The influence of English on Spanish fashion terminology: -ing forms

As has been the case with other European languages, Spanish has welcomed the arrival of English words, in spite of all purist efforts to the contrary. Moreover, it has not only adopted and adapted true Anglicisms but it has also created other forms based on English patterns, such mechanisms particularly visible in the fashion jargon in Spanish. In this paper we focus on -ing forms in the Spanish language of fashion, which may at times be genuine Anglicisms (formal or semantic ones) or false Anglicisms (analogical creations, that is, English-looking lexical elements), found in Spanish editions of fashion magazines such as Vogue, Elle, InStyle, Grazia, Glamour, and Cosmopolitan. The main aim of this study is to qualitatively analyse and classify -ing Anglicisms and false Anglicisms in the aforementioned jargon in order to establish whether the impact of English in the Spanish fashion jargon is so important as to replace native words and expressions.

The orchestration of modes and EFL audio-visual comprehension: A multimodal discourse analysis of vodcasts

This thesis explores the role of multimodality in language learners’ comprehension, and more specifically, the effects on students’ audio-visual comprehension when different orchestrations of modes appear in the visualization of vodcasts. Firstly, I describe the state of the art of its three main areas of concern, namely the evolution of meaning-making, Information and Communication Technology (ICT), and audio-visual comprehension. One of the most important contributions in the theoretical overview is the suggested integrative model of audio-visual comprehension, which attempts to explain how students process information received from different inputs. Secondly, I present a study based on the following research questions: ‘Which modes are orchestrated throughout the vodcasts?’, ‘Are there any multimodal ensembles that are more beneficial for students’ audio-visual comprehension?’, and ‘What are the students’ attitudes towards audio-visual (e.g., vodcasts) compared to traditional audio (e.g., audio tracks) comprehension activities?’. Along with these research questions, I have formulated two hypotheses: Audio-visual comprehension improves when there is a greater number of orchestrated modes, and students have a more positive attitude towards vodcasts than traditional audios when carrying out comprehension activities. The study includes a multimodal discourse analysis, audio-visual comprehension tests, and students’ questionnaires. The multimodal discourse analysis of two British Council’s language learning vodcasts, entitled English is GREAT and Camden Fashion, using ELAN as the multimodal annotation tool, shows that there are a variety of multimodal ensembles of two, three and four modes. The audio-visual comprehension tests were given to 40 Spanish students, learning English as a foreign language, after the visualization of vodcasts. These comprehension tests contain questions related to specific orchestrations of modes appearing in the vodcasts. The statistical analysis of the test results, using repeated-measures ANOVA, reveal that students obtain better audio-visual comprehension results when the multimodal ensembles are constituted by a greater number of orchestrated modes. Finally, the data compiled from the questionnaires, conclude that students have a more positive attitude towards vodcasts in comparison to traditional audio listenings. Results from the audio-visual comprehension tests and questionnaires prove the two hypotheses of this study.

Notebook of Obadiah Ayer, 1708-1716

The leather-bound notebook contains academic texts copied by Obadiah Ayer while he was a student at Harvard, and after his graduation in 1710. There is a general index to the included texts at the end of the volume.

Journal of Charles Coffin and David Gurney, 1781-1785

This diary appears to have been kept by two different students, both members of the Harvard College class of 1785. The first two pages contain entries made by a student named David, believed to be David Gurney because the entries relate to the freshman curriculum and Gurney was the only student named David who was a freshman in 1781. Gurney originally titled the volume "A Journal or Diary of my concerns in College of important matters." He made entries from August 28 through October 21, 1781, recording his lessons on Virgil, Tully, Homer, the Greek Testament, Hebrew grammar, English author John Ash's "Grammar," and a text called "The Art of Speaking." At the top of one of the pages recounting these studies, Gurney wrote in large, bold letters: "About how I misspent my precious time." Charles Coffin's entries begin on October 25, 1781 and fill the bulk of the journal. Coffin kept this diary while a student at Harvard College from 1781 to 1785. Although most of Coffin's entries are written in Latin, an account of his July 1781 examination for admission to the College is in English.

