APA Newsletter on Hispanic Issues in Philosophy, Vol. 20, No. 2 (Spring
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The Impact of the Mexican Revolution on Spanish in the United States∗
The impact of the Mexican Revolution on Spanish in the United States∗ John M. Lipski The Pennsylvania State University My charge today is to speak of the impact of the Mexican Revolution on Spanish in the United States. While I have spent more than forty years listening to, studying, and analyzing the Spanish language as used in the United States, I readily confess that the Mexican Revolution was not foremost in my thoughts for many of those years. My life has not been totally without revolutionary influence, however, since in my previous job, at the University of New Mexico, our department had revised its bylaws to reflect the principles of sufragio universal y no reelección. When I began to reflect on the full impact of the Mexican Revolution on U. S. Spanish, I immediately thought of the shelf-worn but not totally irrelevant joke about the student who prepared for his biology test by learning everything there was to know about frogs, one of the major topics of the chapter. When the day of the exam arrived, he discovered to his chagrin that the essay topic was about sharks. Deftly turning lemons into lemonade, he began his response: “Sharks are curious and important aquatic creatures bearing many resemblances to frogs, which have the following characteristics ...”, which he then proceeded to name. The joke doesn’t mention what grade he received for his effort. For the next few minutes I will attempt a similar maneuver, making abundant use of what I think I already know, hoping that you don’t notice what I know that I don’t know, and trying to get a passing grade at the end of the day. -
Fulbright Scholars Directory
FULBRIG HT SCHOLAR PROGRAM 2002-2003 Visiting Scholar Directory Directory of Visiting Fulbright Scholars and Occasional Lecturers V i s i t i n g F u l b r i g h t S c h o l a r P r o g r a m S t a f f To obtain U.S. contact information fo r a scholar listed in this directory, pleaseC IE S speaks ta ff member with the responsible fo r the scholar s home country. A fr ic a (S ub -S aharan ) T he M id d le E ast, N orth A frica and S outh A sia Debra Egan,Assistant Director Tracy Morrison,Senior Program Coordinator 202.686.6230 [email protected] 202.686.4013 [email protected] M ichelle Grant,Senior Program Coordinator Amy Rustic,Program Associate 202.686.4029 [email protected] 202.686.4022 [email protected] W estern H emisphere E ast A sia and the P acific Carol Robles,Senior Program Officer Susan McPeek,Senior Program Coordinator 202.686.6238 [email protected] 202.686.4020 [email protected] U.S.-Korea International Education Administrators ProgramMichelle Grant,Senior Program Coordinator 202.686.4029 [email protected] Am elia Saunders,Senior Program Associate 202.686.6233 [email protected] S pecial P rograms E urope and the N ew I ndependent S tates Micaela S. Iovine,Senior Program Officer 202.686.6253 [email protected] Sone Loh,Senior Program Coordinator New Century Scholars Program 202.686.4011 [email protected] Dana Hamilton,Senior Program Associate Erika Schmierer,Program Associate 202.686.6252 [email protected] 202.686.6255 [email protected] New Century Scholars -
The Case of the Missing Ethnicity: Indians Without
THE CASE OF THE MISSING ETHNICITY: INDIANS WITHOUT TRIBES IN THE 21ST CENTURY by Carolyn A. Liebler * University of Minnesota and Meghan Zacher * University of Minnesota CES 11-17 June, 2011 The research program of the Center for Economic Studies (CES) produces a wide range of economic analyses to improve the statistical programs of the U.S. Census Bureau. Many of these analyses take the form of CES research papers. The papers have not undergone the review accorded Census Bureau publications and no endorsement should be inferred. Any opinions and conclusions expressed herein are those of the author(s) and do not necessarily represent the views of the U.S. Census Bureau. All results have been reviewed to ensure that no confidential information is disclosed. Republication in whole or part must be cleared with the authors. To obtain information about