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EL CARDENALITO Er Lengua Y Literatura 3GRADO COLECCIÓN BICENTENARIO
EL CARDENALITO er Lengua y Literatura 3GRADO COLECCIÓN BICENTENARIO Hugo Chávez Frías Comandante Supremo de la Revolución Bolivariana Nicolás Maduro Moros Presidente de la República Bolivariana de Venezuela Corrección, Diseño y Diagramación EQUIPO EDITORIAL COLECCIÓN BICENTENARIO Coordinación de la Serie Lengua y Literatura Magaly Muñoz Pimentel República Bolivariana de Venezuela © Ministerio del Poder Popular para la Educación Autora Magaly Muñoz Pimentel Cuarta edición: Abril, 2014 Convenio y Coedición Interministerial Ilustración Ministerio del Poder Popular para la Cultura Rosanna Gallucci Fundación Editorial El perro y la rana / Editorial Escuela Sandel Revete Maikol Escorihuela ISBN: 978-980-218-292-3 Sebastián León Depósito Legal: If51620113722479 José Torrealba Tiraje: 562.500 ejemplares Arturo Mariño SOFÍA Y PABLO EN 3ER GRADO Sofía Margarita y Pablo Vicente son vecinos y tienen casi la misma edad; Sofía le lleva a Pablo exactamente tres meses, ni un día más, ni un día menos. Para más casualidad, estudian en el mismo salón y muchas veces hacen las tareas juntos. Este año empiezan el 3er grado y están más emocionados que otros años porque van a estrenar El CARDENALITO 3er grado, y eso les parece lo máximo; lo estuvieron hojeando y lo encontraron interesante y divertido. EL CARDENALITO les gusta mucho porque además de tener actividades para leer y escribir, tiene cuentos, poemas, adivinanzas, canciones; hasta tiene la historia de Palomo, el caballo de Simón Bolívar, y explica qué cosas jugaba el niño Simón cuando estaba pequeño como Sofía y Pablo. También les gusta que cada parte del libro tenga un color diferente: el amarillo para las actividades de lectura y escritura; el azul para los cuentos; el rojo para los poemas; el verde para los juegos de palabras; el anaranjado para las canciones; el morado para las lecturas interesantes y el fucsia para las biografías de los autores y las autoras. -
Extensions of Remarks E691 EXTENSIONS of REMARKS
May 3, 2006 CONGRESSIONAL RECORD — Extensions of Remarks E691 EXTENSIONS OF REMARKS RECOGNIZING JONATHAN M. NEL- Congress needs to reinstate the assault weapons, and any new gun laws are seen as SON FOR ACHIEVING THE RANK weapons ban act of 1994 which sadly expired leading down a slippery slope to a total ban OF EAGLE SCOUT in September of 2004. Allowing this law to ex- on gun ownership. Supporters of gun regula- tions are always cast as metropolitan high- pire does not show our resolve on gun traf- brows lacking in respect for the way of life of HON. SAM GRAVES ficking and I believe that it renders us irrele- law-abiding country folks. OF MISSOURI vant. Mayor Bloomberg is a Republican and At a structural level, Congress has a deep IN THE HOUSE OF REPRESENTATIVES has teamed up with Democratic mayors in bias in favor of the rural point of view be- particular Mayor Menino of Boston and has in cause the Senate is stacked in favor of rural Wednesday, May 3, 2006 essence left the partisanship at the door for states. Idaho, Wyoming and Montana have Mr. GRAVES. Mr. Speaker, I proudly pause the sake of the people they were elected to two senators each, and so do California, New to recognize Jonathan M. Nelson, a very spe- serve. York and Illinois. cial young man who has exemplified the finest Mayor Bloomberg and Mayor Thomas According to the latest Census Bureau es- qualities of citizenship and leadership by tak- Menino of Boston have made the case that timates, the six senators from those three ing an active part in the Boy Scouts of Amer- this is in no way an attack on the culture of rural states represent 2,874,060 people. -
Emily Martin
