Seeking systematicity in variation : theoretical and methodological considerations on the “variety” concept

One centennial discussion in linguistics concerns whether languages, or linguistic systems, are, essentially, homogeneous or rather show “structured heterogeneity.” In this contribution, the question is addressed whether and how sociolinguistically defined systems (or ‘varieties’) are to be distinguished in a heterogeneous linguistic landscape: to what extent can structure be found in the myriads of language variants heard in everyday language use? We first elaborate on the theoretical importance of this ‘variety question’ by relating it to current approaches from, among others, generative linguistics (competing grammars), sociolinguistics (style-shifting, polylanguaging), and cognitive linguistics (prototype theory). Possible criteria for defining and detecting varieties are introduced, which are subsequently tested empirically, using a self-compiled corpus of spoken Dutch in West Flanders (Belgium). This empirical study demonstrates that the speech repertoire of the studied West Flemish speakers consists of four varieties, viz. a fairly stable dialect variety, a more or less virtual standard Dutch variety, and two intermediate varieties, which we will label ‘cleaned-up dialect’ and ‘substandard.’ On the methodological level, this case-study underscores the importance of speech corpora comprising both inter- and intra-speaker variation on the one hand, and the merits of triangulating qualitative and quantitative approaches on the other

Gossip at Work: Unsanctioned Evaluative Talk in Formal School Meetings

This article uses a form of linguistic ethnography to analyze videotaped recordings of gossip that took place during formal school meetings. By comparing this gossip data against existing models of gossip based on data collected in informal settings, we identify eleven new response classes, including four forms of indirectness that operate to cloak gossip under ambiguity, and seven forms of avoidance that change the trajectory of gossip. In doing so, this article makes three larger contributions. First, it opens a new front in research on organizational politics by providing an empirically grounded, conceptually rich vocabulary for analyzing gossip in formal contexts. Second, it contributes to knowledge about social interactions in organizations. By examining gossip talk embedded within a work context, this project highlights the nexus between structure, agency, and interaction. Third, it contributes to understandings of gossip in general. By examining gossip in a context previously unexamined, this project provides analytical leverage for theorizing conditions under which gossip is likely and when it will take various forms

A Changing Natural Rate of Unemployment: Policy Issues

CRS_March_2004_Changing_Natural_Rate_of_Unemployment.pdf: 4154 downloads, before Oct. 1, 2020

Strategic Sensemaking and Political Connections in Unstable Institutional Contexts

Emerging economies are often characterized by pervasive institutional changes and resultant institutional voids. In the absence of strong formal institutions, firms rely on informal institutions to fill these voids. This article argues that the process of sensemaking for firms in turbulent environments is continuous and dependent on cyclical adjustments connecting performance via a feedback loop to scanning and interpretation. Far from being a one-time occurrence, environmental sensemaking is a process operating in accord with continuous environmental changes. This study’s findings derive from an in-depth analysis of a Russian pharmaceutical firm and an Indian telecommunications firm, and demonstrate that entrepreneurs make sense and gain legitimacy through political connections. The study further finds that improvements in institutional environments reduce the salience of political networks, thereby creating a choice for firms to rely on formed market mechanisms or continue along the path of political connections that evolve to public–private partnerships

A Proposed Theoretical Model of Literacy Learning Using Multisensory Structured Language Instruction (MSLI)

Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal evidence for Multisensory Structured Language Instruction is strong, there is a lack of empirical evidence to support its effectiveness. In addition, Multisensory Structured Language Instruction includes the foundational skills recommended by the National Reading Panel (2000), but the use of multiple senses to teach these skills has not been thoroughly studied. This theoretical dissertation focused on one element of Multisensory Structured Language Instruction that has not been adequately explored in the literature. A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works differently from a typically developing brain. However, this research has mainly focused on the visual and auditory elements of learning to read. The kinesthetic modality has not been explored with respect to language learning disorders. This theoretical dissertation specifically examines the kinesthetic modality and offers a hypothesis as to why incorporating this modality into intervention may help some students with dyslexia. A literature review in the areas of dyslexia, Multisensory Structured Language Instruction, executive functioning, phonological awareness, attention, and learning disabilities was used to construct a theoretical model to explain the use of the kinesthetic modality for dyslexia intervention. Results are twofold: that Multisensory Structured Language Instruction is effective in teaching students with dyslexia because its pedagogy is grounded in methods supported by learning theory; and that use of the kinesthetic modality is useful for students who exhibit specific deficits in rapid automatic naming, a processing deficit underlying many students’ reading difficulties. The use of the kinesthetic modality improves rapid naming via attention and uses the teacher as a surrogate central executive. An intervention model was also constructed to triage students who would benefit from this intervention. Students with a single deficit in phonological processing only are treated with linguistically based interventions, while students with double-deficits in both phonological processing and rapid naming benefit from the addition of the kinesthetic modality. The electronic version of this dissertation is accessible at the OhioLink ETD Center, http://www.ohiolink.edu/etd

