DOCSLIB.ORG

Department of World Languages and Literatures 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Department of World Languages and Literatures 1 Department of World Languages and Literatures 1 Graduates with Arabic have found employment in education, international Department of World business, foreign trade and banking, government services, science and technology, and the tourism industry. Some careers require additional Languages and education or experience yet many positions are available for graduates regardless of academic discipline. Literatures Fulfill the general education requirement in the Humanities (C-2) section by taking one of the following ARAB 1112 or ARAB 2900. University Hall, Room 314 (909) 537-5847 Department of World Languages and Literatures website Fulfill the general education requirement in the Arts or Humanities (C-3) (http://flan.csusb.edu) section by taking one of the following (if not previously taken) ARAB 1112 or ARAB 2900 The Department of World Languages & Literatures offers a wide variety of courses in the world languages, including American Sign Language, Fulfill the general education requirement in the Upper Division Arts and Arabic, French, Japanese, Korean, Mandarin Chinese, and Spanish, Humanities (C-4) section by taking one of the following: ARAB 3900, as well as a number of California Indian languages: Cahuilla, Luiseño, WLL 3920, WLL 3940, or WLL 3950. N#huatl and Serrano. Master's degree is available in Spanish; Bachelor's French degrees are available in Arabic, French, and Spanish; minors are available in Arabic, French, Japanese, and Spanish, as well as Asian The B.A. in French, Teacher Track, is designed to prepare students for Studies, Latin American Studies, and World Literatures. Certificates of the CSET exam (required for the single subject teaching credential in Competency are available in California Indian Languages and Cultures, French in California). For information about the professional education Arabic, Japanese Language and Culture, and Healthcare Spanish. component, admission to the teacher education program or specific requirements of the single subject waiver program, contact the Our classes will teach you to understand, speak, read and write the Credentials Office, CE-102. language you are studying. Our courses promote an understanding of world civilizations and an appreciation of their literatures. This background Japanese will prepare you for jobs in a variety of professions such as international trade, librarian, interpreter, translator, foreign service officer, foreign trade The Japanese program offers courses that develop language capabilities specialist, diplomacy, intelligence, teaching and law enforcement. and an appreciation and comprehension of the literature and culture of Japan. Fulfill the general education requirement in the Humanities Study of another language truly places the world in your hands: you will (C-2) section by taking either one of the following courses JAPN 1112 or be prepared to meet and work with people from multiple cultures around JAPN 2900. the world and within the U.S. With the advancement of technology and the global marketplace, study of another language enhances job opportunities Spanish for everyone. Be prepared for the world of tomorrow by studying another language today. The study of Spanish at California State University, San Bernardino is based on the recognition that the Hispanic cultures in the United States Students may petition to receive course credit by examination (CBE) forms an integral part of American society, and that the Spanish language, for no more than 12 units towards the major, minor or certificate. Exact far from being "foreign," is spoken in nearly all sections of our nation times and places of examinations are announced by the department’s alongside of English. In some areas of Southern California as well as Multimedia Language Center and students should make arrangements other parts of the United States, speakers of Spanish outnumber those well in advance. who speak English. Moreover, the importance of the Hispanic culture in the United States is increasing daily as additional immigrants arrive from A materials fee is required for all undergraduate lecture/seminar courses Latin America. offered by World Languages and Literatures. The knowledge of Spanish for those seeking employment in our region Arabic is critical for the fields of teaching, journalism, publishing, advertising, writing, business, law, law enforcement, government, health services, as The study of