" Pittsburghese" in the Daily Papers, 1910-1998: Historical Sources Of
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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. -
*** POST PRE Annual Report 2008 CHANGES 3/27/09 10:54 AM Page 1
STRENGTH IN WQED MULTIMEDIA WQED’S MISSION WQED Pittsburgh creates, produces and distributes quality programs, products and services to engage, inform, educate and entertain the public within its community and around the world. 2008 ANNUAL R EPORT The STRATEGIC PRIORITIES Critical to Our Success Brand, promote and position WQED as a multimedia industry leader and a provider of valuable content WQED Board of Directors Fiscal Year 2008-2009 Maximize content delivery through an agile and innovative FRONT ROW L-R: Kathleen Mulcahy; Daria Crawley; Peter Gerszten; Mary Lou McLaughlin, Honor Board; strategic technology plan Debra Caplan, Vice Chair; Richard L. Stover, Chair; R. Yvonne Campos; Christine Ward; Lara Washington-Thomas; Dee Jay Oshry; Ellen L. Donley, Leadership On Board Representative. BACK ROW L-R: Neil Barclay; Carole A. Bailey; Gregg Behr; James E. Abraham, Trustee Emeritus; Mickey McManus; George L. Miles, Jr., President and Chief Executive Officer; Michael A. Bryson; Donald C. Korb, Honor Board; Maintain fiscal responsibility James Maher; Eric K. Mann; Benno Bernt, Honor Board; Mark Hornak. and vitality; generate new and Not pictured: Lidia Bastianich; Theodore M. Bovard; Dan Frankel; Alex Johnson; Clyde Jones; Dana E. Malin; diverse revenue opportunities Kevin McMahon; Donna C. Peterman; Joseph Platt; Tom R. Tabor; Raul Valdes-Perez; Sylvia C. Wilson. and strategic partnerships WQED’s strength lies in its locally-produced programs that change lives. Attract and retain talented, Strength in national productions with a Pittsburgh angle and educational creative and skilled employees initiatives that help children and families prepare for life. Strength in a classical music station that soothes and inspires. -
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. -
2018 Year in Review
2018 YEAR IN REVIEW www.cmu.edu/dietrich TABLE OF CONTENTS CARNEGIE MELLON UNIVERSITY’S DIETRICH COLLEGE OF HUMANITIES AND SOCIAL SCIENCES 02 Message from the Dean 03 Facts and Figures 04 Student Experience 22 Research and Creative Projects 31 Board of Advisors 32 Alumni Spotlights 34 Achievements MESSAGE FROM THE DEAN t Carnegie Mellon University, the Dietrich College of Humanities and Social Sciences is the home for Aresearch and education focused on humanity. Our faculty and students take on problems that are important to the world. At the Dietrich College, faculty conduct foundational and deep disciplinary research, collaborate across disciplines, and share a passion for innovation in both research and teaching. Our students emerge from their experience at CMU able to communicate, think, learn and understand the world in ways that will serve them for the rest of their lives. This “year in review” is a sample of stories about the students, faculty, staff and alumni in the college that appeared on CMU websites, in the local press or the national media in 2018. In this publication, you can learn more about our newly launched Pittsburgh Summer Internship Program, our faculty members’ advocacy for the humanities in Washington, D.C., and research on autism risk-factors. The year was also full of milestones for our talented alumni, who now include a member of U.S. Congress and an Emmy Award winner. I am continually impressed by the contributions and accomplishments of our community, and even more so as we begin to reflect on the Dietrich College’s 50th anniversary, which we will celebrate in 2019. -
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. -
A Case Study of Pittsburgh Magazine
A CASE STUDY OF PITTSBURGH MAGAZINE: An analysis of the use of Facebook and Twitter from the perspective of magazine editors and readers _____________________________________________ A Thesis presented to The Faculty of the Graduate School at the University of Missouri-Columbia _____________________________________________ In Partial Fulfillment Of the Requirements for the Degree Master of Arts _____________________________________________ by ALEXANDRIA ANNA ANTONACCI University of Missouri John Fennell, Thesis Committee Chair MAY 2014 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled A CASE STUDY OF PITTSBURGH MAGAZINE: An analysis of the use of Facebook and Twitter from the perspective of magazine editors and readers presented by Alexandria Anna Antonacci, a candidate for the degree of master of arts, and hereby certify that, in their opinion, it is worthy of acceptance. ____________________________________ Associate Professor John Fennell ____________________________________ Assistant Professor Amanda Hinnant ____________________________________ Associate Dean Lynda Kraxberger ____________________________________ Professor Sanda Erdelez ACKNOWLEDGEMENTS I would like to thank the Pittsburgh Magazine staff for letting me spend a semester with their company. They were welcoming and answered all my persistent questions. I would also like to thank the Duffy Fund committee, at the Missouri School of Journalism, who helped fund my research. I’m honored to have worked with an excellent team of -
The Pittsburgh Promise 2020 Report to the Community the Pittsburgh Promise 2020 Report to the Community