the series, see www.census.gov/ces or contact Cheryl Grim, Editor, Discussion Papers, U.S. Census Bureau, Center for Economic Studies 2K130B, 4600 Silver Hill Road, Washington, DC 20233, [email protected]. Abstract Among American Indians and Alaska Natives, most aspects of ethnicity are tightly associated with the person’s tribal origins. Language, history, foods, land, and traditions differ among the hundreds of tribes indigenous to the United States. Why did almost one million of them fail to respond to the tribal affiliation part of the Census 2000 race question? We investigate four hypotheses about why one-third of multiracial American Indians and one-sixth of single-race American Indians did not report a tribe: (1) survey item non-response which undermines all fill- in-the-blank questions, (2) a non-salient tribal identity, (3) a genealogy-based affiliation, and (4) mestizo identity which does not require a tribe. -
The Nineteenth-Century Thomist from the Far East:
The Nineteenth-Century Thomist from theF ar East: Cardinal Zeferino González, OP (1831–1894) Levine Andro H. Lao1 Center for Theology, Religious Studies and Ethics University of Santo Tomás, Manila, Philippines Abstract: In light of the celebration of the five centuries of Christianity in the Philippines, this article hopes to reintroduce Fr. Zeferino González, OP, to scholars of Church history, philosophy, and cultural heritage. He was an alumnus of the University of Santo Tomás, a Cardinal, and a champion of the revival of Catholic Philosophy that led to the promulgation of Leo XIII’s encyclical Aeterni Patris. Specifically, this essay presents, firstly, the Cardinal’s biography in the context of his experience as a missionary in the Philippines; secondly, the intellectual tradition in Santo Tomás in Manila, which he carried with him until his death; and lastly, some reasons for his once-radiant memory to slip into an undeserved forgetfulness. Keywords: Zeferino González, Thomism in Asia, Aeterni Patris, Christian Philosophy, History of Philosophy n the 1880s, the University of Santo Tomás had two grand celebrations that were associated with Fr. Zeferino González, OP (1831–1894). The first pompous festivity was held in 1880 when the University received Pope Leo XIII’s encyclical Aeterni Patris;2 the second was when Fray Zeferino (as how I1 Levine Andro Hernandez Lao can be contacted at [email protected]. He teaches at the Ecclesiastical Faculty of Philosophy, University of Santo Tomas, Manila. https://orcid.org/0000- 0002-1136-2432. This study was funded by the 2020 National Research Award given by the National Commission for Culture and Arts (Philippines). -
Spanish Philosophers' Perceptions of Pay to Publish and Open Access
Spanish philosophers’ perceptions of pay to publish and open access: books versus journals, more than a financial dilemma Ramón A. Feenstra1 & Emilio Delgado López-Cózar2 1Universitat Jaume I de Castelló (Spain) 2Universidad de Granada (Spain) Abstract This study examines habits and perceptions related to pay to publish and open access practices in fields that have attracted little research to date: philosophy and ethics. The study is undertaken in the Spanish context, where the culture of publication and the book and journal publishing industry has some specific characteristics with regard to paying to publish, such as not offering open access distribution of books published for a fee. The study draws on data from a survey of 201 researchers, a public debate with 26 researchers, and 14 in-depth interviews. The results reveal some interesting insights on the criteria researchers apply when selecting publishers and journals for their work, the extent of paying to publish – widespread in the case of books and modest for journals– and the debates that arise over the effects it has on manuscript review and unequal access to resources to cover publication fees. Data on the extent of open access and the researchers’ views on dissemination of publicly funded research are also presented. Keywords pay to publish, article processing charges, book processing charges, publishing model, publishing costs, publication funding, publishing fees, open access, scholarly communication, publishing practices, books, journals, peer review, ethics, philosophy, humanities, Spain. This is the Author’s Original Manuscript (AOM) not peer reviewed. Submitted to arxiv 17 May 2021. © The authors. Published under a CC BY 4.0 International license ✉ Ramón A. -