Arabic at CSUSB combines training in language, literature, well as other career opportunities. Even a basic knowledge of Spanish culture and contemporary affairs of the Arab world. It develops students' at the SPAN 1112 level may increase the probability of employment for understandings, perspectives and attitudes of Arab-speaking cultures and these and other fields. people. The program is carefully crafted to allow participants to enrich and broaden their academic training by drawing from disciplines related to and Fulfill the general education requirement in the Humanities (C-2) section in high-need in the Arab World such as Anthropology, Communication, by taking one of the following courses SPAN 1112 or SPAN 2900. Comparative Literature, Computer Science, Criminal Justice, Health Care, History, International Business and Law, Linguistics, Political Science, Fulfill the general education requirement in the Arts or Humanities section Social Studies, etc. by taking of course from the following (if not previously taken) SPAN 1112 or SPAN 2900. A major in Arabic provides a strong and competitive professional background and opens career opportunities especially when combined Fulfill the general education requirement in the Upper Division Arts and with an appropriate second major, a teaching credential or a specialized Humanities (C-4) section by taking the following: SPAN 3900, WLL 3920, graduate degree. WLL 3940, WLL 3950 2 Department of World Languages and Literatures For those advanced students of Spanish, one of the following courses B.A. 1981, Ball State University would be an appropriate course to satisfy the general education M.A. 1984, Middlebury College requirement: Ph.D. 1998, University of Illinois Additional opportunities for the non-major of Spanish are also available. Terri J. Nelson, Professor The Certificate in Healthcare Spanish and the minor in Spanish, can B.S. 1982, B.A. 1987, University of Utah be combined with each other and with any non-Spanish major, giving M.A. 1988, Middlebury College students additional experience in Hispanic cultures, literature and Ph.D. 1995, Northwestern University, Illinois linguistics. A double major of Spanish and another subject is also an option. Aurora Wolfgang, Professor For the Spanish major, the study of all aspects of Hispanic civilization Emeriti is available, in both lower and upper-division classes. Those desiring to Jacques Benzakein, Professor teach Spanish at the high school level as well as all other students in the program will receive a solid preparation in the culture and language of Mirta A. Gonzalez, Professor Spain and Latin America, as well as the Hispanic community within the United States. Jorun Johns, Professor Departmental Honors Mireille G. Rydell, Professor A graduating senior will be awarded departmental honors after meeting Daniel Whitaker, Professor the following requirements: Eri F. Yasuhara, Dean Emeritus 1. Earned a 3.5 grade point average in the major. 2. Completed at least 30 units of the major at this university. Undergraduate Degrees 3. Successful completion of an oral and written honors evaluation. Bachelor of Arts Qualified students should apply for honors recognition during the first Arabic Language, Literature, and Culture (http://bulletin.csusb.edu/ week of the semester they are graduating. colleges-schools-departments/arts-letters/world-languages- literatures/arabic-language-literature-culture-ba/) Current Faculty French (http://bulletin.csusb.edu/colleges-schools-departments/arts- Rafael E. Correa, Professor letters/world-languages-literatures/french-ba/) B.A. 1973, M.A. 1976, Ph.D. 1984, Rutgers University with concentrations in: Dany Doueiri, Associate Professor • French Studies B.S. 1989, California Polytechnic University • French Language and Cultures M.S. 1991, University of California, Davis Ph.D. 1996, University of California, Los Angeles Spanish (http://bulletin.csusb.edu/colleges-schools-departments/ arts-letters/world-languages-literatures/spanish-ba/) Arturo Fernández-Gilbert, Professor with concentrations in: B.A. 1988, M.A. 1991, Universidad Complutense de Madrid • Business Studies Ph.D. 2001, University of New Mexico, Albuquerque • Communication M. Antonietta Gallegos-Ruiz, Professor • Hispanic Studies B.A. 1976, M.A. 1979, California State University, Los Angeles • Hispanic Literature, Language, and Civilization Ph.D. 1987, University of Southern California Graduate Degree Kareen Gervasi, Associate Professor B.A. 1992, Pontifical Catholic University of Peru Master of Arts M.A. 1994, Ph.D. 2000, University of Southern California Spanish (http://bulletin.csusb.edu/colleges-schools-departments/ Carmen Jany, Professor arts-letters/world-languages-literatures/spanish-ma/) M.A. 2004, University of California, Santa Barbara Ph.D. 2001, University of Zurich, Switzerland Minors Jesus D. Jerez-Gomez, Professor Arabic (http://bulletin.csusb.edu/colleges-schools-departments/arts- B.A. 1998, Universidad de Granada, Spain letters/world-languages-literatures/arabic-minor/) M.A. 2000, Kansas State University French (http://bulletin.csusb.edu/colleges-schools-departments/arts- Ph.D. 2006,
