...Eron Jenkins History of News Media Jeff Johnson November 28, 2011 Spanish-Language Newspapers in Ybor City and New Mexico In 1898, the Cuban War for Independence ended. 12 years later, the Mexican Revolution against the autocratic president Porfirio Díaz began. Not surprisingly, the ramifications of these two events were not limited to Cuba and Mexico. Thousands of Spanish speaking people came to the United States in search work and asylum. In Tampa, Florida, in a neighborhood called Ybor City, cigar manufacturers offered work to immigrants from Cuba and Spain. Conversely, in New Mexico, Spanish speaking people had lived in the region north of the Rio Grande for hundreds of years. However, growth and stability in the region offered new opportunities to Americans from the east and Mexican immigrants from the south. The goal of this paper will be to examine the development and content of Spanish language newspapers in these two areas from 1900-1910 by looking at two newspapers: El Diario de Tampa of Ybor City and La Estrella of La Cruces, New Mexico. To understand any aspect of any culture one must note the historical context in which the event occurs. In this case, the goal is to study the history of the news media, specifically newspapers, in Ybor City and New Mexico. Because of the corresponding migration and revolutionary atmosphere, the context of the development of the newspapers in these two places is similar. However, they diverge in terms of their...
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...------------------------------------------------- Direct Instruction (approximate time): Students will get the information from textbook and references from videos. ------------------------------------------------- Guided Practice (approximate time): The verbs ser and estar will be evaluated again. Using the smart board students will filling out the blanks left on sentences. Students seated will compare their answers and go over any discrepancies. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Closure (approximate time): From a piece of paper drawn from a basket indicating instructions that students will read in Spanish, students will now review the verbs ser and estar orally. -------------------------------------------------...
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...Appraising Internationality in Spanish Communication Journals ´ david ferna ndez-quijada This article explores how journals published in a language other than English achieve a degree of internationality and can increase our knowledge of scientific publication patterns. This author offers a case study focused on Spanish communication journals from a sample of 1182 articles published from 2007 to 2009. The article examines three variables in this sample: the number of non-Spanish scholars, the use of languages other than Spanish, and how often non-Spanish journals are referred to. The results show that (a) these journals find it difficult to attract foreign scholars, (b) open-language policies have had a limited effect, and (c) internationality is constrained to the Spanish geolinguistic region. Keywords: internationality, local journals, Spanish scholarly journals, journal evaluation, communication sciences introduction The impact of published research is measured by means of well-established tools; one such tool is the Social Sciences Citation Index (SSCI). However, in the field of communication studies — and in fact in all the social sciences — the SSCI does not take account of all the research published; this is particularly visible in cases where research is published in languages other than English. For example, in 2009, only 81 out of the 1585 articles (5.11 per cent) indexed in the Communication category of the SSCI were not written in English. In the context of these...
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...To what extent can Spain be called federal when compared with German federalism? This paper will serve to answer the question in the subject. It is important to bear in mind that this question will be answered via a comparison. Because of this comparison a certain structure is maintained during this paper. It will discuss the key points of the German political form first, where after the key points of Spain will be discussed. These two forms will be compared to each other, to expose to what extend Spain is a federal State. For the purpose of this paper, federalism entails that there needs to b e a form of political integration whereby the states, transfer sovereign powers to the federation. The federation then would control the actions from the states from a central government. Key-marks of federalism will be broad competence for the states, limited competences for the central government and entrenchment of divided power in the constitution. For this paper the distinction between co-ordinate federalism and co-operative federalism is made. In co-ordinate federalism each state is separate, has its own exclusive competences, its own administration, its own taxes and a minimal need for co-operation. Co-operative federalism on the other hand entails more collaboration between the states and the central government. Competences between states are mostly shared, the central government legislated and the states are to implement this legislation in most fields, the states are however...
