scholarly journals Standard Arabic [q]-lexical-borrowings in the speech of Syrian rural migrants

2018 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Rania Habib
Keyword(s):  
Gender Identity ◽  
School Education ◽  
Lexical Borrowing ◽  
Master's Degrees ◽  
Standard Arabic ◽  
Highly Educated ◽  
Bachelor's Degrees ◽  
Elementary School Education ◽  
The Difference ◽  
Professional Degrees

This study examines lexical borrowings from Standard Arabic containing the voiceless uvular stop [q] sound in the speech of 52 Christian rural migrant speakers to the city of Hims in Syria. The study shows that both older and younger males use more lexical borrowings than older and younger females respectively. This gender difference is attributed to the different gender roles and expectations of males and females in society and consequently the gender identity projected by the use of more or less lexical borrowings. Age does not play a role in the use of lexical borrowings, although younger speakers are generally more educated than older speakers and education plays some role. Those at the top of the education scale, i.e. holding professional degrees such as medicine, dentistry, and master’s degrees, show higher use of lexical borrowings than speakers with bachelor’s degrees and lower levels of education. The difference is statistically significant between speakers with professional degrees, on the one hand, and those with bachelor’s degrees, associate degrees and elementary school education, on the other. This difference is not statistically significant with speakers with middle and high school education. Interestingly, education overrides the gender effect when females are at the top of the education scale. That is, females who are highly educated tend to use lexical borrowings as much as males of the same educational level. In this sense, lexical borrowing becomes a marker of higher education not only among males, but also among females. In other words, the gender identity differentiation diminishes when speakers are highly educated.

scholarly journals Do social inequalities in smoking differ by immigration status in young adults?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J Kalubi ◽  
Z Tchouaga ◽  
A Ghenadenik ◽  
J O'Loughlin ◽  
K L Frohlich
Keyword(s):  
High School ◽  
Young Adults ◽  
Vocational Training ◽  
Social Inequalities ◽  
Preventive Intervention ◽  
School Education ◽  
High School Education ◽  
Social Gradient ◽  
Current Smoking ◽  
The Difference

Abstract Background Tobacco use accounts for half the difference in life expectancy across groups of low and high socioeconomic status. The objective was to assess whether social inequalities in smoking in Canada-born young adults are also apparent among same-age immigrants, a group often viewed as disadvantaged and vulnerable to multiple health issues. Methods Data were drawn from the Interdisciplinary Study of Inequalities in Smoking, a longitudinal investigation of social inequalities in smoking in Montreal, Canada. The sample included 2,077 young adults age 18-25 (56.6% female; 18.9% immigrants). Immigrants had been in Canada 11.6 (SD 6.4) years on average. The association between level of education and current smoking was examined separately in immigrants and non-immigrants in multivariate logistic regression analyses controlling for covariates. Results Twenty percent of immigrants were current smokers compared to 24% of non-immigrants. In immigrants, relative to those who were university-educated, the adjusted odds ratio (OR) (95% confidence interval) for current smoking was 1.2 (0.6, 2.3) among those with pre-university or vocational training, and 1.5 (0.7, 2.9) among those with high school education only. In non-immigrants, the adjusted ORs were 1.9 (1.4, 2.5) among those with pre-university or vocational training and 4.0 (2.9, 5.5) among those with high school education. Conclusions Despite a mean of over 10 years in Canada, young adults who immigrated to Canada did not manifest the strong social gradient in smoking apparent in non-immigrants. Identification of factors that protect immigrants from manifesting marked social inequalities in smoking could inform the development of smoking preventive intervention sensitive to social inequalities in smoking. Key messages A social gradient in smoking apparent in Canada-born young adults was not observed in same-age immigrants. Factors that protect immigrants against social inequalities in smoking should be identified.

George Boole and Claude Shannon

2017 ◽  
Author(s):  
Paul J. Nahin
Keyword(s):  
High School ◽  
Formal Education ◽  
Electrical Engineering ◽  
University Of Michigan ◽  
Highly Educated ◽  
The North ◽  
Bachelor's Degrees ◽  
Biographical Sketches ◽  
George Boole ◽  
The University

This chapter presents brief biographical sketches of George Boole and Claude Shannon. George was born in Lincoln, a town in the north of England, on November 2, 1815. His father John, while simple tradesman (a cobbler), taught George geometry and trigonometry, subjects John had found of great aid in his optical studies. Boole was essentially self-taught, with a formal education that stopped at what today would be a junior in high school. Eventually he became a master mathematician (who succeeded in merging algebra with logic), one held in the highest esteem by talented, highly educated men who had graduated from Cambridge and Oxford. Claude was born on April 30, 1916, in Petoskey, Michigan. He enrolled at the University of Michigan, from which he graduated in 1936 with double bachelor's degrees in mathematics and electrical engineering. It was in a class there that he was introduced to Boole's algebra of logic.