THE PITTSBURGH PROMISE 2020 REPORT TO THE COMMUNITY THE PITTSBURGH PROMISE 2020 REPORT TO THE COMMUNITY From the beginning, The Pittsburgh Promise was a big idea. This one-two punch only served to strengthen our resolve and inflame our Today, that big idea is creating economic mobility for urban youth and determination “to advance a region that is good and just for all,” as we proclaim a more diverse workforce for our region. This report demonstrates that in our vision statement. The Pittsburgh Promise is working. We sprang into action with emergency outreach to identify and serve more than In January 2020, we launched a new initiative that deploys Promise Coaches 700 students who severely experienced COVID’s impacts. We raised $1.3 million The Promise into our urban high schools to reach our most vulnerable students. Their mission through which we addressed food insecurity by providing grocery gift cards; is to equip students with the tools they need to identify their skills and interests, restored well-being by paying for mental health services; and kept students on their post-secondary pathway by giving extra tuition scholarships for spring, build on the supports available to them, understand the educational options in Franco Harris summer, and fall semesters to make up for the lack of summer jobs available is Working front of them, develop the soft skills employers demand of them, and prepare for CHAIR the jobs and opportunities that exist in the region’s marketplace. We hired and to students or to fill gaps created by their parents’ unemployment. dedicated nine highly skilled and mission-driven emerging leaders to find and We continued to do our core work of helping kids pursue their dreams through empower the students who might not, on their own, find their way to their future hard work and post-secondary education without interruption. -
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. -
The Progressive Pittsburgh 250 Report
Three Rivers Community Foundation Special Pittsburgh 250 Edition - A T I SSUE Winter Change, not 2008/2009 Social, Racial, and Economic Justice in Southwestern Pennsylvania charity ™ TRCF Mission WELCOME TO Three Rivers Community Foundation promotes Change, PROGRESSIVE PITTSBURGH 250! not charity, by funding and encouraging activism among community-based organiza- By Anne E. Lynch, Manager, Administrative Operations, TRCF tions in underserved areas of Southwestern Pennsylvania. “You must be the change you We support groups challeng- wish to see in the world.” ing attitudes, policies, or insti- -- Mohandas Gandhi tutions as they work to pro- mote social, economic, and At Three Rivers Community racial justice. Foundation, we see the world changing every day through TRCF Board Members the work of our grantees. The individuals who make up our Leslie Bachurski grantees have dedicated their Kathleen Blee lives to progressive social Lisa Bruderly change. But social change in Richard Citrin the Pittsburgh region certainly Brian D. Cobaugh, President didn’t start with TRCF’s Claudia Davidson The beautiful city of Pittsburgh (courtesy of Anne E. Lynch) Marcie Eberhart, Vice President founding in 1989. Gerald Ferguson disasters, and nooses show- justice, gay rights, environ- In commemoration of Pitts- Chaz Kellem ing up in workplaces as re- mental justice, or animal Jeff Parker burgh’s 250th birthday, I was cently as 2007. It is vital to rights – and we must work Laurel Person Mecca charged by TRCF to research recall those dark times, how- together to bring about lasting Joyce Redmerski, Treasurer the history of Pittsburgh. Not ever, lest we repeat them. change. By doing this, I am Tara Simmons the history that everyone else Craig Stevens sure that we will someday see would be recalling during this John Wilds, Secretary I’ve often heard people say true equality for all. -
People-Centric Natural Language Processing
People-Centric Natural Language Processing David Bamman CMU-LTI-15-007 Language Technologies Institute School of Computer Science Carnegie Mellon University 5000 Forbes Ave., Pittsburgh, PA 15213 www.lti.cs.cmu.edu Thesis committee Noah Smith (chair), Carnegie Mellon University Justine Cassell, Carnegie Mellon University Tom Mitchell, Carnegie Mellon University Jacob Eisenstein, Georgia Institute of Technology Ted Underwood, University of Illinois Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Language and Information Technologies © David Bamman, 2015 Contents 1 Introduction 3 1.1 Structure of this thesis . .5 1.1.1 Variation in content . .5 1.1.2 Variation in author and audience . .6 1.2 Evaluation . .6 1.3 Thesis statement . .8 2 Methods 9 2.1 Probabilistic graphical models . .9 2.2 Linguistic structure . 12 2.3 Conditioning on metadata . 13 2.4 Notation in this thesis . 15 I Variation in content 16 3 Learning personas in movies 18 3.1 Introduction . 18 3.2 Data . 19 3.2.1 Text . 19 3.2.2 Metadata . 20 3.3 Personas . 21 3.4 Models . 22 3.4.1 Dirichlet Persona Model . 22 3.4.2 Persona Regression . 24 3.5 Evaluation . 25 3.5.1 Character Names . 25 i CONTENTS ii 3.5.2 TV Tropes . 25 3.5.3 Variation of Information . 26 3.5.4 Purity . 27 3.6 Exploratory Data Analysis . 28 3.7 Conclusion and Future Work . 29 4 Learning personas in books 33 4.1 Introduction . 33 4.2 Literary Background . 34 4.3 Data . 35 4.3.1 Character Clustering . -
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.