scholarly journals Textual and Personal Dialogues: Carmela Eulate Sanjurjo, Ana Roqué de Duprey and Puerto Rican Feminism at the Beginning of the 20th Century

Anclajes ◽  
2017 ◽  
Vol 21 (3) ◽  
pp. 25-41
Author(s):  
Natalia Cisterna Jara ◽  
◽  
Lucía Stecher Guzmán ◽  

1986 ◽  
Vol 1 (2) ◽  
pp. 171-203 ◽  
Author(s):  
John M. Lipski

Afro-Hispanic language is attested from the 15th century to the early 20th century in Spain, Africa, and Latin America. The speech of bozales (slaves born in Africa and speaking Spanish only imperfectly) has frequently been used as evidence for monogenetic theories of Hispanic Creole formation, based on structural parallels and possibly Afro-Portuguese roots. The present study reviews the principal Afro-Hispanic manifestations over a period of more than 300 years, and traces those structures most frequently cited in monogenetic Afro-Iberian theories. The overall conclusion is that, while such cases as Papiamentu, Colombian Palenquero, and 19th century Cuban/Puerto Rican bozal language point to common origins or mutually shared influences, most other Afro-Hispanic language forms suggest merely imperfect learning and incipient pidginiza-tion which arose spontaneously each time Spanish and African languages came into contact.









2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.





1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  


1994 ◽  
Vol 39 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Harry C. Triandis


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