Sepharadim As Global Hispanophones Wacks 1
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The Sephardi Berberisca Dress, Tradition and Symbology
37 OPEN SOURCE LANGUAGE VERSION > ESPAÑOL The Sephardi Berberisca Dress, Tradition and Symbology by José Luís Sánchez Sánchez , Bachelor’s degree in Fine Arts and PhD from the Universidad Complutense de Madrid 1 This is an Arab tradition When the Jews were expelled from Spain in 1492 by the Catholic Monarchs, that was adopted by the many of them crossed the Strait of Gibraltar and put themselves under the Jews. Arabs and Berbers attribute a power of healing protection of the Sultan of Morocco, who at the time held court in Fez. This and protection to the henna meant that the Jewish people already living in North Africa, who were either plant and its leaves are used Arabic or Berber in their language and culture, were now joined by Sephardi for aesthetic and healing purposes. On the henna night, Jews from the Iberian Peninsula who held onto Spanish as their language of women paint their hands daily life and kept many of the customs and traditions developed over centuries following an Arab practice back in their beloved Sepharad. The clothing of the Sephardim, too, had its that is supposed to bring luck. own character, which was based on their pre-expulsion Spanish roots and now GOLDENBERG, André. Les Juifs du Maroc: images et changed slowly under the influence of their new Arab surroundings. textes. Paris, 1992, p. 114. The Sephardi berberisca dress, which is also known as el-keswa el-kbira in Arabic and grande robe in French (both meaning “great dress” in English), forms part of the traditional costume of Sephardi brides in northern Morocco. -
The Languages of the Jews: a Sociolinguistic History Bernard Spolsky Index More Information
Cambridge University Press 978-1-107-05544-5 - The Languages of the Jews: A Sociolinguistic History Bernard Spolsky Index More information Index Abu El-Haj, Nadia, 178 Alliance Israélite Universelle, 128, 195, 197, Afrikaans, 15, 243 238, 239, 242, 256 learned by Jews, 229 Almohads, 115 Afrikaaners forced conversions, 115 attitude to Jews, 229 Granada, 139 Afro-Asiatic persecution, 115, 135, 138 language family, 23 alphabet Agudath Israel, 252 Hebrew, 30 Yiddish, 209 Alsace, 144 Ahaz, 26, 27 became French, 196 Akkadian, 20, 23, 24, 25, 26, 30, 36, 37, expulsion, 125 39, 52 Alsace and Lorraine borrowings, 60 Jews from East, 196 Aksum, 91 al-Yahūdiyya, 85 al-Andalus, 105, 132, 133 Amarna, 19 emigration, 135 American English Jews a minority, 133 Yiddish influence, 225 Jews’ languages, 133 Amharic, 5, 8, 9, 90, 92 languages, 136 Amoraim, 60 Aleppo, 102 Amsterdam emigration, 225 Jewish publishing, 169 Jewish Diasporas, 243 Jewish settlement, 198 Jewish settlement, 243 multilingualism, 31 Alexander the Great, 46 Anglo-Israelite beliefs, 93 Alexandria, 47, 59, 103 anti-language, 44 Hebrew continuity, 48 Antiochus, 47, 56 Jews, 103 Antipas, 119 Alfonso X, 137 Antwerp Algeria, 115 Anusim, 199 consistories, 236 multilingualism, 199 emigration, 197, 236, 237 Yiddish maintained, 199 French rule, 234 Antwerpian Brabantic, 18 French schools, 236 Anusim, 132, 139, 232 Jews acquire French, 236 Algeria, 115 Vichy policy, 236 Belgium, 199 342 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-05544-5 - -
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. -
Communicating with Hispanic/Latinos
Building Our Understanding: Culture Insights Communicating with Hispanic/Latinos Culture is a learned system of knowledge, behaviors, attitudes, beliefs, values, and norms that is shared by a group of people (Smith, 1966). In the broadest sense, culture includes how people think, what they do, and how they use things to sustain their lives. Cultural diversity results from the unique nature of each culture. The elements, values, and context of each culture distinguish it from all others (Beebe, Beebe, & Redmond, 2005). Hispanics in the United States includes any person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Latinos are people of “Latin-American” descent (Webster’s 3rd International Dictionary, 2002). Widespread usage of the term “Hispanic” dates back to the 1970s, when the Census asked individuals to self-identify as Mexican, Puerto Rican, Cuban, Central/South American or “other Hispanic.” While the terms Hispanic and Latino are used interchangeably, they do have different connotations. The Latino National Survey (2006) found that 35% of respondents preferred the term “Hispanic,” whereas 13.4% preferred the term “Latino.” More than 32% of respondents said either term was acceptable, and 18.1% indicated they did not care (Fraga et al., 2006). Origin can be viewed as the heritage, nationality group, lineage, or country of birth of the person or the person’s parents or ancestors before their arrival in the United States (U. S. Census Bureau, 2000). People who identify their origin as Spanish, Hispanic, or Latino may be of any race (Black/African-American, White/Caucasian, Asian, and Native American) or mixed race. -
Judaeo-Converso Merchants in the Private Trade Between Macao and Manila in the Early Modern Period