Gender Differences in Education and Training in the IT Workforce

2011 ◽  
pp. 3224-3233
Author(s):  
P. Carayon
Keyword(s):  
Gender Differences ◽  
Labor Market ◽  
Educational Attainment ◽  
Market Outcomes ◽  
Advanced Degrees ◽  
Master's Degrees ◽  
Administrative Services ◽  
Education And Health ◽  
Bachelor's Degrees ◽  
Information Sciences

Historically, women have had lower levels of educational attainment (Freeman, 2004; NCES, 1999), which in turn could negatively affect their opportunities in the labor market. However, in the past decade, this has changed dramatically. In general, more women have completed college, and more women have received bachelor’s and master’s degrees than men. Only in the highest level of education (PhD), men hold more degrees than women (NCES, 1999, 2002). In a recent study by the National Center for Education Statistics (NCES), Freeman (2004) presents an overview of the latest developments with regard to gender differences in educational attainment. Historically, females have tended to account for the majority of bachelor’s degrees in fields that often lead to lower paying occupations, such as education and health professions, while males have typically predominated in higher paying fields, such as computer science and engineering. While some of these disparities persist, many changes have occurred since the 1970s. Certain fields in which men received the majority of degrees in the 1970s, such as social sciences, history, psychology, biological sciences/life sciences, and business management and administrative services, attained relative gender parity or were disproportionately female by 2001. While other fields, such as computer and information sciences, physical sciences and science technologies, and engineering, continue to have a larger proportion of males, the percentages of females majoring in those fields is increasing (Freeman, 2004). Between 1970 and 2001, the percentages of master’s, doctoral and first-professional degrees earned by females increased substantially in many fields. However, advanced degrees conferred still tend to follow traditional patterns, with women accounting for the majority of master’s and doctor’s degree recipients in education and health, and men accounting for the majority of recipients in computer and information sciences and engineering. Higher levels of educational attainment are associated with certain labor market outcomes, such as higher labor force participation rates, higher rates of employment, and higher earnings (Freeman, 2004). A study by Igbaria, Parasuraman and Greenhaus (1997) looked at gender differences in the information technology (IT) work force with regard to education and experience, career history and attainments and career orientation. The results showed significant differences in educational attainment. A larger percentage of female IT employees in the study ended their formal education after attaining a bachelor’s degree.

Psychological Framework for IT Education

2011 ◽  
pp. 28-34
Author(s):  
Janice A. Grackin
Keyword(s):  
Science Education ◽  
Information Science ◽  
Gender Imbalance ◽  
Master's Degrees ◽  
Post Secondary ◽  
Information Technology Education ◽  
Bachelor's Degrees ◽  
It Education ◽  
Congressional Hearing ◽  
Education Academic

The most recent U.S. national statistics available indicate that among those earning degrees in engineering in 2000-2001, women made up only 18% of bachelor’s degrees, 21% of master’s degrees, and 17% of doctorates (NCES, 2003). A similar pattern emerges among those earning degrees in computer and information sciences, with women awarded only 28% of bachelor’s degrees, 34% of master’s degrees, and 18% of doctorates in those areas in 2000-2001 (NCES, 2003). These and related statistics suggest a continuing gender imbalance in engineering and computer and information science education, academic pathways that lead to careers which are among those traditionally accorded higher prestige and greater financial reward than traditionally “female” occupations (Kennelly, Misra, & Karides, 1999). The situation is particularly dire in computer and information science education. According to testimony at a recent congressional hearing, although the proportion of computer science graduates who were women increased steadily from 14% in 1972 to 37% in 1984, from 1984 to 2000 those numbers began to steadily decline again and are currently at less than 28% (Borrego, 2002). If computer and information technology education draws only from the 49% of the population which is male, the resulting gender imbalance is bound to translate into a shortage of trained IT personnel to fill existing positions. The aging IT workforce means that employers will need to fill not only new positions but those vacated by retiring personnel over the next twenty years (Jackson, 2004). The sheer number of technical professional positions to be filled now and in the foreseeable future makes it imperative that we tap the entire pool of young talent through early implementation of formal and informal strategies that encourage girls and young women to develop technical interests and skills and to enter technical training and post-secondary computer and information science education programs.