Philosophy Emerging from Culture
Cultural Heritage and Contemporary Change Series I. Culture and Values, Volume 42 General Editor: George F. McLean Associate General Editor: William Sweet Philosophy Emerging from Culture Edited by William Sweet George F. McLean Oliva Blanchette Wonbin Park The Council for Research in Values and Philosophy Copyright © 2013 by The Council for Research in Values and Philosophy Box 261 Cardinal Station Washington, D.C. 20064 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Philosophy emerging from culture / edited by William Sweet, George F. McLean, Oliva Blanchette. -- 1st [edition]. pages cm. -- (Cultural heritage and contemporary change. Series I, Culture and values ; Volume 42) 1. Philosophy and civilization. 2. Philosophy. 3. Culture. I. Sweet, William, editor of compilation. B59.P57 2013 2013015164 100--dc23 CIP ISBN 978-1-56518-285-1 (pbk.) TABLE OF CONTENTS Introduction: Philosophy Emerging From Culture 1 William Sweet and George F. McLean Part I: The Dynamics of Change Chapter I. What Remains of Modernity? Philosophy and 25 Culture in the Transition to a Global Era William Sweet Chapter II. Principles of Western Bioethics and 43 the HIV/AIDS Epidemic in Africa Workineh Kelbessa Chapter III. Rationality in Islamic Peripatetic and 71 Enlightenment Philosophies Sayyed Hassan Houssaini Chapter IV. Theanthropy and Culture According to Karol Wojtyla 87 Andrew N. Woznicki Chapter V. Al-Fārābī’s Approach to Aristotle’s Eudaimonia 99 Mostafa Younesie Part II: The Nature of Culture and its Potential as a Philosophical Source Chapter VI. A Realistic Interpretation of Culture 121 Jeu-Jenq Yuann Chapter VII. Rehabilitating Value: Questions of 145 Meaning and Adequacy Karim Crow Chapter VIII. -
LATINO and LATIN AMERICAN STUDIES SPACE for ENRICHMENT and RESEARCH Laser.Osu.Edu
LATINO AND LATIN AMERICAN STUDIES SPACE FOR ENRICHMENT AND RESEARCH laser.osu.edu AT A GLANCE The Ohio State University Latino and Latin American Space for Enrichment and Research (LASER) is a forum Latino Studies: for Ohio State faculty, undergraduate and graduate Minor Program—Lives in students, and faculty and visiting scholars from around the Spanish and Portuguese the world, to learn from one another about Latino and department; the Latino Studies curriculum has an “Americas” Latin American history, culture, economics, literature, (North, Central, and South geography, and other areas. America) focus. Graduate Scholar in Residence Program: Fosters an intellectual community among Chicano/Latino and Latin Americanist graduate students by creating mentoring opportunities between graduate and undergraduate students. Faculty: Drawn from 1000-2000 scholars doing work in Latino-American William Oxley Thompson studies LASER MENTOR PROGRAM LASER Mentors serve as role models as well as bridge builders between Latinos in high school and Ohio State as well as between undergraduates at Ohio State and graduate and professional school. The goal: to expand the presence of Latinos in higher education as well as to enrich the Ohio State undergraduate research experience and to prepare students for successful transition to advanced professional and graduate school programs. Research and exchange of Latino and Latin American studies. GOALS OF LASER OUR MISSION IS TO PROMOTE 1: ENHANCING RESEARCH, SERVICE, PEDAGOGY STATE-OF-THE-ART RESEARCH AND EXCHANGE IN THE FIELD OF LATINO LASER participants seek to pool their knowledge and interests to create new directions for Latino and Latin AND LATIN AMERICAN STUDIES. American research, teaching, and service. -
Copyright by José García 2016