JUDAEO-CONVERSO MERCHANTS IN THE PRIVATE TRADE BETWEEN MACAO AND MANILA IN THE EARLY MODERN PERIOD LÚCIO DE SOUSA Tokyo University of Foreign Studiesa ABSTRACT The present paper intends to contribute with new information to a reconstruction of the Sephardic presence in the Macao–Manila commer- cial network. For this purpose, in the first place, we intend to trace the pro- file of the Judaeo-converso merchants arriving in China and the Philippines and to reconstruct the commercial networks to which they belonged during the 16th and early 17th centuries. Keywords: Jewish Diaspora, commercial networks, Macao–Manila JEL Codes: N15, N16 RESUMEN El presente artículo tiene la intención de contribuircon información nueva a una reconstrucción de la presencia sefardí en la red comercial Macao– Manila. Para este fin, el trabajo rastrea el perfil de los comerciantes Judaeo- conversos que viven en China y Filipinas y reconstruye las redes comerciales a las que pertenecieron durante el siglo XVI y principios del siglo XVII. Palabras clave: Diáspora judía, redes comerciales, Macao-Manila a School of International and Area Studies, Tokyo University of Foreign Studies, Fuchu, Tokyo 183-8534, Japan. [email protected] Revista de Historia Económica, Journal of Iberian and Latin American Economic History 519 Vol. 38, No. 3: 519–552. doi:10.1017/S0212610919000260 © Instituto Figuerola, Universidad Carlos III de Madrid 2019. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. -
The Hebrew-Jewish Disconnection
Bridgewater State University Virtual Commons - Bridgewater State University Master’s Theses and Projects College of Graduate Studies 5-2016 The eH brew-Jewish Disconnection Jacey Peers Follow this and additional works at: http://vc.bridgew.edu/theses Part of the Reading and Language Commons Recommended Citation Peers, Jacey. (2016). The eH brew-Jewish Disconnection. In BSU Master’s Theses and Projects. Item 32. Available at http://vc.bridgew.edu/theses/32 Copyright © 2016 Jacey Peers This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. THE HEBREW-JEWISH DISCONNECTION Submitted by Jacey Peers Department of Graduate Studies In partial fulfillment of the requirements For the Degree of Master of Arts in Teaching English to Speakers of Other Languages Bridgewater State University Spring 2016 Content and Style Approved By: ___________________________________________ _______________ Dr. Joyce Rain Anderson, Chair of Thesis Committee Date ___________________________________________ _______________ Dr. Anne Doyle, Committee Member Date ___________________________________________ _______________ Dr. Julia (Yulia) Stakhnevich, Committee Member Date 1 Acknowledgements I would like to thank my mom for her support throughout all of my academic endeavors; even when she was only half listening, she was always there for me. I truly could not have done any of this without you. To my dad, who converted to Judaism at 56, thank you for showing me that being Jewish is more than having a certain blood that runs through your veins, and that there is hope for me to feel like I belong in the community I was born into, but have always felt next to. -
Nerin-En.Pdf
FOLLOWING THE FOOTPRINTS OF COLONIAL BARCELONA Gustau Nerín It is hardly unusual to find people, even highly educated people, who claim Catalonia can analyse colonialism with sufficient objectivity given that it has never taken part in any colonial campaign and never been colonialist. Even though most historians do not subscribe to this view, it is certainly a common belief among ordinary people. Dissociating ourselves from colonialism is obviously a way of whitewashing our history and collective conscience. But Barcelona, like it or not, is a city that owes a considerable amount of its growth to its colonial experience. First, it is obvious that the whole of Europe was infected with colonial attitudes at the height of the colonial period, towards the end of the 19th century and first half of the 20th. Colonial beliefs were shared among the English, French, Portuguese and Belgians, as well as the Swedes, Swiss, Italians, Germans and Catalans. Colonialist culture was constantly being consumed in Barcelona as in the rest of Europe. People were reading Jules Verne’s and Emilio Salgari's novels, collecting money for the “poor coloured folk” at missions in China and Africa and raising their own children with the racist poems of Kipling. The film industry, that great propagator of colonial myths, inflamed passions in our city with Tarzan, Beau Geste and The Four Feathers. Barcelona’s citizens certainly shared this belief in European superiority and in the white man’s burden, with Parisians, Londoners and so many other Europeans. In fact, even the comic strip El Capitán Trueno, which was created by a communist Catalan, Víctor Mora, proved to be a perfect reflection of these colonial stereotypes. -
Hispanic/Latino American Older Adults
Ethno MEd Health and Health Care of Hispanic/Latino American Older Adults http://geriatrics.stanford.edu/ethnomed/latino Course Director and Editor in Chief: VJ Periyakoil, Md Stanford University School of Medicine [email protected] 650-493-5000 x66209 http://geriatrics.stanford.edu Authors: Melissa talamantes, MS University of Texas Health Science Center, San Antonio Sandra Sanchez-Reilly, Md, AGSF GRECC South Texas Veterans Health Care System; University of Texas Health Science Center, San Antonio eCampus Geriatrics IN THE DIVISION OF GENERAL INTERNAL MEDICINE http://geriatrics.stanford.edu © 2010 eCampus Geriatrics eCampus Geriatrics hispanic/latino american older adults | pg 2 CONTENTS Description 3 Culturally Appropriate Geriatric Care: Learning Resources: Learning Objectives 4 Fund of Knowledge 28 Instructional Strategies 49 Topics— Topics— Introduction & Overview 5 Historical Background, Assignments 49 Topics— Mexican American 28 Case Studies— Terminology, Puerto Rican, Communication U.S. Census Definitions 5 Cuban American, & Language, Geographic Distribution 6 Cultural Traditions, Case of Mr. M 50 Population Size and Trends 7 Beliefs & Values 29 Depression, Gender, Marital Status & Acculturation 31 Case of Mrs. R 51 Living Arrangements 11 Culturally Appropriate Geriatric Care: Espiritismo, Language, Literacy Case of Mrs. J 52 & Education 13 Assessment 32 Topics— Ethical Issues, Employment, End-of-Life Communication 33 Case of Mr. B 53 Income & Retirement 16 Background Information, Hospice, Eliciting Patients’ Perception -