HJM Project Number: 24589 1963 LATINO VOICES OF WORCESTER An Interactive Qualifying Project Report submitted to the Faculty of WORCESTER POLYTECHNIC INSTITUTE in partial fulfillment of the requirements for the Degree of Bachelor of Science by Emily P. Martin Michael A. Sangillo Date: May 1, 2007 Approved: Professor H.J. Manzari, IQP Advisor 1 Table of Contents Introduction..................................................................................................... 3 Literature Review ........................................................................................... 8 Part One: Population................................................................................................... 8 Part Two: Cultural Assimilation ............................................................................... 10 Part Three: Latino Literature .................................................................................... 15 Methodology:................................................................................................ 19 Introduction............................................................................................................... 19 Literature Review...................................................................................................... 22 Interviewing Process................................................................................................. 22 Analysis ........................................................................................................ 25 Conclusion ................................................................................................... -
The Individual and Collective Effect of Us Colonialism In
THE INDIVIDUAL AND COLLECTIVE EFFECT OF US COLONIALISM IN PUERTO RICO: A SCALE CONSTRUCTION AND VALIDATION, WITH IMPLICATIONS FOR SOCIAL WORK EDUCATION AND PRACTICE by MARÍA DE LOURDES MARTÍNEZ AVILÉS Presented to the Faculty of the Graduate School of The University of Texas at Arlington and Universidad Autónoma de Nuevo León in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON and UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN December 2011 Copyright © by María de Lourdes Martínez Avilés 2011 All Rights Reserved DEDICATION To Carmen Rivera de Alvarado, doña Isabelita Rosado, and Gloria Gerena, three inspirational Puerto Rican social workers who understood the link between colonialism and social work, and were committed to an emancipating practice. To my nephews Pedro Hommy and Kelvin, and my niece Sugeily, three examples of the Puerto Rican Diaspora. ACKNOWLEDGMENTS Special thanks go to my mother, who instilled in me the importance of education, hard work and honesty. My deepest appreciation to my daughter Attabeira del Mar, and my husband José E. Rodríguez Sellas, who helped me start and gave me the strengths to continue this long journey. To my extended but intimate family, especially my sister Maribel and her husband Pedro Maldonado; my cousins Awilda Berríos and the recently deceased Jossie Rojas. To my friends and colleagues who went through the Ph.D. binational program with me: Max Ramos, Dheeshana Jayasandura, Jesús Acevedo Agosto, Sachi Ando, Candy Madrigal, Miora Diaconou, Yasoda Sharma, Chloe Corbett, and Jamila Woods, My success would not be possible without you! To Dr. -
Rising Loaves Anthology 2019 0.Pdf
Cover Art by: Magory Collado "Lawrence Student Writing Workshop: The Rising Loaves” is hosted by the Lawrence History Center, developed in collaboration with Andover Bread Loaf, and funded in part by the Catherine McCarthy Trust, the Essex County Community Foundation Greater Lawrence Summer Fund, W. Dean and Sy Eastman, the Pringle Foundation, the Stearns and Russell Trusts, Rogers Family Foundation, Andover Bread Loaf, and the Lawrence Public School lunch program. A Letter from the Program Directors …….………………...…….………………..3 Student and Writing Leader Work Brianna Anderson ………………………………….……....……..………..……5 Jhandaries Ayala ………………………………….……....…………...…...……5 Sheila Barry ………………………………….……....……………..……………6 Angelique Ceballos Cardona ………………………………….…….………..…6 Magory Collado ………………………………….……....………………………7 Kelley De Leon ………………………………….……....……….………………8 Michael De Leon ………………………………….……....………..……………9 Isabella Delgado ………………………………….……....…………..………...10 Jennifer Escalante ………………………………….……....………..…………10 Julien Felipe ………………………………….……....………………………….11 Angell Flores …………………………………………………….………..…..…11 Anelyn Gomez ………………………………….……........…….………………12 Karen Gonzalez ………………………………….………....…….……..………12 Katarina Guerrero ………………………………….……........………..………12 Mary Guerrero ………………………………………………..….……..………13 Lee Krishnan ………………………………….……....…………….……..……13 Breison Lopez ………………………………….……....……………….………14 Edin Macario ………………………………….……....………………..….……14 Manuel Maurico ………………………………….……....…………..…………15 Mekhi Mendoza ………………………………….……....…………..…………15 Jennifer Merida ………………………………….……....……………………...15 -