Copyright by José García 2016 The Dissertation Committee for José García Certifies that this is the approved version of the following dissertation: DACAmented Educators: The Educational, Professional, and Life Trajectories of Undocumented Pre- and In-Service Educators Committee: Luis Urrieta, Jr., Supervisor Jennifer K. Adair Noah De Lissovoy Martha Menchaca Angela Valenzuela DACAmented Educators: The Educational, Professional, and Life Trajectories of Undocumented Pre- and In-Service Educators by José García, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2016 Dedication A nuestros padres y madres, los primeros soñadores. To our parents, the original dreamers. Acknowledgements Primero que nada, I would like to thank the twenty Latina/o DACAmeneted pre- and in-service educators that made time from their busy schedules to regalarme sus historias de vida that are at the core of this dissertation. I am very much indebted to you and am very honored and humbled to have crossed paths with you. Thank you to the following people that connected me with most of the participants in this study: Dr. Deborah Palmer, Dr. Haydeé Rodríguez, Dr. Viridiana Díaz, Carolina Alfaro, and Jennyffer Morales. Muchas gracias to my dissertation committee members: Dr. Luis Urrieta, Jr., Dr. Noah De Lissovoy, Dr. Angela Valenzuela, Dr. Jennifer Adair, and Dr. Martha Menchaca. Thank for your mentorship and support in seeing this project through, and in encouraging my intellectual curiosity throughout my time at the University of Texas. -
Uncorrected Proofs 131.3 ]
UNCORRECTED PROOFS 131.3 ] theories and methodologies Unsettlers and Speculators CONSIDERING THAT IT WAS SUMMERTIME, THE WEATHER IN NEW EN- GLAND WAS PUZZLINGLY COLD. NONETHELESS, THE MEN IN THE SEA- kirsten silva gruesz beaten wooden ship offered thanks, in the Protestant fashion, for the bounty of fresh provisions: oysters and seals; vast herds of deer, tule elk, and pronghorn. Mutual curiosity informed their encoun- ters with the people they met. The En glish admired their extraordi- nary basketwork, their shell ornaments, their headpieces of brilliant black condor feathers. If the bio- and ethnoscapes of this New En gland sketch seem a little off, it is because I have moved its longitudal coordinates west by fifty degrees and spun the time- setting of an originary North Ameri- can encounter back by several decades. The En glish sailors and sup- plicants were not Puritan separatists but the remainder of Sir Francis Drake’s circumnavigation expedition, which made landfall along the Pacific coast—by most estimates, in northern California—in 1579. The story of their several weeks’ stay there is speculative in many senses. The fortuitously named Golden Hind returned loaded with treasure; the marker that Drake supposedly placed near his landfall buttressed unfulfilled En glish territorial claims for many years af- ter; and in our own day historians, anthropologists, and geographers both trained and untrained continue to debate the precise location of Nova Albion. This is the very stuff of which counterfactual histo- ries and speculative historical fictions are made: what if other En- KIRSTEN SILVA GRUESZ is professor of glishmen had later returned with settlers and supplies? If the En glish literature at the University of California, colonial project along the North American Pacific had rooted itself Santa Cruz. -
B Philosophy (General) B
B PHILOSOPHY (GENERAL) B Philosophy (General) For general philosophical treatises and introductions to philosophy see BD10+ Periodicals. Serials 1.A1-.A3 Polyglot 1.A4-Z English and American 2 French and Belgian 3 German 4 Italian 5 Spanish and Portuguese 6 Russian and other Slavic 8.A-Z Other. By language, A-Z Societies 11 English and American 12 French and Belgian 13 German 14 Italian 15 Spanish and Portuguese 18.A-Z Other. By language, A-Z 20 Congresses Collected works (nonserial) 20.6 Several languages 20.8 Latin 21 English and American 22 French and Belgian 23 German 24 Italian 25 Spanish and Portuguese 26 Russian and other Slavic 28.A-Z Other. By language, A-Z 29 Addresses, essays, lectures Class here works by several authors or individual authors (31) Yearbooks see B1+ 35 Directories Dictionaries 40 International (Polyglot) 41 English and American 42 French and Belgian 43 German 44 Italian 45 Spanish and Portuguese 48.A-Z Other. By language, A-Z Terminology. Nomenclature 49 General works 50 Special topics, A-Z 51 Encyclopedias 1 B PHILOSOPHY (GENERAL) B Historiography 51.4 General works Biography of historians 51.6.A2 Collective 51.6.A3-Z Individual, A-Z 51.8 Pictorial works Study and teaching. Research Cf. BF77+ Psychology Cf. BJ66+ Ethics Cf. BJ66 Ethics 52 General works 52.3.A-Z By region or country, A-Z 52.5 Problems, exercises, examinations 52.65.A-Z By school, A-Z Communication of information 52.66 General works 52.67 Information services 52.68 Computer network resources Including the Internet 52.7 Authorship Philosophy. -
