Ojala B.A. Psychology, California State University, Long Beach, 2011 Submitted to the Graduate Faculty of the Dietrich School of Arts & Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2020 Committee page UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS & SCIENCES This dissertation was presented by Kristine Susan Ojala It was defended on July 28, 2020 and approved by Anne-Marie Oswald, Associate Professor, University of Pittsburgh Jon W. Johnson, Professor, Department of Neuroscience, University of Pittsburgh Zachary P. Wills, Assistant Professor, Department of Neurobiology, University of Pittsburgh Christopher Donnelly, Assistant Professor, Department of Neuroscience, University of Pittsburgh Christine J. DiDonato, Associate Professor, Department of Pediatrics, Northwestern University Dissertation Director: Stephen D. Meriney, Professor, Department of Neuroscience, University of Pittsburgh ii Copyright © by Kristine Susan Ojala 2020 iii Abstract Potentiation of neuromuscular transmission as a therapeutic strategy to improve motor function in spinal muscular atrophy Kristine Ojala, PhD University of Pittsburgh, 2020 Spinal Muscular Atrophy (SMA) is a genetic disease caused by a null mutation of the SMN1 gene. Loss of SMN1 results in low levels of a protein called Survival of Motor Neuron (SMN), which is a protein that is critical for neuromuscular development. The first FDA-approved treatment for SMA utilizes intrathecal injections of an antisense oligonucleotide (ASO) to increase expression of SMN. Despite the immense excitement for this treatment, however, preliminary clinical observations and studies in SMA mouse models indicate persistent neuromuscular weakness, which reveals the need for an additional symptomatic treatment that targets neuromuscular function.