Lexical innovation on the web and social media

This dissertation investigates the emergence and diffusion of English neologisms on the web and social media, employing a data-driven methodology to identify a substantial sample of 851 neologisms. Neologisms are examined from their coining to successful dissemination within the community, with the study revealing a wide spectrum of degrees of diffusion. The exploration extends to studying the usage and diffusion of selected neologisms on the web and on Twitter, with a particular focus on social dynamics and variation among different speaker groups. Moreover, the dissertation probes into semantic innovation, demonstrating substantial socio-semantic variation and polarized public discourse surrounding certain neologisms. The research conducts an extensive analysis of semantic innovation and socio-semantic variation, elucidating significant socio-semantic discrepancies between various communities. The dissertation sheds light on the social and semantic dynamics underpinning the life cycle of neologisms within a linguistically diverse community

Employability and Communication Skills : Triangulating Views of Employers, Lecturers and Undergraduates

Employability skills are known as soft skills and transferrable skills. Employability refers to skills, understandings, and personal attributes that increase graduates’ chances of employment and success in their chosen occupations (Yorke, 2004). Some of the skills listed under employability skills are resourcefulness, adaptability, and flexibility which are not only needed for adapting to work situations (Curtis & McKenzie, 2002). In a VUCA (volatility, uncertainty, complexity, and ambiguity) environment, there is a limit to what universities can equip graduates with, and they need to be able to continue learning to adjust to new situations and demands. According to the Secretary’s Commission on Achieving Necessary Skills (SCANS) in the USA (1992), employability skills can be divided into four clusters of basic skills, thinking skills, personal qualities, and workplace competence. These skills would give them an edge during interviews and increase their chances of getting employed. Malaysia has been experiencing graduate unemployability. Approximately 60% of graduates remain unemployed for minimum of a year after graduation (“Graduate Employability”, 2020). There are many factors that contribute to graduate unemployability such as lack of experience, language proficiency, communication skills, problem-solving skills, and critical thinking skills (Hanapi & Nordin, 2014; Lim et al., 2016; Nooriah & Zakiah, 2017; Ooi & Ting, 2017). Employers often specify good communication skills and interpersonal skills as top requirements in job advertisements (Bakar et al., 2007; Ooi & Ting, 2017). However, graduates lack problem solving skills, communication skills (Hanapi & Nordin, 2014) and technical knowledge (Lim et al., 2016). In a knowledge-based economy, employees need to be independent and self-motivated (Menand, 2014) to acquire the necessary knowledge, information and high skill levels to cope with the fast pace of technological change. There is currently scarcity of findings on whether universities and students are preparing themselves appropriately to meet the expectations of employers. The study investigated importance of employability and communication skills based on the views of employers, lecturers and students. The research questions were: (1) how good are university students in their employability and communication skills? and (2) do employers and lecturers agree on the most important skills an effective employee should have? The descriptive study involved the use of a questionnaire on employability skills and language skills (listening and speaking, reading and writing). The items were formulated using a five-point rating scale of (1) not at all, (2) to some extent, (3) just enough, (4) to a reasonable extent, and (5) to a great extent. In addition, the questionnaire required lecturers and employers to select the top 10 skills out of the 25 skills listed. The data were collected from 123 students, 26 lecturers from a public university, and 26 employers in Sarawak, East Malaysia. The students were mostly female (74.80% female, 25.20% male) and had weak to moderate language proficiency, measured using the Malaysian University English Test (MUET). There were slightly more males among lecturers (12 female, 14 male) and employers (11 female, 15 male). The average years of work experience for lecturers was 8.7 (range: 1-25) and for employers, the average was 5.6 (range: 1-15). For the analysis, means and frequencies were calculated for comparison of the three perspectives on the importance of communication and employability skills. The results showed that there was a difference among employers, lecturers, and students in their ratings of how good university students are in their employability and communication skills. The students overrated themselves in all three set of skills. Based on the mean scores, the students rated themselves as having a moderate level of employability (M=3.74), reading and writing skills (M=3.75), and listening and speaking skills (M=3.61). The lecturers rated the university students