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MEDIA and LITERARY REPRESENTATIONS of LATINOS in BASEBALL and BASEBALL FICTION by MIHIR D. PAREKH Presented to the Faculty of T
MEDIA AND LITERARY REPRESENTATIONS OF LATINOS IN BASEBALL AND BASEBALL FICTION by MIHIR D. PAREKH Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN ENGLISH THE UNIVERSITY OF TEXAS AT ARLINGTON May 2015 Copyright © by Mihir Parekh 2015 All Rights Reserved ii Acknowledgements I would like to express my thanks to my supervisor, Dr. William Arcé, whose knowledge and expertise in Latino studies were vital to this project. I would also like to thank the other members of my committee, Dr. Timothy Morris and Dr. James Warren, for the assistance they provided at all levels of this undertaking. Their wealth of knowledge in the realm of sport literature was invaluable. To my family: the gratitude I have for what you all have provided me cannot be expressed on this page alone. Without your love, encouragement, and support, I would not be where I am today. Thank you for all you have sacrificed for me. April 22, 2015 iii Abstract MEDIA AND LITERARY REPRESENTATIONS OF LATINOS IN BASEBALL AND BASEBALL FICTION Mihir D. Parekh, MA The University of Texas at Arlington, 2015 Supervising Professors: William Arcé, Timothy Morris, James Warren The first chapter of this project looks at media representations of two Mexican- born baseball players—Fernando Valenzuela and Teodoro “Teddy” Higuera—pitchers who made their big league debuts in the 1980s and garnered significant attention due to their stellar play and ethnic backgrounds. Chapter one looks at U.S. media narratives of these Mexican baseball players and their focus on these foreign athletes’ bodies when presenting them the American public, arguing that 1980s U.S. -
Cultural Understanding Through Folklore
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1993 Volume II: Folktales Cultural Understanding through Folklore Curriculum Unit 93.02.05 by Christine Y. House Folktales have enchanted people for centuries. They were an important source of entertainment for peasants and princes alike in days of yore and still serve the same purpose today. But, folktales also serve another purpose, that is, to tell us about the way life was for the common man. History books are filled with the names and dates and events which shaped our world. It is folklore, however, which remembers the hopes, fears, dreams and details of everyday lives. Folktales continue to enchant people today for many reasons. They tell us our history, they describe where we live, what our values are and ultimately who we are. Children listen to folktales without prejudice. They don’t care whether the story is from the Grimm tradition, from Africa or from the western hemisphere. They seem to be able to separate fact from fantasy, for the most part, and hear the underlying message of the story. It is for this reason that I have chosen folktales to serve as an interdisciplinary unit of study. The focus of my unit will be to teach cultural understanding to third graders by reading, viewing and sharing folktales from a variety of sources around the world. It has become increasingly clear to me that many inner- city children don’t have a sense of their own history. They do not know stories of their ancestry or their native homelands. -
African American History Month
Hofstra University Joan & Donald E. Axinn Library Bibliography - Latino American Books for Children and Young Adults Professional Books Augenbraum, Harold and Margarite Fernández Olmos, ed. by. U.S. Latino Literature: A Critical Guide for Students and Teachers. Westport, Connecticut: Greenwood Press, 2000. PS153 .H56U7 This scholarly source contains detailed analysis of the writings of various Latino authors. The material in each chapter provides background information for high school teachers to utilize as part of their classroom teaching. (Authors included may be read by high school students but are not necessarily intended for a young adult audience.) Schon, Isabel. The Best of Latino Heritage 1996-2002: A Guide to the Best Juvenile Books About Latino People and Cultures. Lanham, Maryland: Scarecrow Press, Inc., 2003. Z1609 .C5S34 Isabel Schon is an authority on Latino books for children and young adults having edited many other books on this topic. The titles that appear in this book are arranged by country and are accompanied by an annotation for each title. York, Sherry. Children’s and Young Adult Literature by Latino Writers: A Guide for Librarians, Teachers, Parents, and Students. Worthington, Ohio: Linworth Pub., 2002. Z1229 .H57Y67 The titles in this bibliography are arranged by genre and are then, in turn, arranged alphabetically by title. This guide contains very brief summaries of each book and includes some biographical information about each author, a list of resources, and web sites. CHILDREN’S BOOKS: (Picture Book Format) 1 Applebaum, Diana. Cocoa Ice. New York: Orchard Books, 1997. PZ7 .A6415 E A girl in Santo Domingo tells how cocoa is harvested during the late 1800s while at the same time her counterpart in Maine tells about the harvesting of ice. -