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...A R N I N G SPANISH AS A FOREIGN LANGUAGE NURIA CALVO CORTÉS Universidad Complutense de Madrid RESUMEN. Este trabajo se centra en la influencia negativa de la transferencia lingüística en el aprendizaje del español como segunda lengua. Está dividido en dos partes: una teórica y un análisis práctico. La primera incluye los distintos aspectos que se tienen que tener en cuanta a la hora de considerar la transferencia lingüística. La segunda analiza distintos ejemplos de transferencia negativa que se han extraído de textos escritos por varios estudiantes británicos que están aprendiendo español. La conclusión mostrará que el análisis de estos errores puede ayudar a predecir algunos de estos errores. PALABRAS CLAVE. Influencia negativa, transferencia lingüística, español como segunda lengua, dos partes: una teórica y un análisis práctico, transferencia negativa, predecir errores. ABSTRACT. This paper focuses on the negative influence of Language Transfer on the learning process Spanish as an L2. It is divided into two main parts; a theoretical one and a practical analysis. The former includes the different aspects considering language transfer, whereas the latter analyses different mistakes due to negative transfer, which have been taken form texts written by several British students when learning Spanish. The conclusion will show that the analysis of these mistakes may help predict some of these mistakes. KEY WORDS. negative influence, language transfer, Spanish as a L2, theoretical...
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...Spanish financial crises 1. Spain’s Debt Problem The financial crises of Spain can be described as the sovereign debt problem, which is a large and continuous budget deficit feeding into its accumulated debt. From figure 1 we can see that fiscal consolidation hadn’t successfully made a recovery (see figure 1). Schwartz (2013) quoted that the net increase in debt in 2013 is expected to be €48 billion (HK$480 billion) and the gross issue of public debt €207.2 billion (HK$2085 billion). These are large sums compared with Spain’s GDP of €1.05 trillion (HK$10.69 trillion) 1. Figure 1 Source: Banco de España, General government liabilities. Excessive Deficit Procedure (EDP) debt, 11.6. Debt according to the excessive deficit procedure (EDP) and financial assets held by general government; http://www.bde.es/webbde/es/estadis/infoest/a1106e.pdf ------------------------------------------------- 1. Pedro Schwartz (2013), The Welfare State as an Underlying Cause of Spain’s Debt Crisis, Cato Journal, Vol. 33, No. 2 Actually before financial crises, Spain had experienced a long period of high economics growth. At the end of 2007, the fiscal position of Spain performed excellent. According to Eurostat, it was better than in the other three largest euro area member states Spain had a consolidated total government budget surplus of 1.9 percent of GDP, the third highest after Finland (5.2 percent) and Luxembourg (3.7 percent). But in fact it produced...
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...Friday 17 April MORNING VISUAL ARTS 2 (General) Question paper handed to candidates for Examination to be held during period 04 -13 May (see note 4) FRENCH 3 (General) SPANISH 3 (General) Oral Examinations to begin (see Note 5) AFTERNOON Monday 20 April Monday 27 April PHYSICAL EDUCATION AND SPORT 2 (General) Practical Examination to begin (see Note 7) FRENCH 3 (General) SPANISH 3 (General) Oral Examinations to end (see Note 5) Monday 04 May VISUAL ARTS Paper 2 (General) Examination to begin (see Note 4) MUSIC 2 (General) Practical Examination to begin (see Note 8) MECHANICAL ENGINEERING TECHNOLOGY 2 Technical – 2 hr 40 min CLOTHING & TEXTILES 2 General – 2 hr 10 min ADDITIONAL MATHEMATICS 2 General – 2 hr 40 min PHYSICAL EDUCATION AND SPORT 2 (General) Practical Examination to end INTEGRATED SCIENCE SA 3/2*** # General – 2 hr 10 min Tuesday 05 May Wednesday 06 May ELECTRONIC DOCUMENT PREPARATION & MGT 2 General - 2 hr 20 min Thursday 07 May TECHNICAL DRAWING 3 General – 3 hr 10 min PHYSICS 3/2***# General – 2 hr 10 min Copyright: Every application to register for the examination will be deemed to constitute an assignment by the candidates to the Council of the future copyright of all their examination work, practical or written. 2 2015 Friday 08 May MORNING AGRICULTURAL SCIENCE D/A 1** AGRICULTURAL SCIENCE S/A 1** General – 1 hr 15 min MUSIC PAPER 1 Section 1 # General – 1 hr ## MUSIC PAPER 1 Sections II and III # General – 1 hr...