Load more

Recommended publications
  • LCSH Section K
    K., Rupert (Fictitious character) Motion of K stars in line of sight Ka-đai language USE Rupert (Fictitious character : Laporte) Radial velocity of K stars USE Kadai languages K-4 PRR 1361 (Steam locomotive) — Orbits Ka’do Herdé language USE 1361 K4 (Steam locomotive) UF Galactic orbits of K stars USE Herdé language K-9 (Fictitious character) (Not Subd Geog) K stars—Galactic orbits Ka’do Pévé language UF K-Nine (Fictitious character) BT Orbits USE Pévé language K9 (Fictitious character) — Radial velocity Ka Dwo (Asian people) K 37 (Military aircraft) USE K stars—Motion in line of sight USE Kadu (Asian people) USE Junkers K 37 (Military aircraft) — Spectra Ka-Ga-Nga script (May Subd Geog) K 98 k (Rifle) K Street (Sacramento, Calif.) UF Script, Ka-Ga-Nga USE Mauser K98k rifle This heading is not valid for use as a geographic BT Inscriptions, Malayan K.A.L. Flight 007 Incident, 1983 subdivision. Ka-houk (Wash.) USE Korean Air Lines Incident, 1983 BT Streets—California USE Ozette Lake (Wash.) K.A. Lind Honorary Award K-T boundary Ka Iwi National Scenic Shoreline (Hawaii) USE Moderna museets vänners skulpturpris USE Cretaceous-Paleogene boundary UF Ka Iwi Scenic Shoreline Park (Hawaii) K.A. Linds hederspris K-T Extinction Ka Iwi Shoreline (Hawaii) USE Moderna museets vänners skulpturpris USE Cretaceous-Paleogene Extinction BT National parks and reserves—Hawaii K-ABC (Intelligence test) K-T Mass Extinction Ka Iwi Scenic Shoreline Park (Hawaii) USE Kaufman Assessment Battery for Children USE Cretaceous-Paleogene Extinction USE Ka Iwi National Scenic Shoreline (Hawaii) K-B Bridge (Palau) K-TEA (Achievement test) Ka Iwi Shoreline (Hawaii) USE Koro-Babeldaod Bridge (Palau) USE Kaufman Test of Educational Achievement USE Ka Iwi National Scenic Shoreline (Hawaii) K-BIT (Intelligence test) K-theory Ka-ju-ken-bo USE Kaufman Brief Intelligence Test [QA612.33] USE Kajukenbo K.
    [Show full text]
  • Final Glottalization in Barbareiio Chumash and Its Neighbors* Tsuyoshi Ono, Suzanne Wash, and Marianne Mithun University of California, Santa Barbara
    Final Glottalization in Barbareiio Chumash and Its Neighbors* Tsuyoshi Ono, Suzanne Wash, and Marianne Mithun University of California, Santa Barbara 0. Introduction Final glottalization in Barbarefio Chumash appears in a variety of environments which include reduplication, imperative, and emphasis. l Interestingly, we have found that final glottalization occurs in similar environments in neighboring languages which include Uto-Aztecan, Yokuts, and Yuman languages. Below, we will present final glottalization data from Barbarefio and report the results of a small survey of the functions of final glottalization in neighboring languages. We hope our paper will stimulate discussion and further investigation by interested individuals. 1. Data Barbarefio data come from microfilms of John Peabody Harrington ' s manuscripts. Barbarefio transcription has been regularized because Harrington used a variety of symbols for individual segments over the course of his work. The data for other languages are taken from published sources such as grammars and dictionaries. We have generally retained the transcriptions of the sources. 2. Barbareiio Chumash Final Glottalization In this section, we will present final glottalization data from Barbarefio Chumash. We will first discuss its phonetic *We would like to thank Dale Kinkade, Margaret Langdon, Herb Luthin, Amy Miller and Mauricio Mixco for sharing with us their expertise on the languages they have worked on. Our work on Barbarefio Chumash has been made possible by grant BNS90-11018 from the National Science Foundation. l~inalglottalization probably appears in similar environments in other Chumash languages. For instance, all the environments described in this paper are reported in Inesefio (Applegate 1972). Final glottalization is also found with transitivization and nominalization in Barbarefio.