An abridgment of what I extracted while an undergraduate at Harvard College, 1766-1769

The bound volume contains excerpts copied by Benjamin Wadsworth from books he read as a student at Harvard in the late 1760s. The volume includes almost no personal commentary on the readings. The excerpts are arranged by year of study for the academic years 1766-1769, beginning when Wadsworth was a sophomore. Each entry begins with a title indicating the book title and author for the passage, and there is an alphabetical index at the end of the volume. Wadsworth selected “extracts” from both religious and secular texts including several histories of England, American histories (with a focus on Puritans), the Bible, and in his senior year, “the Koran of Mohammed.” He also read several books on the art of speech and the art of preaching. There are few science texts included, though the final five-page entry is titled, “What I thought fit to note down from Mr. Winthrop’s experimental Lectures” and contains notes both on the content of Professor John Winthrop’s lectures as well as the types of experiments being performed in class. Wadsworth’s commonplace book offers a window on the state of higher education in the eighteenth century and offers a firsthand account of academic life at Harvard College.

DIGDIS: Stata module to analyze the distribution of digits

digdis tabulates the distribution of digits of the specified variables, performs goodness-of-fit tests against a reference distribution and, optionally, graphs the distributions. The default is to tabulate the first (nonzero) digit and to test against Benford's law. The moremata package and the mgof package, also available from SSC, are required.

MGOF: Stata module to perform goodness-of-fit tests for multinomial data

mgof computes goodness-of-fit tests for the distribution of a discrete (categorical, multinomial) variable. The default is to perform classical large sample chi-squared approximation tests based on Pearson's X2 statistic and the log likelihood ratio (G2) statistic or a statistic from the Cressie-Read family. Alternatively, mgof computes exact tests using Monte Carlo methods or exhaustive enumeration. A Kolmogorov-Smirnov test for discrete data is also provided. The moremata package, also available from SSC, is required.

ADOLIST: Stata module to manage lists of ado packages

-adolist- creates, installs and uninstalls lists of user ado packages.

ANOGI: Stata module to generate Analysis of Gini

anogi computes the "Analysis of Gini" for population sub-groups proposed by Frick et al. (2006; Sociological Methods and Research 34/4).

FAIRLIE: Stata module to generate nonlinear decomposition of binary outcome differentials

fairlie computes the nonlinear decomposition of binary outcome differentials proposed by Fairlie (1999, 2003).

SMITHWELCH: Stata module to compute trend decomposition of outcome differentials

smithwelch computes decompositions of differences in mean outcome differentials. Smith and Welch (1989) used such decomposition techniques in their analysis of the change in the black-white wage differential over time. An alternative application would be the decomposition of country differences in the male-female wage gap.

JMPIERCE2: Stata module to compute trend decomposition of outcome differentials

jmpierce2 computes the decomposition of differences in mean outcome differentials proposed by Juhn, Murphy and Pierce (1991). An example is the decomposition of the change of the black-white or the male-female wage differential over time or the decomposition of differences in the male-female wage differential between countries. This routine was previously circulated as jmp2.

COCHRAN: Stata module to test for equality of proportions in matched samples (Cochran's Q)

-cochran- performs a test for equality of two or more proportions in matched samples. The chi-squared calculated by -cochran- is known as Cochran's Q (Cochran 1950)

MRTAB: Stata module to compute one- and two-way tables/graphs of multiple responses

mrtab tabulates multiple responses which are held as a set of indicator variables or as a set of polytomous response variables.

WGTTEST: Stata module to test the impact of sampling weights in regression analysis

wgttest performs a test proposed by DuMouchel and Duncan (1983) to evaluate whether the weighted and unweighted estimates of a regression model are significantly different.