2009 Brochure
Great Reads About Great Places the library of congress Alabama . The Well and the Mine by Gin Phillips WELCOME Alaska . Seldovia Sam and the Very Large Clam by Susan Woodward Springer Arizona . .Hip, Hip, Hooray, It’s Monsoon Day / ¡Ajúa, ya llegó el chubasco! by Roni Capin Rivera-Ashford TO THE Arkansas . Water Steps by A . LaFaye California . Steinbeck’s Ghost by Lewis Buzbee Colorado . Down, Down, Down by Steve Jenkins 2009 NATIONAL Connecticut . For the Duration by Tomie dePaola Delaware . The Sweet Life of Stella Madison by Lara M . Zeises Florida . Tangerine by Edward Bloor Georgia . 14 Cows for America by Carmen Agra Deedy BOOK FESTIVAL Hawaii . .A President from Hawaii by Dr . Carolan Idaho . Mudgie & Millie by Susan Nipp Illinois . Our Abe Lincoln by Jim Aylesworth Indiana . Diamond Willow by Helen Frost Iowa . .The Rope Walk by Carrie Brown Kansas . Amelia Earhart: The Legend of the Lost Aviator by Shelley Tanaka Kentucky . A Family for Old Mill Farm by Shutta Crum ou can get this map stamped with interesting state Louisiana . .Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival symbols from each of the state tables in the Pavilion of the by Kirby Larson & Mary Nethery Y Maine . .The Dump Man’s Treasures by Lynn Pourde States, brought to you by the Center for the Book (www .loc .gov/ Maryland . Granddaddy’s Street Songs by Monalisa DeGross Massachusetts . One Hen by Katie Smith Milway cfbook) in the Library of Congress, the Institute of Museum and Michigan . Pocketful of Passage by Loraine Campbell Library Services (www .imls .gov) and the Chief Officers of State Minnesota . -
Open Teresita Santiago Dissertation 1
The Pennsylvania State University The Graduate School College of Education CHILDREN’S PERCEPTION OF THE LEARNING OF ENGLISH AS A SECOND LANGUAGE AND THE TEXTBOOKS USED IN THE CLASSROOM IN THE COLONIAL/POSTCOLONIAL CONTEXT OF PUERTO RICO A Dissertation in Curriculum and Instruction by Teresita Santiago © 2008 Teresita Santiago Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2008 The dissertation of Teresita Santiago was reviewed and approved* by the following: Daniel Hade Associate Professor of Education Thesis Adviser Co-Chair of Committee Miryam Espinosa-Dulanto Assistant Professor of Education and Applied Linguistics Co-Chair of Committee Steven Herbs Head Education and Behavioral Science Library Madhu Prakash Professor of Education Glendon w. Blume Professor of Education Coordinator of the Graduate Program in Curriculum and Instruction *Signatures are on file in the Graduate School. ii ABSTRACT The research described here is based on a qualitative study conducted in Puerto Rico, with the participation of ten middle school students attending a Laboratory school in metropolitan San Juan. The students answered questions relating to their perceptions about learning English as a second language under colonial conditions in Puerto Rico. Participants also analyzed, discussed, challenged and constructed their own meanings concerning the images and content in the stories contained within U.S. made textbooks utilized in their English class. Moreover, they had the opportunity to discuss, analyze, and contest images of themselves and their countrymen as portrayed in English stories written by both Puerto Rican and non-Puerto Rican authors. By utilizing the Case Study research method, I was able to explore, in depth, how this group of children perceived the learning of the English language and its didactic material, i.e. -
2009 DISCOVER GREAT PLACES THROUGH READING Every Year, a List of Books Representing the Literary Heritage of the 50 States, the District of Columbia and the U.S