    [Show full text]
  • The Desert Serrano of the Mojave River
    The Desert Serrano of the Mojave River Mark Q. Sutton and David D. Earle Abstract century, although he noted the possible survival of The Desert Serrano of the Mojave River, little documented by “perhaps a few individuals merged among other twentieth century ethnographers, are investigated here to help un- groups” (Kroeber 1925:614). In fact, while occupation derstand their relationship with the larger and better known Moun- tain Serrano sociopolitical entity and to illuminate their unique of the Mojave River region by territorially based clan adaptation to the Mojave River and surrounding areas. In this effort communities of the Desert Serrano had ceased before new interpretations of recent and older data sets are employed. 1850, there were survivors of this group who had Kroeber proposed linguistic and cultural relationships between the been born in the desert still living at the close of the inhabitants of the Mojave River, whom he called the Vanyumé, and the Mountain Serrano living along the southern edge of the Mojave nineteenth century, as was later reported by Kroeber Desert, but the nature of those relationships was unclear. New (1959:299; also see Earle 2005:24–26). evidence on the political geography and social organization of this riverine group clarifies that they and the Mountain Serrano belonged to the same ethnic group, although the adaptation of the Desert For these reasons we attempt an “ethnography” of the Serrano was focused on riverine and desert resources. Unlike the Desert Serrano living along the Mojave River so that Mountain Serrano, the Desert Serrano participated in the exchange their place in the cultural milieu of southern Califor- system between California and the Southwest that passed through the territory of the Mojave on the Colorado River and cooperated nia can be better understood and appreciated.
    [Show full text]
  • Native American Settlement to 1969
    29 Context: Native American Settlement to 1969 Francisco Patencio outside the roundhouse, c. 1940. Source: Palm Springs Historical Society. FINAL DRAFT – FOR CITY COUNCIL APPROVAL City of Palm Springs Citywide Historic Context Statement & Survey Findings HISTORIC RESOURCES GROUP 30 CONTEXT: NATIVE AMERICAN SETTLEMENT TO 196923 The earliest inhabitants of the Coachella Valley are the Native people known ethnohistorically as the Cahuilla Indians. The Cahuilla territory includes the areas from the San Jacinto Mountains, the San Gorgonia Pass, and the desert regions reaching east to the Colorado River. The Cahuilla language is part of the Takic branch of the Uto-Aztecan language family and all the Cahuilla groups speak a mutually intelligible despite different dialects. The Cahuilla group that inhabited the Palm Springs area are known as the Agua Caliente Band of Cahuilla Indians. The Cahuilla name for the area that is now Palm Springs is Sec-he, “boiling water,” named for the hot springs located in what is currently the center of the Palm Springs business district. The springs have always provided clean water, bathing, and a connection to the spiritual world, and were used for ceremonial and healing purposes.24 The Cahuilla people refer to themselves as ‘ivi’lyu’atum and are ethnographically divided into two patrilineal moieties: the Wildcats and the Coyotes. Each moiety was further divided into clans which are made up of lineages. Lineages had their own territory and hunting rights within a larger clan territory. There are a number of lineages in the Palm Springs area, which each have religious and political autonomy. Prior to European contact, Cahuilla communities established summer settlements in the palm-lined mountain canyons around the Coachella valley; oral histories and archaeological evidence indicates that they settled in the Tahquitz Canyon at least 5,000 years ago.25 The Cahuilla moved each winter to thatched shelters clustered around the natural mineral hot springs on the valley floor.