as having a moderate level of skills as well, but the mean scores were slightly lower than the students’ (employability, M= 3.54; reading and writing skills, M=3.49; listening and speaking skills, M=3.29). To the employers, only the fresh graduates’ listening and speaking skills were moderate but on the weak side (M=3.15). The employers found the fresh graduates’ reading and writing skills (M=2.97) and listening and speaking skills (M=2.92) to be slightly weak. Interestingly, the students and lecturers rated the graduates’ employability skills to be moderate but the employers considered them to be weak. Another contrast was the students’ listening and speaking skills, which the students and lecturers considered to be the lowest level, compared to employability and reading and writing skills. However, the employers considered the fresh graduates’ listening and speaking skills to be better than the other two skills. This comparison shows that there is a mismatch in the ratings of university students’ employability and communication skills given by employers, lecturers, and students. The employers’ expectation was higher than the lecturers’. In other words, most employers expect students to be ready to handle the demands of the workforce upon graduation but sadly, most graduates fell short of their expectations. The employers may feel that they have to spoon feed the graduates on various matters upon graduation and they prefer employees who have a strong set of communication and employability skills. Next, the results on the ranking of the important skills an effective employee should have also showed a mismatch in the perspectives of employers and lecturers. To the employers, the top two skills were time management and problem-solving aptitude, both of which were employability skills. To the lecturers, the top two skills were leadership qualities and teamwork spirit, which were also employability skills. The employers prioritised skills for efficient handling of work situations to meet deadlines but the lecturers focussed on skills for the completion of group work. The mismatch shows that lecturers and universities may have overlooked the need to train students to be versatile to solve problems and complete projects on time. Indeed, students often submit work late and are not independent enough to resolve questions concerning their projects on their own, and constantly have to consult lecturers. To increase graduate employability, universities need to collaborate strategically with the industry to resolve the mismatch of expectations, as other Malaysian studies have also found a mismatch (Nadarajah, 2021; Nesaratnam et al., 2020). However, because of the fast-changing work environment, students need to develop lifelong learning skills so that they can develop their expertise, knowledge base, and a lifelong learning mindset to stay relevant. References Bakar, A. R., Mohamed, S., & Hanafi, I. (2007). Employability skills: Malaysian employers perspectives. The International Journal of Interdisciplinary Social Sciences, 2(1), 263-274. Curtis, D. D., & McKenzie, P. (2002). Employability skills for Australian industry: Literature review and framework development. http://www.voced.edu.au/content/ngv33428 Graduate employability: A priority of the Education Ministry. (2020, February 18). News Straits Times. https://www.nst.com.my/news/nation/2020/02/566731/graduate-employability-priority-education-ministry Hanapi, Z., & Nordin, M. S. (2014). Unemployment among Malaysia graduates: Graduates’ attributes, lecturers’ competency and quality of education. Procedia - Social and Behavioral Sciences, 112, 1056-1063. https://doi.org/10.1016/j.sbspro.2014.01.1269 Lim, Y. M, Teck, H. L., Ching, S. Y., & Chui, C. L. (2016). Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students. Journal of Education for Business, 91(4), 185-192. https://doi.org/10.1080/08832323.2016.1153998 Menand, H. (2014). Critical instruction, student achievement, and nurturing of global citizens: Global and comparative education in context. In S. A. Lawrence (Ed.), Critical practice in P-12 education (pp. 1-23). Hershey: Information Science Reference. Nadarajah, J. (2021). Measuring the gap in employability skills among Malaysian graduates. International Journal of Modern Trends in Social Sciences, 4(15), 81-87. https://doi.org/10.35631/IJMTSS.415007 Nesaratnam, S., Salleh, W. H. W., Foo, Y. V., Hisham, W. M. W. S. W. (2020). Enhancing English proficiency and communication skills among Malaysian graduates through training and coaching. International Journal of Learning and Development, 10(4), 1-12. https://doi.org/10.5296/ijld.v10i4.17875 Nooriah, Y., & Zakiah, J. (2017). Development of graduates employability: The role of university and challenges. Jurnal Personalia Pelajar, 20, 15-32. Ooi, K. B., & Ting, S. H. (2015). Employers’ emphasis on technical skills and soft skills in job advertisements. The English Teacher, 44(1), 1-12. Secretary’s Commission on Achieving Necessary Skills (SCANS) (1992). Learning a living: a blueprint for high performance. A SCANS report for America 2000. Washington: U.S. Department of Labour. Yorke, M. (2004). Employability in higher education: what it is – what it is not. York: The Higher Education Academy/ESECT

