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Council on Academic Affairs: Minutes (December 4, 2024)
No full textMinutes from the Council on Academic Affairs' meeting on December 4, 2024
Relational Torts: Tort Litigation in Cases of the Will for Rehabilitation of Close Relations
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Faculty Advisory Council Meeting Minutes, December 19, 2024
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Negative Wh-Constructions in Cantonese Revisited
Get PDFNegative wh-construction (NWHC) refers to the non-canonical use of wh-words to express strong negation. The syntax and semantics of NWHC have been studied thoroughly by Cheung (2008, 2009). The main purpose of this paper is to revisit some major arguments in Cheung (2008). Providing novel evidence from Cantonese, I propose that the NWH-word is generated below TP and that NWHC involves an Agree relation between the NWH-word and the expressive component, which shares the same structure with other post-subject rhetorical expressions. The findings not only shed light on a syntactic approach to rhetorical questions, but also contribute to studies in peripheral structure and expressive component
Perceptions of Trade Unionism Among Unionized School Teachers and Staff: Charter and Public Districts
Get PDFThe charter school movement historically received support from some Black communities frustrated with segregation and poor educational quality in public schools, as well as conservative groups concerned that public schools were failing due to the Reagan administration’s report “A Nation at Risk” (Goodridge 2019). These concerns prompted calls for a school system that received public funding but operated independently of public school systems. It is clear that charter schools have not addressed segregation in schools, as they are now more segregated than public schools are (Frankenberg et al. 2012). Thus, charter schools have not achieved what their Black supporters had hoped they would. Concern has also been raised about a lack of academic accountability and of stability among charter schools due to their high rate of closure (Network for Public Education 2024).
Charter schools are generally not unionized since they are not bound by the regulations that require union representation for staff in public school districts (Barrett et al. 2022). However, in recent years staff from more charter districts have unionized (American Federation of Teachers Massachusetts 2024; Fink 2024; McGowan 2024; Walters 2024). As suggested by the current study, similar research has found that staff desire for a greater amount of voice appears to be a major cause of this trend (Jochim and Lavery 2019). This raises the question of whether unionizing in charter schools can address the school type’s shortcomings as described by its critics.
The goal of the current study is to learn about what motivated staff at a charter district to unionize, their experiences with unionization, and how the issues that led to the formation of the union are addressed in a public school district. The results suggest that unionization can address the lack of voice that charter district staff feel to an extent, but not completely. In addition, other issues may be more difficult to address, such as distrust between staff and administrators. Further, the present study’s sample size is small, and thus results are not generalizable and may be skewed.No embargoAcademic Major: Sociolog
Are Risk and Time Preferences Related to Cognitive Preferences?
Get PDFThis paper investigates the relationship between an individual’s risk and time preference and their cognitive style, aiming to explore further the differences in risk and time preferences from the lens of cognitive preferences. While previous research has studied the effect of cognitive ability on time and risk preference, studies on the role of cognitive style, rather than strictly ability, have been largely neglected. 466 participants in the study took the questionnaire titled Cognitive Style Index (CSI), which categorizes participants into either the “intuition” or “analysis” cognitive style. A series of tasks evaluating the participant’s risk aversion and the discount value followed. I hypothesize a significant relationship between an individual’s cognitive style and risk and time preference, namely, individuals with the analysis cognitive style exhibit more risk-averse and patient behavior and vice versa. Evidence from the data aligns with the hypothesis but ultimately fails to provide statistically significant support. Nonetheless, the result will expand our current understanding of the underlying causes of risk and time preference, and contribute to the growing research on behavior economics.Arts and Sciences Undergraduate Research Scholarship (URS)No embargoAcademic Major: Economic
Investigating Linguistic Features of Narration Among Non-Chinese Speaking Students in Hong Kong
Get PDFIn existing research on Chinese as a second language (CSL) acquisition in Hong Kong, the Cantonese oral proficiency of non-Chinese speaking (NCS) students receives far less attention than the challenge of developing their literacy skills in standard written Chinese (SWC). This study focuses on the second language (L2) Cantonese oral language abilities of NCS students with advanced speaking proficiency, describing several salient linguistic features in their Cantonese speech based on elicited oral narrative speech data. The test group comprises 16 senior secondary students of Pakistani heritage recruited from a single school in Hong Kong (mean age = 16.44 years), with an average duration in formal Cantonese learning experience of 12.50 years. Students’ oral performance was assessed through a storytelling task using the wordless illustrated storybook Frog, Where Are You? (Mayer 1969). Prominent linguistic features observed from audio recording transcriptions include the extensive blending of SWC elements across various lexical and morphological categories, English code-mixing retaining source-language morphosyntax, and a limited inventory of classifiers. Comparison with native Cantonese speaker controls reveals systematic errors (Corder 1967) involving such features, suggesting the emergence of a new interlanguage variety of spoken Cantonese among South Asian NCS students in Hong Kong. The findings of this study offer valuable insights regarding how advanced adolescent CSL learners in Hong Kong simultaneously acquire multiple Chinese varieties in their formal education. This research carries significant implications for pedagogy and curriculum design that aims to improve Cantonese oral proficiency among this group of learners