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...entity, Ida prepares its financial statements in accordance with (1) U.S. GAAP for reporting to its U.S.-based lender and (2) IFRS in reporting to its parent. U.S. Operations In addition to other assets, Ida owns and operates a commercial building in the United States that is carried at its cost less any accumulated depreciation and any accumulated impairment losses. As of December 31, 2010, the building represents: • • A cash-generating unit (CGU) under IFRS. A long-lived asset classified as held and used under U.S. GAAP. In December 2010, one of Ida’s competitors sold its commercial building for an amount significantly less than its asking price. The competitor’s building is located across the street from Ida’s building, has approximately the same square footage, and was built five years after Ida’s building was constructed. In preparing its 2010 financial statements, Ida’s management has provided the following information regarding the building as of December 31, 2010 (assume these values have been evaluated by Ida’s independent auditor and found to be reliable): Ida’s Building Currying amount Value-in-use Fair market value less cost to sell Fair market value Undiscounted future cash flows Spanish Operations 12/31/2010 (in thousands) $4,500 $4,000 $3,800 $3,900 $4,200 In 2008, Ida acquired a plant factory located in Spain. Assume that the Spanish factory operations as a whole (all assets) represent a CGU under IFRS. ACCT 301 Dr. Ammr K. Kurdi Term 121 Dec. 22...
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...2016 2016 MORNING Friday 15 April VISUAL ARTS 2 (General) Monday 18 April FRENCH 3 (General) SPANISH 3 (General) Oral Examinations to begin (see Note 5) Monday 25 April PHYSICAL EDUCATION AND SPORT 2 (General) Practical Examination to begin (see Note 7) Monday 02 May AFTERNOON VISUAL ARTS Paper 2 (General) Examination to begin (see Note 4) Question paper handed to candidates for Examination to be held during period 02 -11 May (see note 4) FRENCH 3 (General) SPANISH 3 (General) Oral Examinations to end (see Note 5) MUSIC 2 (General) Practical Examination to begin (see Note 8) Tuesday 03 May MECHANICAL ENGINEERING TECHNOLOGY 2 Technical – 2 hr 40 min ADDITIONAL MATHEMATICS 2 General – 2 hr 40 min CLOTHING & TEXTILES 2 General – 2 hr 10 min PHYSICAL EDUCATION AND SPORT 2 (General) Practical Examination to end Wednesday 04 May ELECTRONIC DOCUMENT PREPARATION & MGT 2 General - 2 hr 20 min Thursday 05 May TECHNICAL DRAWING 3 General – 3 hr 10 min PHYSICS 3/2*** General – 2 hr 10 min Copyright: Every application to register for the examination will be deemed to constitute an assignment by the candidates to the Council of the future copyright of all their examination work, practical or written. *** For PRIVATE candidates only. NOT for candidates registered in schools and recognized full-time educational institutions. 2 2016 MORNING Friday 06 May AGRICULTURAL SCIENCE D/A...
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...The Spanish-American War was a conflict between the United States and Spain that last only four months. The war was a result of the provocation of the Spanish against the Cuban people. The United States involvement in this conflict was brought about not only as a means for freeing people oppressed by the Spanish government but also to appeal to the expansionist ideal of broadening Americas economic outreach. The hope for this war was for the United States to emerge victorious as a world power. During the late nineteenth century America’s economy was booming. [2] Between 1870 and 1890 the gross domestic product actually quadrupled. The only issue with this was the fact that 90 percent of this was consumed on home soil. Since exports were only 10 percent of Americas income the country started to look towards foreign markets for expansion. At the present time 80 percent of the United States small export went to Europe and Canada already. In order to broaden their outreach, America started too looked to Asia and Latin American markets to boost their export trading. [2] To do this, America starting looking at places such as Hawaii, Guam and the Philippines as places of interest to set up trade outpost. The problem with this is that most of these areas were controlled by Spain. These places would play a key role in the outcome of Spanish-American War. At the beginning Europe’s expansion to the Americas, Spain play a significant role in colonizing much of the new land. However...
