Puerto Ricans in the Harlem Community, 1917-1948
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Race, Riots, and Public Space in Harlem, 1900-1935
City University of New York (CUNY) CUNY Academic Works School of Arts & Sciences Theses Hunter College Spring 5-9-2017 The Breath Seekers: Race, Riots, and Public Space in Harlem, 1900-1935 Allyson Compton CUNY Hunter College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/hc_sas_etds/166 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] The Breath Seekers: Race, Riots, and Public Space in Harlem, 1900-1935 by Allyson Compton Submitted in partial fulfillment of the requirements for the degree of Master of Arts in History, Hunter College The City University of New York 2017 Thesis Sponsor: April 10, 2017 Kellie Carter Jackson Date Signature April 10, 2017 Jonathan Rosenberg Date Signature of Second Reader Table of Contents Introduction ..................................................................................................................... 1 Chapter 1: Public Space and the Genesis of Black Harlem ................................................. 7 Defining Public Space ................................................................................................... 7 Defining Race Riot ....................................................................................................... 9 Why Harlem? ............................................................................................................. 10 Chapter 2: Setting -
Dangerously Free: Outlaws and Nation-Making in Literature of the Indian Territory
DANGEROUSLY FREE: OUTLAWS AND NATION-MAKING IN LITERATURE OF THE INDIAN TERRITORY by Jenna Hunnef A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of English University of Toronto © Copyright by Jenna Hunnef 2016 Dangerously Free: Outlaws and Nation-Making in Literature of the Indian Territory Jenna Hunnef Doctor of Philosophy Department of English University of Toronto 2016 Abstract In this dissertation, I examine how literary representations of outlaws and outlawry have contributed to the shaping of national identity in the United States. I analyze a series of texts set in the former Indian Territory (now part of the state of Oklahoma) for traces of what I call “outlaw rhetorics,” that is, the political expression in literature of marginalized realities and competing visions of nationhood. Outlaw rhetorics elicit new ways to think the nation differently—to imagine the nation otherwise; as such, I demonstrate that outlaw narratives are as capable of challenging the nation’s claims to territorial or imaginative title as they are of asserting them. Borrowing from Abenaki scholar Lisa Brooks’s definition of “nation” as “the multifaceted, lived experience of families who gather in particular places,” this dissertation draws an analogous relationship between outlaws and domestic spaces wherein they are both considered simultaneously exempt from and constitutive of civic life. In the same way that the outlaw’s alternately celebrated and marginal status endows him or her with the power to support and eschew the stories a nation tells about itself, so the liminality and centrality of domestic life have proven effective as a means of consolidating and dissenting from the status quo of the nation-state. -
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. -
The Sloat Family
THE SLOAT FAMILY We are indebted to Mr. John Drake Sloat of St. Louis, Missouri, for the Sloat family data. We spent many years searching original unpublished church and court records. Mr. Sloat assembled this material on several large charts, beautifully executed and copies are on file at the New York Public Library. It was from copies of Mr. Sloat's charts that this book of Sloat Mss was assembled. from Charts made by John Drake Sloat [#500 below] Assembled by May Hart Smith {1941}[no date on LA Mss – must be earlier] Ontario, California. [begin transcriber notes: I have used two different copies of the original Mss. to compile this version. The first is a xerographic copy of the book in the Los Angeles Public Library (R929.2 S6338). The second, which is basically the same in the genealogy portion, but having slightly different introductory pages, is a print from the microfilm copy of the book in the Library of Congress. The main text is from the LA Library copy, with differences in the microfilm copy noted in {braces}. Notes in [brackets] are my notes. Note that the comparison is not guaranteed to be complete. As noted on the appropriate page, I have also converted the Roman numerals used for 'unconnected SLOATs' in the original Mss., replacing them with sequential numbers starting with 800 – to follow the format of Mrs. Smith in the rest of her Mss. I have also expanded where the original listed two, or sometimes even three, generations under one entry, instead using the consistent format of one family group per listing. -