The Libro Verde: Blood Fictions from Early Modern Spain
INFORMATION TO USERS The negative microfilm of this dissertation was prepared and inspected by the school granting the degree. We are using this film without further inspection or change. If there are any questions about the content, please write directly to the school. The quality of this reproduction is heavily dependent upon the quality of the original material The following explanation of techniques is provided to help clarify notations which may appear on this reproduction. 1. Manuscripts may not always be complete. When it is not possible to obtain missing pages, a note appears to indicate this. 2. When copyrighted materials are removed from the manuscript, a note ap pears to indicate this. 3. Oversize materials (maps, drawings, and charts) are photographed by sec tioning the original, beginning at the upper left hand comer and continu ing from left to right in equal sections with small overlaps. Dissertation Information Service A Bell & Howell Information Company 300 N. Zeeb Road, Ann Arbor, Michigan 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9731534 Copyright 1997 by Beusterien, John L. All rights reserved. UMI Microform 9731534 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Titic 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission -
The State of Latinos in Higher Education in California
The StateLatinos of Higher Educationin in California The economic and social imperative for advancing Latino college achievement NOVEMBER 2013 The economic and social imperative for advancing Latino college achievement he Latino population in California is large, growing dynamics of California today. California needs to get to work. rapidly, and on its way to attaining majority status in It needs to develop a workforce that is prepared and that will Tless than 40 years.1 However, Latino college-degree strengthen our economy. attainment is low, despite a significant increase in college- going rates. But, as the Campaign for College Opportunity has found in this report, which is part of a new series on the State of Great promise, but far from being kept Higher Education in California, we are on track to produce a generation of young people less educated than our older In 2012, seven out of 10 Latino high school graduates in the population. The principal reason is that one of the largest and U.S. enrolled in college, a rate higher than that of their White fastest growing segments of our population—native-born and counterparts, according to a Pew Research Center study.2 immigrant Latinos—has unacceptably low rates of college Research also has consistently confirmed that despite low completion. educational attainment among Latinos, Latino parents have high The state of educational attainment for Latinos in California educational aspirations for their raises questions about equity and fairness in our society, but children and believe that a college on a practical dollars-and-cents level, it also raises concerns education is critical to their future about our collective future and the strength of our economy success. -
The Gospel, According to Lazarillo: Parodia Sacra & Picaresque
To Hell with Christ!—the Gospel, According to Lazarillo: Parodia Sacra & Picaresque Signifying on the Novel as Genre Andrew R. Belton A thesis submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the Department of English & Comparative Literature. Chapel Hill 2009 Approved by: Dr. Jessica Wolfe Dr. James Thompson Dr. Beverly Taylor ©2009 Andrew R. Belton ALL RIGHTS RESERVED ii ABSTRACT Andrew R. Belton: To Hell with Christ!—the Gospel, According to Lazarillo: Parodia Sacra & Picaresque Signifying on the Novel as Genre (Under the direction of Jessica Lynn Wolfe) This thesis looks at an anonymously-authored work of early modern Spanish prose fiction, namely La vida de Lazarillo de Tormes, y de sus fortunas y adversidades (The Life of Lazarillo de Tormes: his Fortunes and Misfortunes). It makes the argument that Lazarillo, as a progenitor-text for the picaresque and novelistic traditions, initiates the use of intertextual signifying and the play of the parodic as an imaginative practice that will come to define twentieth century notions of the novel as a generic form with identifiable techniques. Major portions of this essay read parody as it functions within the text, both thematically and structurally; applying Bakhtinian notions of parodia sacra to discuss methodology, form and the construction of meaning within the work. iii ACKNOWLEDGEMENTS Throughout my work on this thesis, a number of people have been dedicated to providing support for its completion. I wish to thank several of these persons for their availability, feedback, and confidence in seeing this project to its close. -
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.