To Get the Shot or Not: Narratives, Rhetoric, and the Childhood Vaccination Crisis

Parents in developed countries like the United States are questioning the need for and safety of childhood vaccinations. Incidences of disease have risen as fewer parents have vaccinated their children. Perhaps the most significant public figure to reinforce the choices of parents not-to-vaccinate is Jenny McCarthy, whose best-selling book details her theory about the cause of, and cure for, her son‘s autism. As I demonstrate, the study of the narratives is vital for understanding the vaccination crisis, not the least because of the extent to which McCarthy‘s (2007) story has echoed through parenting communities. I examine whether chosen anti- and pro-vaccination narratives meet the requirements of Fisher‘s (1984) narrative paradigm. In addition, I examine how the narratives might promote a sense of identification with audience members, particularly in how the narrators deal with a sense of guilt about the condition of their children (Burke, 1969). Further, I concentrate on both the functional nature of these narratives and on the constitutive components. The public is clearly divided on the vaccination issue. As I argue, this division may well come down to the way in which these distinct narratives constitute audiences differently, constitutions that both encourage people to act in particular ways through a sense of identification, and also outline the boundaries of what it means to be a ―good‖ parent, such that one may be more swayed, consciously or unconsciously, by one type of narrative than another. Finally, I examine how the narratives deal with the conflict between personal choice and the public good. This dissertation also addresses the question of how to make Fisher‘s paradigm a powerful tool for the rhetorical analysis of narratives. As I argue, focusing more explicitly than has previously been done on the Burkean (1969a, 1969b) concept of identification and including Burke‘s guilt/purification/redemption cycle in the analysis of narratives, we begin to see why stories that ―should‖ be rejected by readers for failing to achieve the requirements of the narrative paradigm become widely accepted instead. In addition, this dissertation contributes to the field of communication, particularly health communication

Evolving linguistic divergence on polarizing social media

Language change is influenced by many factors, but often starts from synchronic variation, where multiple linguistic patterns or forms coexist, or where different speech communities use language in increasingly different ways. Besides regional or economic reasons, communities may form and segregate based on political alignment. The latter, referred to as political polarization, is of growing societal concern across the world. Here we map and quantify linguistic divergence across the partisan left-right divide in the United States, using social media data. We develop a general methodology to delineate (social) media users by their political preference, based on which (potentially biased) news media accounts they do and do not follow on a given platform. Our data consists of 1.5M short posts by 10k users (about 20M words) from the social media platform Twitter (now "X"). Delineating this sample involved mining the platform for the lists of followers (n=422M) of 72 large news media accounts. We quantify divergence in topics of conversation and word frequencies, messaging sentiment, and lexical semantics of words and emoji. We find signs of linguistic divergence across all these aspects, especially in topics and themes of conversation, in line with previous research. While US American English remains largely intelligible within its large speech community, our findings point at areas where miscommunication may eventually arise given ongoing polarization and therefore potential linguistic divergence. Our methodology - combining data mining, lexicostatistics, machine learning, large language models and a systematic human annotation approach - is largely language and platform agnostic. In other words, while we focus here on US political divides and US English, the same approach is applicable to other countries, languages, and social media platforms

Intercultural discourse: a study of language and culture in Chinese-American narrative writing