Youth and the Environmental Movement – Symbolic Inclusions and Exclusions

2003 ◽  
Vol 51 (2) ◽  
pp. 177-198 ◽  
Author(s):  
Åse Strandbu ◽  
Olve Krange
Keyword(s):  
Young People ◽  
Cultural Identity ◽  
Gender Identity ◽  
Working Class ◽  
Public Services ◽  
Qualitative Interviews ◽  
Environmental Movement ◽  
Highly Educated ◽  
Class Differences ◽  
Environmental Organization

The present study set out to use qualitative interviews in an effort to understand why young people from highly educated groups, especially from ‘non-productive’ sectors of the economy (public services, teaching, etc.), are found to have a relatively strong affinity to the environmental movement. Young people aged 15–20, who were members of organizations associated with the protection of or use of nature, were interviewed. In conclusion, we suggest that to some extent the class differences can be interpreted in the light of forms of symbolic inclusions and exclusions. There are a number of ‘symbolic fences’ that working-class youngsters have to cross in order to become members of an environmental organization. These fences are related to: the style and cultural identity of the members, expectations of a sort of self-enclosure as part of participation in the organization, the somewhat androgynous gender-identity of the members, the perceptions of nature that are dominant among the members and the organization's intellectual image.

The Importance of Equal Sign Understanding in the Middle Grades

2008 ◽  
Vol 13 (9) ◽  
pp. 514-519
Author(s):  
Eric J. Knuth ◽  
Martha W. Alibali ◽  
Shanta Hattikudur ◽  
Nicole M. McNeil ◽  
Ana C. Stephens
Keyword(s):  
Elementary School ◽  
Middle Grades ◽  
School Education ◽  
School Mathematics ◽  
Instructional Time ◽  
Early Elementary ◽  
Equal Sign ◽  
Grade Levels ◽  
Elementary School Education ◽  
Early Elementary School

The equal sign is perhaps the most prevalent symbol in school mathematics, and developing an understanding of it has typically been considered mathematically straightforward. In fact, after its initial introduction during students' early elementary school education, little, if any, instructional time is explicitly spent on the concept in the later grades. Yet research suggests that many students at all grade levels have not developed adequate understandings of the meaning of the equal sign (Baroody and Ginsburg 1983; Behr, Erlwanger, and Nichols 1980; Falkner, Levi, and Carpenter 1999; Kieran 1981; Knuth et al. 2006). Such findings are troubling with respect to students' preparation for algebra, especially given Carpenter, Franke, and Levi's (2003) contention that a “limited conception of what the equal sign means is one of the major stumbling blocks in learning algebra. Virtually all manipulations on equations require understanding that the equal sign represents a relation” (p. 22).

A COMPARATIVE STUDY ON JAPANESE AND INDONESIAN ELEMENTARY SCHOOL

MADRASAH ◽  
2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Abdul Aziz
Keyword(s):  
Elementary School ◽  
Comparative Study ◽  
School Education ◽  
Learning Activity ◽  
English Learning ◽  
Elementary School Education

Pendidikan dasar secara umum terbagi dalam dua lembaga pendidikan yakni sekolah dasar dan sekolah menengah pertama. Proses pendidikan yang berlangsung di sekolah dasar merupakan landasan yang sangat penting untuk proses pendidikan di lembaga selanjutnya. Tujuan yang sangat penting dari proses pendidikan di sekolah dasar adalah pengembangan otot, emosi, sosialisasi, pengenalan lingkungan,dan aspek kebahasaan. Kemudian, mulai kelas empat di sekolah dasar ,para siswa mendalami ilmu pengtahuan secara intensif. Sekolah dsar di Jepang menekankan pada pendidikan mental sehingga anak bisa lebih ulet, tabah, toleran, dan optimis dalam hidup bermasyarakat. Pendidikan moral, olah raga, ketrampilan, dan pendidikan kesejahteraan keluarga sangat penting dalampengembangan kepribadian siswa. Pelajaran matematika dan ilmu pengetahuan banyak diajarkan dengan pendekatan kontekstual di sekolah dasar di Indonesia dan Jepang. Kedua Negara juga mulai memberikan pelajaran Bahasa Inggris kepada siswa sekolah dasar untuk mengenalkan secara dini bahasa dab kebudayan bangsa lain serta mempersiapkan mereka dalam persaingan global. Melakukan studi banding terhadap kondisi pendidikan Negara lain membuat kita memperoleh informasi yang benar terhadap pencapaian kita dan Negara lain di bidang pendidikan serta membuat langkah-langkah perbaikan berdasarkan data yang terpercaya bukan kabar burung yang tidak jelas.<br /> Keyword:  Elementary school education, learning activity, English learning activity<br /><br />

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