Department of State Bulletin ;
— : ; ' ; : and constructive disarmament negotiations. We of force against the territorial integrity or political inde- hope for positive and tangible response from the pendence of any State, or in any other manner incon- Soviet Government when the Disarmament Com- sistent with the purposes of the United Nations. The aim of a system of world-wide disarmament is to mission resumes its work. prevent war and release the world's Imman and economic The resolution as adopted by the Political resources for the purposes of peace, Committee does not in any way preclude the sub- 1. Takes 7vote of the report of the Disarmament Com- mission [and commends the Commission mission by the Soviet Government in the Dis- for its efforts to curry out the instructions laid down by the General armament Commission of any proposals the Soviet Assembly at its sixth regular session] ; Government, or any other member for that matter, 2. Reafflrms General Assembly resolution 502 (VI) desires to put forward. For our part, we pledge and requests the Disarmament Commission to continue its work for the development ourselves to continue to work constructively for by the United Nations of comprehensive and co-ordinated plans providing for a genuinely safeguarded .system of disarmament and at the same time to give sympathetic and (a) the regulation, limitation and balanced reduction of all armed forces and armaments; honest consideration to any concrete and practical (b) the elimination and prohibition of all major proposals which the Soviet Government may make weapons, including bacteriological, adaptable to mass toward this end. destruction (c) the effective international control of atomic energy to ensure the prohibition of atomic weapcjiis and the use of atomic energy for i)eaceful purposes Text of Resolution only. -
Basque Soccer Madness a Dissertation Submitted in Partial
University of Nevada, Reno Sport, Nation, Gender: Basque Soccer Madness A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Basque Studies (Anthropology) by Mariann Vaczi Dr. Joseba Zulaika/Dissertation Advisor May, 2013 Copyright by Mariann Vaczi All Rights Reserved THE GRADUATE SCHOOL We recommend that the dissertation prepared under our supervision by Mariann Vaczi entitled Sport, Nation, Gender: Basque Soccer Madness be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Joseba Zulaika, Advisor Sandra Ott, Committee Member Pello Salaburu, Committee Member Robert Winzeler, Committee Member Eleanor Nevins, Graduate School Representative Marsha H. Read, Ph. D., Dean, Graduate School May, 2013 i Abstract A centenarian Basque soccer club, Athletic Club (Bilbao) is the ethnographic locus of this dissertation. From a center of the Industrial Revolution, a major European port of capitalism and the birthplace of Basque nationalism and political violence, Bilbao turned into a post-Fordist paradigm of globalization and gentrification. Beyond traditional axes of identification that create social divisions, what unites Basques in Bizkaia province is a soccer team with a philosophy unique in the world of professional sports: Athletic only recruits local Basque players. Playing local becomes an important source of subjectivization and collective identity in one of the best soccer leagues (Spanish) of the most globalized game of the world. This dissertation takes soccer for a cultural performance that reveals relevant anthropological and sociological information about Bilbao, the province of Bizkaia, and the Basques. Early in the twentieth century, soccer was established as the hegemonic sports culture in Spain and in the Basque Country; it has become a multi- billion business, and it serves as a powerful political apparatus and symbolic capital. -
¡Profe, Enséñame Con Canciones! Una Investigación Sobre El Uso De Las Canciones En La Enseñanza Y Aprendizaje De Las Ciencias Sociales