Historical Origins of the One-Drop Racial Rule in the United States
Historical Origins of the One-Drop Racial Rule in the United States Winthrop D. Jordan1 Edited by Paul Spickard2 Editor’s Note Winthrop Jordan was one of the most honored US historians of the second half of the twentieth century. His subjects were race, gender, sex, slavery, and religion, and he wrote almost exclusively about the early centuries of American history. One of his first published articles, “American Chiaroscuro: The Status and Definition of Mulattoes in the British Colonies” (1962), may be considered an intellectual forerunner of multiracial studies, as it described the high degree of social and sexual mixing that occurred in the early centuries between Africans and Europeans in what later became the United States, and hinted at the subtle racial positionings of mixed people in those years.3 Jordan’s first book, White over Black: American Attitudes Toward the Negro, 1550–1812, was published in 1968 at the height of the Civil Rights Movement era. The product of years of painstaking archival research, attentive to the nuances of the thousands of documents that are its sources, and written in sparkling prose, White over Black showed as no previous book had done the subtle psycho-social origins of the American racial caste system.4 It won the National Book Award, the Ralph Waldo Emerson Prize, the Bancroft Prize, the Parkman Prize, and other honors. It has never been out of print since, and it remains a staple of the graduate school curriculum for American historians and scholars of ethnic studies. In 2005, the eminent public intellectual Gerald Early, at the request of the African American magazine American Legacy, listed what he believed to be the ten most influential books on African American history. -
New York CITY
New York CITY the 123rd Annual Meeting American Historical Association NONPROFIT ORG. 400 A Street, S.E. U.S. Postage Washington, D.C. 20003-3889 PAID WALDORF, MD PERMIT No. 56 ASHGATENew History Titles from Ashgate Publishing… The Chronicle of Ibn al-Athir The Long Morning of Medieval Europe for the Crusading Period New Directions in Early Medieval Studies Edited by Jennifer R. Davis, California Institute from al-Kamil fi’l-Ta’rikh. Part 3 of Technology and Michael McCormick, The Years 589–629/1193–1231: The Ayyubids Harvard University after Saladin and the Mongol Menace Includes 25 b&w illustrations Translated by D.S. Richards, University of Oxford, UK June 2008. 366 pages. Hbk. 978-0-7546-6254-9 Crusade Texts in Translation: 17 June 2008. 344 pages. Hbk. 978-0-7546-4079-0 The Art, Science, and Technology of Medieval Travel The Portfolio of Villard de Honnecourt Edited by Robert Bork, University of Iowa (Paris, Bibliothèque nationale and Andrea Kann AVISTA Studies in the History de France, MS Fr 19093) of Medieval Technology, Science and Art: 6 A New Critical Edition and Color Facsimile Includes 23 b&w illustrations with a glossary by Stacey L. Hahn October 2008. 240 pages. Hbk. 978-0-7546-6307-2 Carl F. Barnes, Jr., Oakland University Includes 72 color and 48 b&w illustrations November 2008. 350 pages. Hbk. 978-0-7546-5102-4 The Medieval Account Books of the Mercers of London Patents, Pictures and Patronage An Edition and Translation John Day and the Tudor Book Trade Lisa Jefferson Elizabeth Evenden, Newnham College, November 2008. -
Curriculum Vitae
YOLANDA MARTÍNEZ-SAN MIGUEL • Professional website: http://www.yolandamartinez-sanmiguel.com/ [email protected] Fields of Interest: Latin American Literature: Colonial, Caribbean, and Latino Literature; Literary Theory, Colonial and Postcolonial Theory, Migration Studies, Sexuality, Queer and Trans Studies. Education: Ph. D., University of California at Berkeley, Latin American and Literary Cultural Studies, January 1992- May 1996. Dissertation title: Engendrando nuevos sujetos del saber en Sor Juana Inés de la Cruz: estrategias para la construcción de una subjetividad epistemológica desde una perspectiva femenina, colonial y criolla. Dissertation committee: Emilie Bergmann and Georgina Sabat Rivers (co-chairs), Antonio Cornejo Polar and Norma Alarcón. M.A., University of California at Berkeley, Latin American Literary and Cultural Studies, August 1990-December 1991. B. A., University of Puerto Rico, Hispanic Studies with a minor in Comparative Literature. Summa