Multiracial in America Proud, Diverse and Growing in Numbers
NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE JUNE 11, 2015 Multiracial in America Proud, Diverse and Growing in Numbers FOR FURTHER INFORMATION ON THIS REPORT: Kim Parker, Director of Social Trends Research Rich Morin, Senior Editor Juliana Menasce Horowitz, Associate Director Mark Hugo Lopez, Director of Hispanic Research Molly Rohal, Communications Manager 202.419.4372 www.pewresearch.org RECOMMENDED CITATION: Pew Research Center. 2015. “Multiracial in America: Proud, Diverse and Growing in Numbers.” Washington, D.C.: June 1 PEW RESEARCH CENTER About This Report This report, produced by Pew Research Center, examines the attitudes, experiences and demographic characteristics of multiracial Americans. The findings are based on data from two primary sources: A nationally representative survey of 1,555 multiracial Americans ages 18 and older, conducted online from Feb. 6 to April 6, 2015, and Pew Research analyses of data collected by the U.S. Census Bureau. Pew Research Center is a nonpartisan “fact tank” that informs the public about the issues, attitudes and trends shaping America and the world. It does not take policy positions. The center conducts public opinion polling, demographic research, content analysis and other data-driven social science research. It studies U.S. politics and policy; journalism and media; internet, science and technology; religion and public life; Hispanic trends; global attitudes and trends; and U.S. social and demographic trends. All of the center’s reports are available at www.pewresearch.org. Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. While Pew Research Center is solely responsible for the content of this report, we received invaluable advice from Ann Morning, associate professor of Sociology at New York University; Aliya Saperstein, assistant professor of sociology at Stanford University; and Taeku Lee, professor of political science and law at the University of California, Berkeley. -
Sample Catalyst 210 Courses
Fall 2017-2018 Catalyst Course Descriptions Catalyst 210 – Intercultural Competence M W F 11:15AM – 12:25PM R 1:05PM – 1:55PM CTL 210.01: Pickers & Artists: Culture in Antiques and Art Professor Clark Four credits This class will examine how groups of people have been culturally represented in antiques, collectibles, art, and design. Topics to be addressed include: (1) how groups, such as American Indians, African Americans, “Hillbillies,” Women, Arabs and/or Muslims, Latinx, and others have been represented in collectibles and antiques, as well as art and design; (2) how cultural representations have been used to stereotype group members and reinforce power differences; (3) how these representations have been used for cultural appropriation; and (4) how groups reclaim representations of themselves. Professor Clark’s section will emphasize these issues from a sociological perspective. The class will meet jointly with Professor Oblinger’s section on a regular basis. CTL 210.02: Pickers & Artists: Culture in Antiques and Art Professor Oblinger Four credits This class will examine how groups of people have been culturally represented in antiques, collectibles, art, and design. Topics to be addressed include: (1) how groups, such as American Indians, African Americans, “Hillbillies,” Women, Arabs and/or Muslims, Latinx, and others have been represented in collectibles and antiques, as well as art and design; (2) how cultural representations have been used to stereotype group members and reinforce power differences; (3) how these representations have been used for cultural appropriation; and (4) how groups reclaim representations of themselves. Professor Oblinger’s section will emphasize these issues from the view point of the artist and the public.