Library of Congress Center for the Book 2009 DISCOVER GREAT PLACES THROUGH READING Every year, a list of books representing the literary heritage of the 50 states, the District of Columbia and the U.S. Territories is distributed by the Library of Congress’s Center for the Book during the National Book Festival. Each book is selected by a Center for the Book state affiliate or state library. Alabama Alaska The Well and the Mine Seldovia Sam and the Very Gin Phillips Large Clam Susan Woodward Springer Arizona Arkansas Hip, Hip, Hooray, It’s Water Steps Monsoon Day / ¡Ajúa, ya A. LaFaye llegó el chubasco! Roni Capin Rivera-Ashford California Colorado Steinbeck’s Ghost Down, Down, Down Lewis Buzbee Steve Jenkins Connecticut Delaware For the Duration The Sweet Life of Stella Tomie dePaola Madison Lara M. Zeises District of Columbia Florida Our White House: Looking Tangerine In, Looking Out Edward Bloor Various Authors/National Children’s Book & Literacy Alliance Georgia Hawaii 14 Cows for America A President from Hawaii Carmen Agra Deedy Dr. Carolan 2009 Discover Great Places Through Reading Page 1 Library of Congress Center for the Book Idaho Illinois Mudgie & Millie Our Abe Lincoln Susan Nipp Jim Aylesworth Indiana Iowa Diamond Willow The Rope Walk Helen Frost Carrie Brown Kansas Kentucky Amelia Earhart: The Legend A Family for Old Mill Farm of the Lost Aviator Shutta Crum Shelley Tanaka Louisiana Maine Two Bobbies: A True Story The Dump Man’s Treasures of Hurricane Katrina, Lynn Pourde Friendship, and Survival Kirby Larson & Mary Nethery -
DOCUMENT RESUME RC 013 520 an Annotated Bibliography Of
DOCUMENT RESUME ED 219 210 RC 013 520 TITLE An Annotated Bibliography of Materials on the Puerto Rican and Mexican Cultures. INSTITUTION New York State Education Dept., Albany. Bureau of Bilingual Education. PUB DATE 82 NOTE 115p. AVAILABLE FROMThe University of the State of New York, The State Education Department, Bureau of Bilingual Education, Albany, N. Y. 12234 (free while supply lasts). EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Education; Annotated Bibliographies; Bilingual Instructional Materials; Childrens Literature; Cultural Awareness; Cultural Background; Elementary Secondary Education; Folk Culture; *Hispanic American Culture; Instructional Materials; Mexican American History; *Mexican Americans; *Mexicans; Publishing Industry; *Puerto Rican Culture; Puerto Ricans; Social History; Teaching Guides IDENTI?IERS Chicanos ABSTRACT Intended as a resource guide for school personnel working with bilingual students and/or students for whom English is a second language, the annotated bibliography cites approximately 301 materials on the Puerto Rican and Mexican cultures. Divided into 3 major categories, the bibliography cites 30 books on the history culture of the people in Mexico; 61 posters, heritage units, student and teacher texts, and literature on the Mexican American people in the United States; and 210 materials, books, and student and teacher texts on Puerto Rico and Puerto Ricans in the United States. The bibliography begins with an alphabetized list of the materials which are annotated. Annotations include: title, author, publisher, suggested grade level (K through adult), and a description of the item. Code numbPrs referring to the identification system used by the Bureau of Bilingual Education in its resource library are provided for each annotation. A list of names and addresses of 472 publishers is appended. -
I L L I N O I S
ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. LIBRARY TRENDS Winter 1999 47 (3) 341-604 Folkloristic Approaches in Library and Information Science Betsy Hearne Issue Editor University of Illinois Graduate School of Library and Information Science This Page Intentionally Left Blank Folkloristic Approaches in Library and Information Science CONTENTS Introduction Betsy Hearne 341 ORALHISTORY Mapping Culture: Rural Circuit Medical Librarians’ Information Systems Elizabeth Gremore Figa 349 Pin the Tales on the Donkay: The Life of Libraries, as told by Don Krummel to Linnea Martin Linnea S. Murtin 375 These Keys. .Written Personal Narrative as Family Lore and Folk Object Bernie Sloan 395 CUSTOMARYAND MATENALLORE Folkloristics of Educational Spaces: Material Lore in Classrooms with and without Walls Cecelia Merkel 417 Paper, Piles, and Computer Files: Folklore of Information Work Environments LauraJ Neumann 439 TECHNOLORE Structure versus Context: Understanding the Design and Use of Computer Tools in Social Settings Kevin Powell 473 The Mythology of Information Overload TonyiaJ Tidline 485 STORYTELLINGIN ORALAND PRINTTRADITIONS Swapping Tales and Stealing Stories: The Ethics and Aesthetics of Folklore in Children’s Literature Betsy Hearne 509 Juan Bobo: A Folkloric Information System Sarai Lustra 529 From Folktales to Fiction: Orphan Characters in Children’s Literature Melanie A. Kimball 558 A Change of Storyteller: Folktales in Children and Books, from Arbuthnot to Sutherland Janice M. Del Negro 579 About the Contributors 602 Introduction BETSYHEARNE FOLKLOREIS OFTEN ASSOCIATED WITH NINETEENTH-CENTURY peasant cul- tures during western Europe’s transition from oral to print traditions but, in fact, folklore is ongoing and ubiquitous.