ADVERTIMENT. Lʼaccés als continguts dʼaquesta tesi queda condicionat a lʼacceptació de les condicions dʼús establertes per la següent llicència Creative Commons: http://cat.creativecommons.org/?page_id=184 ADVERTENCIA. El acceso a los contenidos de esta tesis queda condicionado a la aceptación de las condiciones de uso establecidas por la siguiente licencia Creative Commons: http://es.creativecommons.org/blog/licencias/ WARNING. The access to the contents of this doctoral thesis it is limited to the acceptance of the use conditions set by the following Creative Commons license: https://creativecommons.org/licenses/?lang=en ¡Profe, enséñame con canciones! Una investigación sobre el uso de las canciones en la enseñanza y aprendizaje de las ciencias sociales Iván Andrés Martínez Zapata Tesis doctoral 1 UNIVERSITAT AUTÓNOMA DE BARCELONA Departament de Didática de la Llengua i la Literatura, i de las Ciéncies Socials Tesis Doctoral ¡PROFE, ENSÉÑAME CON CANCIONES! UNA INVESTIGACIÓN SOBRE EL USO DE LAS CANCIONES EN LA ENSEÑANZA Y APRENDIZAJE DE LAS CIENCIAS SOCIALES Iván Andrés Martínez Zapata Directores: Dr. Joan Pagés Blanch Dra. Neus González Monfort Bellaterra, Barcelona 2017 Esta tesis ha sido realizada gracias al programa de becas de formación doctoral en el exterior del Departamento Administrativo de Ciencia, Tecnología e innovación (Colciencias) Colombia. A mis padres: Edgar Martínez y Rocío Zapata, solo esto fue posible gracias a su constancia, esfuerzo, paciencia, trabajo, ejemplo y amor. Ustedes son los arquitectos de lo que he podido lograr. Gracias por darme tanto. A mis hermanas: Rocío y María Victoria por su apoyo y respeto en los momentos de dificultad. A mi sobrino Jerónimo: toda meta es alcanzable mientras tengas sueños y luches por ellos, sonríe, trabaja con tesón y nunca te rindas. -
The Vexilloid Tabloid #12, January 2007
Portland Flag Association Publication 1 Portland Flag Association “Free, and Worth Every Penny!” Issue 12 January 2007 INSIDE THIS ISSUE: DESIGNING FLAGS FOR FUN AND EXERCISE By Doug Lynch & John Hood Designing Flags For Fun & Exer- 1 ored paper, or whatever catches his Most of you know Doug Lynch, the eye. “Making a flag design with cut Confusable Flags 2 designer of the Portland City Flag. paper is consistent with the many January 2007 Flutterings 3 But did you know that just to keep years of making flags of cut and Next Meeting Announcement 4 his fingers limber and, “To keep you sewn cloth. We literate word people Flags in the News 4 amused,” he designs flags for any tend to gather and register our think- The Most Dangerous Flag 6 occasion. Having taken up the pen ing on flat, white paper; however, a Flag Related Websites 6 and brush in high school, Doug has limp, draped, furled piece of colored spent eighty years as a commercial cloth is our actual perception and The Flag Quiz 7 artist, graphic designer, teacher, art experience of a real flag,” he says. director and preservationist. Is it any As for what will become of Doug‟s wonder then that he should provide “finger exercises”, he says that if Portland with, what was considered some small town in Kansas wants in the NAVA survey, as the seventh one, he‟ll be delighted! Following are best city flag in the United States? a few of his creations. Most are ex- This, in turn, earned him the Vexil- actly as he drew them, but some have lonnaire Award in Montreal in 2003. -
Building Bridges of Learning and Understanding: a Collection Of
DOCUMENT RESUME ED 328 636 UD 027 886 AUTHOR Perez-Selles, Marla E., Ed.; And Others TITLE Building aridges of Learning and Understanding: A Collection of Classroom Activities on Puerto Rican Culture. INSTITUTION NETWORK, Inc., Andover, MA.; Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA. SPONS AGENCY Office of Educational Research and Improvement (ED) Washington, DC. PUB DATE 90 CONTRACT 400-86-0005 NOTE 140p. AVAILABLE FROMThe Regional Laboratory for Educational Improvement of the Northeast and Islands and New England Center for Equity Assistance, a Project of The NETWORK, Inc., 300 Brickstone Square, Suite 900, Andover. MA 01810 ($12.95 + $2.50 shipping; order no. 9072). PUB TYPE Guidt:3 - Classroom Use - Guides (For Teachers) (052) -- Collected Works - General (020) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Class Activities; *Cultural Background; Elementary Education; Folk Culture; Geography; Latin American History; *Learning Activities; *Lesson Plans; Migration; Multicultural Edumtion; *Puerto Rican Culture; *Puerto Ricans; Sym'oolism ABSTRACT This collection of 35 self-contained teaching activities about Puerto Rican culture for elementary school students is designed for teachers who wish to incorporate multicultural concepts into their curriculum or make their teaching more relevant to Puerto Rican students. All lesson plans and student worksheets needed for immediate classroom use are included. Section I, "here and There: Location and Migration," explores the geography, climate, and location of Puerto Rico as well as issues that surround why people move from place to place. Section II, "Puerto Rico: A Blend of Cultures," highlights some of the history of the island, from the indigenous Taino Indians to the arrival of the Spanish to stories of several heroes from diverse backgrounds. -