Move your money? Sustainability Transitions in Regimes and Practices in the UK Retail Banking Sector

We present and test a new conceptual framework for understanding sustainable transitions in co-evolutionary sociotechnical systems. We apply this in the first study of sustainable transitions in UK retail banking. This system has suffered recently from banking crises, and links to environmentally-sensitive industries such as fossil fuels. Sustainability-focused values-based banks are a potential solution, but have had little impact on mainstream banking systems. We aim to understand the constraints on a potential transition and how to overcome them. Our new approach identifies the intersections between transitions in regimes (using the multi-level perspective MLP) and transitions in practices (using social practice theory SPT), two competing conceptual frameworks in the literature. We ask: what are the intersections between transitions in the banking regime and banking practices, and how may critical points of constraint be unlocked to become points of opportunity, thereby aiding a transition to more sustainable banking systems? We present new empirical findings from a mixed-method case study of the UK banking sector and two values-based banks in particular. Interventions for growing sustainable banking are identified and we demonstrate the added-value of the combined approach through indicating strategies for unlocking the transformative potential of sustainable innovations

A Proposed Theoretical Model of Literacy Learning Using Multisensory Structured Language Instruction (MSLI)

Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal evidence for Multisensory Structured Language Instruction is strong, there is a lack of empirical evidence to support its effectiveness. In addition, Multisensory Structured Language Instruction includes the foundational skills recommended by the National Reading Panel (2000), but the use of multiple senses to teach these skills has not been thoroughly studied. This theoretical dissertation focused on one element of Multisensory Structured Language Instruction that has not been adequately explored in the literature. A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works differently from a typically developing brain. However, this research has mainly focused on the visual and auditory elements of learning to read. The kinesthetic modality has not been explored with respect to language learning disorders. This theoretical dissertation specifically examines the kinesthetic modality and offers a hypothesis as to why incorporating this modality into intervention may help some students with dyslexia. A literature review in the areas of dyslexia, Multisensory Structured Language Instruction, executive functioning, phonological awareness, attention, and learning disabilities was used to construct a theoretical model to explain the use of the kinesthetic modality for dyslexia intervention. Results are twofold: that Multisensory Structured Language Instruction is effective in teaching students with dyslexia because its pedagogy is grounded in methods supported by learning theory; and that use of the kinesthetic modality is useful for students who exhibit specific deficits in rapid automatic naming, a processing deficit underlying many students’ reading difficulties. The use of the kinesthetic modality improves rapid naming via attention and uses the teacher as a surrogate central executive. An intervention model was also constructed to triage students who would benefit from this intervention. Students with a single deficit in phonological processing only are treated with linguistically based interventions, while students with double-deficits in both phonological processing and rapid naming benefit from the addition of the kinesthetic modality. The electronic version of this dissertation is accessible at the OhioLink ETD Center, http://www.ohiolink.edu/etd

Control of finite critical behaviour in a small-scale social system

abstract: Many adaptive systems sit near a tipping or critical point. For systems near a critical point small changes to component behaviour can induce large-scale changes in aggregate structure and function. Criticality can be adaptive when the environment is changing, but entails reduced robustness through sensitivity. This tradeoff can be resolved when criticality can be tuned. We address the control of finite measures of criticality using data on fight sizes from an animal society model system (Macaca nemestrina, n=48). We find that a heterogeneous, socially organized system, like homogeneous, spatial systems (flocks and schools), sits near a critical point; the contributions individuals make to collective phenomena can be quantified; there is heterogeneity in these contributions; and distance from the critical point (DFC) can be controlled through biologically plausible mechanisms exploiting heterogeneity. We propose two alternative hypotheses for why a system decreases the distance from the critical point.The final version of this article, as published in Nature Communications, can be viewed online at: http://www.nature.com/articles/ncomms1430