    [Show full text]
  • Early Southern California History (1769-1800) by John P
    Early Southern California History (1769-1800) by John P. Schmal (2019) This presentation explores the original Spanish settlement of Southern California in the late 18th Century, as well as the large number of indigenous communities that existed in the area. Of special interest will be the Expedition of 1781 from Álamos, Sonora, which led to the establishment of Los Angeles, San Buenaventura and Santa Barbara. Copyright © 2019 John P. Schmal Background Sebastián Vizcaíno (1548 – 1624) explored the California coast in 1602-1603. However, after this Spain lost interest in California and did not send any expeditions to California for over a century-and-a-half. Fearing that the Russians were moving down from Alaska to California, Spain regained interest in California and decided to establish some settlements in the area in the 1760s and beyond. José de Gálvez (1720 – 1787), Inspector General for the King of Spain was given permission by King Carlos III to explore Alta California and establish the first permanent Spanish presence there. Gálvez was supported in the planning of an expedition by Carlos Francisco de Croix (1699 – 1786), Viceroy of New Spain, and Father Junípero Serra (1713 – 1784), the head of the Franciscan mission to the Californias (Baja and Alta California). The expedition was planned in 1768. Gálvez placed Gaspar de Portolá (1723- 1786), recently appointed governor of Las Californias, in overall command of the expedition. Second in command was Captain Fernando Rivera y Moncada (1725 – 1781), commander of the Presidio at Loreto. 2 Copyright © 2019 John P. Schmal The San Diego Expeditions of 1769 Four expeditions were organized.
    [Show full text]
  • [.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
    006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general
    [Show full text]
  • Academic Year 2020–2021
    ACADEMIC YEAR 2020–2021 PROGRAMS OF STUDY CINC offers a pathway to receive an A.A. in Liberal Arts which has a requirement of at least 60 units. LIST OF COURSES OF INSTRUCTION All courses taken at CINC or COD are accredited through College of the Desert’s ACCJC accreditation. Courses taken outside of CINC or COD must be properly transferred and approved by the appropriate counselor and registrar. Note, some CINC courses may require special transfer into COD. CLASSIFICATION OF COURSES There are two types of courses/classes offered by CINC: 1. Credit Courses - Credit courses are designated as either associate degree credit courses or nondegree credit courses. Associate degree credit courses may be used as required or elective courses in a degree or certificate program. Nondegree credit courses are designed to assist the student in preparation for college level course work. Units earned in nondegree credit courses may not be applied toward a degree. 2. Community Education Classes and Workshops – Classes and workshops are designed for students whose primary motive for activity and learning is personal enrichment only. The classes carry no academic credit and are supported by class fees. Students wishing to take a course for Credit/No Credit grading basis must make an official request by the required date to the Registrar. These courses do not carry a grade weight. ABBREVIATIONS AND SYMBOLS Transfer Status CSU = meets baccalaureate criteria for the California State University system. UC = accepted by the University of California system. UC* = University of California will accept course but with some unit limitations or other stipulations.
    [Show full text]
  • History of American Indians in California, Historic Sites
    Five Views: A History of American Indians in California Page 1 of 2 A History of American Indians in California : HISTORIC SITES Cupa San Diego County Cupa, also called Warner Springs Ranch or Agua Caliente Village, is located north of Interstate 8 and east of Lake Henshaw on State Highway 79 near Warner Springs, California . The historic 200-acre pre-1769 Cupeno Indian village site is now abandoned, but there remains 1769-1848 evidence of its historical importance. A number of recently abandoned 1849-1879 residences above the old village do not disturb the site itself. Settling 1880-1904 ponds and swimming pools constructed on Agua Caliente Creek at the 1905-1933 old resort are now in a state of disrepair . The beautiful valley of Agua 1934-1964 Caliente in which the village was situated lies at an altitude of 3,000 1965-1980 feet, and is home for many kinds of wildlife, native shrubs, grass, and evergreen oak trees . 1-listoric Sites The Cupeno Indians were already living at Cupa before the Spanish Selected References arrived in California in the 1700s . They continued to reside at Agua Caliente after the American occupation of California in 1847-48 . Once the Americans arrived, however, Antonio Garra, a Cupeno from Warners Ranch, attempted to organize a coalition of various Southern California Indian tribes to drive out all of the Whites . The attempt failed, Garra was executed, and Cupa, the village at Warner Springs, was burned. Although Cupa was on Indian land, Juan Jose Warner, a naturalized Mexican citizen, received the land in a grant from the Mexican Government on November 28, 1844 .