cum Laude, August 1984-May 1989. Work Experience: Fall 2017-Present Professor and Martha S. Weeks Chair in Latin American Studies, Department of Modern Languages and Literatures, University of Miami Fall 2008-Spring 2017 Professor I, Department of Latino and Caribbean Studies and Program of Comparative Literature, Rutgers, the State University of New Jersey. Spring 2009 Visiting Professor, Department of Spanish and Portuguese, Princeton University. September 2003-May 2008 Associate Professor of Colonial and Latin American Literary Studies, Department of Romance Languages, University of Pennsylvania. September 2006-Jan. 2007 Visiting Associate Professor, Department of Spanish and Portuguese, Princeton University. September 2000-May 2003 Assistant Professor of Colonial and Latin American Literary Studies, Department of Spanish and Portuguese, Rutgers University—New Brunswick. September 1997-May 2000 Assistant Professor of Latin American Literature, Department of Romance Languages and Literatures, Princeton University. -
View Centro's Film List
About the Centro Film Collection The Centro Library and Archives houses one of the most extensive collections of films documenting the Puerto Rican experience. The collection includes documentaries, public service news programs; Hollywood produced feature films, as well as cinema films produced by the film industry in Puerto Rico. Presently we house over 500 titles, both in DVD and VHS format. Films from the collection may be borrowed, and are available for teaching, study, as well as for entertainment purposes with due consideration for copyright and intellectual property laws. Film Lending Policy Our policy requires that films be picked-up at our facility, we do not mail out. Films maybe borrowed by college professors, as well as public school teachers for classroom presentations during the school year. We also lend to student clubs and community-based organizations. For individuals conducting personal research, or for students who need to view films for class assignments, we ask that they call and make an appointment for viewing the film(s) at our facilities. Overview of collections: 366 documentary/special programs 67 feature films 11 Banco Popular programs on Puerto Rican Music 2 films (rough-cut copies) Roz Payne Archives 95 copies of WNBC Visiones programs 20 titles of WNET Realidades programs Total # of titles=559 (As of 9/2019) 1 Procedures for Borrowing Films 1. Reserve films one week in advance. 2. A maximum of 2 FILMS may be borrowed at a time. 3. Pick-up film(s) at the Centro Library and Archives with proper ID, and sign contract which specifies obligations and responsibilities while the film(s) is in your possession. -
Academic Programme 2014 20
Mario Vargas Llosa with Seamus Heaney at Instituto Cervantes in Dublin TABLE OF CONTENTS Instituto Cervantes 3-4 10 reasons to study at Instituto Cervantes 3 Frequently Asked Questions 4 Why study now? 4 Spanish language courses 5 General language courses 6 Special and online courses 7 Galician, Basque and Catalan 7 Special courses 7 Teacher training programme - formación de profesores de ELE 7 Online Spanish Course (AVE) 7 Registration and fees 8-9 Assessment tests 8 Enrolment 8 Registration office hours 8 Course materials 8 Class size and course cancellations 9 Refunds 9 Attendace 9 DELE Official Certification of Spanish Language Proficiency 10 Autumn examination 10 Spring examination 10 Examination centres in Ireland 10 Dámaso Alonso Library 11 Collections 11 Services 11 Cultural events 12 Academic calendar 2014-2015 13-15 2 Table© Cover of design contents supplied by María Alejandra Gonaldi. Instituto Cervantes Instituto Cervantes, the only official Spanish Government Language Centre, is a public body founded in 1991 to promote Spanish language teaching and knowledge of the cultures of Spanish-speaking countries throughout the world. It is the largest worldwide Spanish teaching organisation, with over 86 branches in five continents. Instituto Cervantes is a non-profit organisation. 10 REASONS TO STUDY AT INSTITUTO CERVANTES 1. Teachers are qualified at University 8. Free assessment tests to ensure that level. They are native Spanish students are in the class that suits speakers and have considerable their needs. experience teaching Spanish as a foreign language. They are periodically 9. Convenient location in the city centre: retrained in the most up-to-date between Trinity College and The teaching methods. -
Hispanic Minority's Threat to American Identity: Fact Or Fiction