UNIVERSITY of CALIFORNIA, IRVINE Puerto Rico
UNIVERSITY OF CALIFORNIA, IRVINE Puerto Rico En Mi Corazón: Young Lords/Puerto Rican Radical Nationalists During the Late 20th Century DISSERTATION Submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in History by Martha Mercedes Argüello Dissertation Committee: Professor Winston A. James, Chair Professor Vicky Lynn Ruiz Associate Professor Lauren Robin Derby 2015 ©2015 Martha Mercedes Argüello TABLE OF CONTENTS Page LIST OF TABLES ii ACKNOWLEDGEMENTS iii CURRICULUM VITAE vi ABSTRACT OF DISSERTATION vii INTRODUCTION 1 CHAPTER 1: La Isla 20 CHAPTER 2: Migration, Labor, Transnational Politics 60 CHAPTER 3: Chicago: Rising Up Poor, Rising Up Angry 102 CHAPTER 4: New York and Beyond 146 CHAPTER 5: The Young Lords Movement Dreams, Demands, Platform and Vision 181 CONCLUSION: Pa’lante 216 BIBLIOGRAPHY 219 i LIST OF TABLES Page Table 2.1 Puerto Rican Population, States: New York, Illinois, 1950-1970 94 Table 2.2 Puerto Rican Population, Increase States: New York, Illinois 95 ii ACKNOWLEDGEMENTS This dissertation represents a long journey of discovery and development, one that allowed me to become immersed in histories that profoundly impacted me. Its completion would not have been possible without the support of many. The process has been long and often challenging. However, I was continually reminded of the reason that I embarked on this journey, namely, that the stories and histories of the people who surrounded me, are indeed important. Attending graduate school would not have been possible without the financial support provided by the University of California, Irvine and the History Department. Additionally, I am indebted to the Schlesinger Library’s Summer Seminar on Gender History, and the Dissertation Workshop organized by the Institute for Advanced Feminist Research at UC Santa Cruz and the UC Transnationalizing Justice Multicampus Research Group, for their financial and academic support. -
Docuhent Resume Ed 128 505 Ud 016 272 Author
DOCUHENT RESUME ED 128 505 UD 016 272 AUTHOR Estrada, Josephine TITLE Puerto Rican Resource Units. INSTITUTION New York State Education Dept., Albany. Bureau of Migrant Education. PUB DATE 76 NOTE 89p. EDRS PRICE MF-$0.83 HC-$4.67 Plus Postage. DESCRIPTORS Annotated Bibliographies; Bilingual Education; Cultural Education; Cultural Enrichment; *Curriculum Development; Educational Resources; *Elementary Secondary Education; *Instructional Ails; Intercultural Programs; *Puerto Rican Culture; Puerto Ricans; *Resource Guides; Resource Materials; *Resource Units; Social Studies IDENTIFIERS *Puerto Rico ABSTRACT Funded by combined Title I Migrant and Title IV Civil Rights Act funds, this guide on six major themes dealing with Puerto Rico was developed primarily for use by teachers in elementary and secondary schools. The guide is designed to provide teachers and students with a better understanding of Puerto Rican and culture. Although the publication was originally developed for use in migrant education programs, its units can serve as a resource foruse in bilingual, social studies, or cross-cultural programs at the elementary and secondary levels. The "Overview" section summarizes and highlights key items relating to the major themes. "Objectives and Activities" provide a framework within which the unitscan be used. The "Teachers' Aids" identify supplemental resources whichare further developed in the bibliography. The bibliography also includes annotations of other books and articles pertaining to Puerto Rican history and culture. Grade levels, publishers, and publication dates (where available) are noted for each entry. In addition,a list of publishers' addresses is provided. (Author/JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available.