    [Show full text]
  • The Tongva/Gabrielino Tribe 39 Chapter 5 - Names and Titles 41 Kika Quiqua
    Appendices Appendix FEIR-A Draft EIR Comment Letters .""',. .• , .. ' ::~:. .-i..: . .!, , ", ... " STAT EOF CAL I FOR N I A Governor's Office of Planning and Research State Clearinghouse and Planning Unit"· Edmiuld G. Brown Jf. .Governor . ':::'." July 26, 2016 Sergio Ibarra City of Los Angeles -200 N.Spring Street,Room750- ----, ------- _. __ . -- " .. _- .. " ~- - -. __ .... Los J\ngeles, CA 90012 . Subject: McCadden Project . SCH#: 2015101001 . Dear Sergio Ibarra: The State Clearinghouse sub~itted the ah·ove named Draft EIR to selected state agencies· for review.. On . the enclosed Document Details Report-please note that the Clearinghouse.has listed t.he state agencies that _.. i . reviewed your document. The review period closed. on July 25,20 16~ and the cOmlnents from the .. responding agency (ies) is (are) enclosed. Ifthis coniment package is not in order, -please notify the State. Clearinghouse immediately. Please refer to the pr9ject'sJ~tt~digit state Clearinghouse nump.er in future correspondence sothatwe .ma.YresI?~_n~ 1?.\'<:'I?-.I'tly: . .... ,.... Please note that Section211 04( c) ofthe Ca,lifornia Public.Resources Code states that: "A responsible or other public agency shall only make substantive comments regarding those .. activities involved in a project which are within an area ofexpertise of the agency or whiph.are':. required to be carried out or approved by the agency .. Those comments shall be supported by specific documentation:" These cqmments are forwarded for use in-preparing your final envir.onmental document. Should you need more information or. clarification of the. enclosed comments, werecommend that you contac;t the COll).ill.enting agency.directlY.. ... .. ::._.'. ..... ,'. This letter acknowledges that you liavectilliplied ~iththeStateClearinghouse review requirements for .
    [Show full text]
  • Curriculum Vita
    CURRICULUM VITA PERSONAL DATA Name: Christopher Loether EDUCATION University of California, Los Angeles, B.A. (Anthropology) 1981 University of California, Los Angeles, M.A. (Anthropology) 1985 University of California, Los Angeles, Ph.D. (Anthropology) 1991 TEACHING AND OTHER PROFESSIONAL EXPERIENCE 1) Professor, Department of Anthropology, Idaho State University, 2001 – present; (leaves of absence from June – December 2002, and January 2004 – July 2005) 2) Language Revitalization Consultant, Serrano Language Revitalization Project, San Manuel Band of Serrano Mission Indians, Highland, California, January - December 2004 3) Language Revitalization Consultant, Ely Shoshoni Tribe, Ely, Nevada, October 2003 – December 2004 4) Language Revitalization Consultant, Nüümü Yaduha (Owens Valley Paiute) Program, Owens Valley Career Development Center, Bishop, California, March 2001- December 2002, August 2003, August 2010 - present 5) Associate Professor, Department of Anthropology, Idaho State University, 1994-2001 6) Assistant Professor, Department of Anthropology, Idaho State University, 1989-1994 7) Research Associate, Native American Verbal Arts Project, under the direction of Dr. Paul Kroskrity, American Indian Studies Center, University of California, Los Angeles, 1987-1988 8) Teaching Assistant, “Field Methods in Linguistics Anthropology”, Department of Anthropology, University of California, Los Angeles, 1983 9) Research Associate, Mono Language Project, under the direction of Dr. Paul Kroskrity, American Indian Studies Center, University of California, Los Angeles, 1981- 1984 ADMINISTRATIVE EXPERIENCE 1) Director, American Indian Studies Program, Idaho State University, 1990 – present 1 2) Director, Linguistics Minor, Idaho State University, 2000 – present ORGANIZATIONS Member, American Anthropological Association Member, Society for Linguistic Anthropology Member, Society for the Study of the Indigenous Languages of the Americas UNPUBLISHED MANUSCRIPTS AND ELECTRONIC MEDIA 1) Shoshoni Online Dictionary by Drusilla Gould, Christopher Loether and Michael D.