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...PASIG CATHOLIC COLLEGE College Department Course Syllabus Course No: History 1 Course Title: Philippine History Credit Units: 3 I. COURSE DESCRIPTION This course deals with the history of the Philippines from the ancient past to the present scene to the pro-Filipino point of view. It aims to enrich the students’ knowledge of our history and character as a people thus, instilling in them the spirit of Filipinism. The students’ learning of the history of our country will be facilitated thru the use of the interpretative method because in history interpretation is more important. Similarly, it aims to give the students the knowledge, values and skills with the integration of PCC core values and religion as the core of the curriculum to effectively deal with the reconsideration of the facts of our history as a people. II. OBJECTIVES At the end of the course, the students should be able to: a. Demonstrate a thorough understanding of the facts of our history as a people from the point of view of the Filipinos for excellence thru classroom participation and academic achievements; b. Apply knowledge of Philippine History interpreted from a Filipino standpoint in their daily life toward efficient and effective respect for human dignity, Christian discipleship and responsible stewardship thru life witnessing; and c. Express gratitude and appreciation of the heroic deeds of the great men and women of the Philippine History as...
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...Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. 3 The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by Jane and Burt Boyar, who write a relatively straightforward book that explores many positive sides of Franco’s character. An alternative, contemporary view of the dictator, Franco: A Concise Biography written by Gabrielle Hodges focuses on the negative legacy of General Franco. This side of Franco rears its head in many other sources, including Hitler and Spain: The Nazi Role in the Spanish Civil War 936-939, a monograph by Robert H. Whealey. In it he focuses, as the title...
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...1. What factors enabled the Spaniards to take over the Aztec and Inca empires? The factors that enabled the Spaniards to take over the Aztec and Inca empires were that all three were similar in administrative structures and had a similar link between secular and religious power. Moreover, the people of the Aztec empire hated the Aztec conquerors, which made it easier for the Spanish to make allies to overthrow the Aztec. Also, the Spaniards benefited from total chaos due to disease. 2. What is the mita? How did the Incas use it? How did the Spaniards use it? Mita is the forced labor draft imposed by the Inca then the Spaniards on the indigenous people. The Inca used it to build roadways and public buildings. The Spanish used 1/7th of the adult...
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...Proseminar Paper in ESOC Spanglish in the cinema Juan Ramón Abarca García 12-068-391 4th Semester juan.abarcagarcia@stud.unibas.ch 19th December 2014 Table of contents 1.-Introduction, aim and scope..........................................................................................3 2.-Literature review...........................................................................................................3 2.1.-Code-switching...............................................................................................3 2.2.-Spanish in the United States...........................................................................5 2.3.-Spanglish........................................................................................................6 3.-Data and methodology..................................................................................................8 4.-Analysis.........................................................................................................................9 5.-Conclusion...................................................................................................................13 6.-Transcription conventions...........................................................................................14 7.-Transcription...............................................................................................................15 8.-Bibliography...
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... Spanish 101-04: 5-units course CRN: 11555 Department: Modern Languages, Literatures & Phil. Term: Fall 2010 DISCLAIMER: The syllabus and calendar are a work in progress. Keep in close contact, by attending class regularly and checking Blackboard on a daily basis. Required texts: -- Donley, Benavides, Márquez. Aventuras Primer curso de lengua española, 3rd edition, Vista Higher Learning -- Aventuras Lab Manual/ Workbook/Video Manual. Vista Higher Learning, 3rd edition -- Supersite, Aventuras 3a edition, Vista Higher Learning (pass code comes with new textbook) Also recommended: www.wordreference.com (on line bilingual dictionary & thesaurus); www.studyspanish.com (extra practice) Course Description: This course offers a beginning level of Spanish and forms a part of the SPAN 101, 102, and 103. SPAN 101 introduces Spanish language grammar, vocabulary, cultural information, oral practice, and writing. The weekly requirements include class meetings (Monday—Friday, or Monday/Wednesday/Friday), a visit to the language lab, daily homework and workbook and lab book assignments. You are allowed to bring food and beverages to class. Attendance is mandatory. Course objectives: During this quarter, the goal is for you to… -- Begin to talk in Spanish about yourself, your preferences, and interests; -- Read, write and understand enough Spanish to handle basic social...
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