People’s Democratic and Republic of Algeria Ministry of Higher Education and Scientific Research Larbi Ben M'Hidi University -Oum El Bouaghi- Faculty of Letters and Foreign Languages Department of Letters and English Language Hispanic Minority’s Threat to American Identity: Fact or Fiction A Dissertation Submitted in Partial Fulfillment of the Requirements for a Master’s Degree in English Literature and Civilization Submitted by: Alligui Amina Bouzid Safia Board of Examiners: Supervisor: Ms. Badi Rima Chairman: Mr. Dalichaouch Abderrahmane Examiner: Ms. Merah Fahima 2019/2020 DEDICATION I dedicate this work: To my beloved mother and my dear father for their love, devotion, and unlimited sacrifice. To my sisters, my brothers, and my friends for their support and encouragement. To my friend Safia, who shared this thesis with me. May Allah bless you all. Amina My successes are because of her and my failures are because of me, to my biggest supporter, to my mother. Also I would like to thank my little family especially my father for his engorgement, patience and assistance over the years, he always kept me in his prayers. To my darling sisters Sarra, Ahlem and Nihal. To my beloved brothers Abdrahmen and Yaakoub. Without forgetting my two angels Zaid and Ayoub Taim Allah. And to my dear colleague Amina, for her continuous support and her beautiful spirit. Safia I ACKNOWLEDGEMENTS First, we thank Allah who gave us the strength and success in writing this work. We would like to thank our supervisor Ms. Badi for her invaluable remarks, as well as her encouragement, enduring support, and wise advice throughout this year. -
The Politics of Spanish in the World
City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2014 The Politics of Spanish in the World José del Valle CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_pubs/84 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Part V Social and Political Contexts for Spanish 6241-0436-PV-032.indd 569 6/4/2014 10:09:40 PM 6241-0436-PV-032.indd 570 6/4/2014 10:09:40 PM 32 The Politics of Spanish in the World Laura Villa and José del Valle Introduction This chapter offers an overview of the spread of Spanish as a global language, focusing on the policies and institutions that have worked toward its promotion in the last two decades. The actions of institutions, as well as those of corporate and cultural agencies involved in this sort of language policy, are to be understood as part of a wider movement of internationalization of financial activities and political influence (Blommaert 2010; Coupland 2003, 2010; Fairclough 2006; Heller 2011b; Maurais and Morris 2003; Wright 2004). Our approach to globalization (Appadurai 2001; Steger 2003) emphasizes agency and the dominance of a few nations and economic groups within the neo-imperialist order of the global village (Del Valle 2011b; Hamel 2005). In line with this framework, our analysis of language and (the discourse of) globalization focuses on the geostrategic dimension of the politics of Spanish in the world (Del Valle 2007b, 2011a; Del Valle and Gabriel-Stheeman 2004; Mar-Molinero and Stewart 2006; Paffey 2012). -
Waterfront Revitalization Program
The New Waterfront Revitalization Program New York City Department of City Planning The New Waterfront Revitalization Program As approved by the Council of the City of New York and the NYS Department of State with the eoncurrence of the US Department of Commerce Michael R. Bloomberg, Mayor City o/New York Amanda M. Burden, AI Cp, Director Department o/City Planning • I September 2002 DCP# 02-14 ------------_......_--_..... ------ This report was prepared for the New York State Department of State • and funded in part with funds provided by I Title 11 ofthe Environmental Protection Fund The New Waterfront Revitalization Program Table of Contents Part I: The Program .......................................................... 1 Coastal Zone Regulations and Jurisdiction ................................... 3 Coastal Zone Boundary .................................................. 5 Planning Context for the New WRP ........................................ 5 The Consistency Determination Process ..................................... 6 The New WRP Policies .................................................. 8 Part II: The New WRP Policies ................................................ 9 Policy 1: Residential and Commercial Redevelopment ......................... 11 Policy 2: Maritime and Industrial Development .............................. 12 Policy 3: Waterways Usage .............................................. 14 Policy 4: Ecological Resources Protection .................................. 16 Policy 5: Water Quality ................................................