This thesis examines the relationship between language and culture in narrative writing by focusing on a specific group of texts: published narratives written in English by Chinese American authors. These narratives tend to focus on the minority experience and the use of English to depict the ethnic culture magnifies the intricacies of cultural representation. The intimate relationship between language and culture in these texts is underscored by the fact that language is repeatedly singled out as a primary marker of cultural difference.The concept of intercultural communication provides a useful platform from which to study the interconnections between language and culture in narrative writing. Although the concept is mainly applied to spoken discourse, it highlights a number of important aspects of the narratives in this study. Analysis of the texts reveals that intercultural communication is not only a common feature in the narrative worlds as characters from different cultural groups interact but that the texts also become sites of intercultural discourse by foregrounding those characteristics that make them culturally distinctive.The role of language in these texts is closely related to the way they communicate as intercultural narratives. Thus, this research examines how language is used to establish cultural identity and signify cultural difference. It also describes the various ways in which language is stylistically exploited to express ethnicity. In analyzing the relationship between language and culture in these narratives, an approach combining the resources of both stylistics and sociolinguistics is adopted. The cultural significance of discourse patterns and language representation in the narratives can only be fully appreciated with the aid of sociolinguistic knowledge

Memeing and meaning: an examination of internet memes as linguistic units

Internet memes have become a common communicative tool, blending images, text, and humour into complex multimodal units. Despite their prevalence, memes have been the subject of comparatively little linguistic study. In this thesis, I have undertaken an analysis of image macro memes from a linguistic perspective, drawing from a framework based on iconicity and metaphor. My approach was also informed by data from a review of 30 prevalent memes, an online survey of the Reddit forum r/memes, and focus groups of meme users. Combining established linguistic conventions with the findings from my data collection, I have created a theoretical model to document meme construction and evolution, the Life Cycle model of internet memes. This model consists of three stages—creation, conventionalization, and abstraction—which are each defined by six criteria: engagement, relation to origin, locus of meaning, continuity of form, continuity of meaning, and intuitability. In Stage One, a meme is a largely structural unit used by a limited group which relies on a fixed form and meaning. In Stage Two, these characteristics begin to erode, with the meme used in a larger network with fewer restrictions of form and meaning. In Stage Three, a meme moves beyond its physical limits into the conceptual sphere, emerging as a widely used point of reference with highly fluid or branching forms and meanings. Together, the stages of my Life Cycle model describe the entire progression of a meme from a novel pairing of media with text through to becoming an entrenched part of internet culture

2018 GREAT Day Program

SUNY Geneseo’s Twelfth Annual GREAT Day.https://knightscholar.geneseo.edu/program-2007/1012/thumbnail.jp

Advancing the Science of Cancer in Latinos

This open access book gives an overview of the sessions, panel discussions, and outcomes of the Advancing the Science of Cancer in Latinos conference, held in February 2018 in San Antonio, Texas, USA, and hosted by the Mays Cancer Center and the Institute for Health Promotion Research at UT Health San Antonio. Latinos – the largest, youngest, and fastest-growing minority group in the United States – are expected to face a 142% rise in cancer cases in coming years. Although there has been substantial advancement in cancer prevention, screening, diagnosis, and treatment over the past few decades, addressing Latino cancer health disparities has not nearly kept pace with progress. The diverse and dynamic group of speakers and panelists brought together at the Advancing the Science of Cancer in Latinos conference provided in-depth insights as well as progress and actionable goals for Latino-focused basic science research, clinical best practices, community interventions, and what can be done by way of prevention, screening, diagnosis, and treatment of cancer in Latinos. These insights have been translated into the chapters included in this compendium; the chapters summarize the presentations and include current knowledge in the specific topic areas, identified gaps, and top priority areas for future cancer research in Latinos. Topics included among the chapters: Colorectal cancer disparities in Latinos: Genes vs. Environment Breast cancer risk and mortality in women of Latin American origin Differential cancer risk in Latinos: The role of diet Overcoming barriers for Latinos on cancer clinical trials Es tiempo: Engaging Latinas in cervical cancer research Emerging policies in U.S. health care Advancing the Science of Cancer in Latinos proves to be an indispensable resource offering key insights into actionable targets for basic science research, suggestions for clinical best practices and community interventions, and novel strategies and advocacy opportunities to reduce health disparities in Latino communities. It will find an engaged audience among researchers, academics, physicians and other healthcare professionals, patient advocates, students, and others with an interest in the broad field of Latino cancer

2017 GREAT Day Program

SUNY Geneseo’s Eleventh Annual GREAT Day.https://knightscholar.geneseo.edu/program-2007/1011/thumbnail.jp