    [Show full text]
  • William Oliver Bright
    UC Merced Journal of California and Great Basin Anthropology Title William Oliver Bright Permalink https://escholarship.org/uc/item/0893n5cd Journal Journal of California and Great Basin Anthropology, 26(2) ISSN 0191-3557 Author Anderton, Alice Publication Date 2006 eScholarship.org Powered by the California Digital Library University of California Journal of California and Great Basin Anthropology | Vol. 26. No. 2 (2006) | pp. 117-122 IN MEMORIAM William Oliver Bright ALICE ANDERTON Intertribal Wordpath Society, Norman, Oklahoma those hours to efficient use; the result was an incredibly impressive work product. He would line up projects on his desk, then spend the day attacking them one by one—reading and answering correspondence, on the phone working his extensive network of contacts in the field, and editing several manuscripts—finally he would pack more work into his weathered old leather briefcase to do at home, always leaving a completely clear desk in his office at the end of the day. It was a thing of beauty to behold. He knew sub-editors and other leaders in every field of linguistics, as well as poets, writers, and others He traveled, taught, and lectured around the world. Bill was so knowledgeable and so connected in so many areas of linguistics, culture, and poetry that you could ask him almost anything in these areas and he would be able to give you copious, useful information, or at least refer you to someone else who could. Bill received his bachelor's degree in 1949, and his doctorate in 1955, both at the University of CaUfornia, HE WORLD OF CALIFORNIA AND AMERICAN Berkeley.
    [Show full text]
  • Tribe Drawn Into Both Sides of Palm Springs Development Fight
    Tribe drawn into both sides of Palm Springs development fight Download story podcast 11:47 PM PDT on Monday, May 28, 2007 By JENNIFER BOWLES and STEVE MOORE The Press-Enterprise Video: Cahuilla elder Alvino Siva talks about Chino Canyon PALM SPRINGS - For most people, navigating the four-mile drive along boulder-strewn Chino Canyon is simply a way to get to the city's famous attraction: the Palm Springs Aerial Tramway, which whisks riders high into the San Jacinto Mountains. But the mostly untouched desert scrub on either side of the two-lane road long has been a battleground between environmentalists and a developer who wants to build Shadowrock, a resort with a boutique hotel and high-end homes. And now, generations of Inland American Indians are divided over the terrain. Story continues below Rodrigo Peña / The Press-Enterprise Cahuilla elders Alvino Siva, left, and his sister Katherine Siva Saubel, both of Banning, oppose projects proposed for the Chino Canyon area of Palm Springs, including one advanced by the Agua Caliente Band of Cahuilla Indians. They consider the land a tribal treasure. The local tribe, the Agua Caliente Band of Cahuilla Indians, recently announced that it has signed a "letter of intent" with Shadowrock officials to develop about 160 acres next to the proposed site of the resort. The tribe owns most of the 160 acres, but one portion of the land is owned by a single tribe member. Shaman's Spirit Some Cahuilla elders are against the move. They say the canyon is sacred, once home to one, possibly two, villages and named for Pedro Chino, a shaman and tribal leader whose spirit they say still lives there.
    [Show full text]