Master of Arts / Department of Modern Languages / Benjamin Torrico / This thesis analyses the play Nosferatu by the contemporary Spanish author Francisco Nieva, and more specifically focuses on its genesis in silent film, primarily German Expressionist. First we take a look at the genre and style of the work itself, followed by a history of the vampire in literature and film. After a brief summary of the play, we begin to focus on the films, first discussing how Nieva came into contact with them in France through the cinémathèques. What follows is a detailed study of the films, with summaries, analysis of themes, and finally a comparison to Nosferatu, looking at the elements of the play that each film directly influenced.

"A superb report on the analysis of maiolica pottery excavated from beneath the Mexico City Cathedral and from excavations for the Mexico City Metro."—Southwest Mission Research Center Newsletter "The most important aspect of this monograph is not just how good it is but its potential for use by archaeologists in the future."—The Kiva

UA Open Access Publishing Fund / Introduction: Language and cultural barriers are detriments to quality health care. In acute medical settings, these barriers are more pronounced, which can lead to poor patient outcomes. Materials and methods: We implemented a longitudinal Spanish-language immersion curriculum for emergency medicine (EM) resident physicians. This curriculum includes language and cultural instruction, and is integrated into the weekly EM didactic conference, longitudinal over the entire 3-year residency program. Language proficiency was assessed at baseline and annually on the Interagency Language Roundtable (ILR) scale, via an oral exam conducted by the same trained examiner each time. The objective of the curriculum was improvement of resident language skills to ILR level 1+ by year 3. Significance was evaluated through repeatedmeasures analysis of variance. Results: The curriculum was launched in July 2010 and followed through June 2012 (n=16). After 1 year, 38% had improved over one ILR level, with 50% achieving ILR 1+ or above. After year 2, 100% had improved over one level, with 90% achieving the objective level of ILR 1+. Mean ILR improved significantly from baseline, year 1, and year 2 (F=55, df =1; P,0.001). Conclusion: Implementation of a longitudinal, integrated Spanish-immersion curriculum is feasible and improves language skills in EM residents. The curriculum improved EM-resident language proficiency above the goal in just 2 years. Further studies will focus on the effect of language acquisition on patient care in acute settings

The purpose of this study is to examine the differences and similarities regarding verbal politeness in greetings and requests in Swedish and the Chilean variety of Spanish. A survey with 12 questions, both open-ended and closed-ended, has been distributed to 20 native speakers of the two languages. Thus, the questions have been analyzed both quantitatively and qualitatively. The results show that the perception that the Swedes and the Chileans have about verbal politeness is similar, since the speakers of both languages see it as a way to show respect towards others. The study also shows that Swedes and Chileans share a similar view upon politeness, i.e. as a social norm that facilitates social interaction between people.

Drawing from a cultural studies perspective, this dissertation examines digital, visual, and idiomatic expressions and platforms that both create and inform youth culture in Chile. In what ways have globalized media trends influenced cultural production, class-consciousness, and identity formation in Chilean youth culture, and how do these expressions mirror a global neoliberal agenda and shed light on a history of economic, political, and religious globalization in Chile? In order to answer these questions, this dissertation provides an interdisciplinary approach to evaluate changing media trends in Latin American youth culture. I argue that cultural influence of the United States and the rise of global neoliberalism have informed the production, reception, dissemination, and identity formation of this segment of Chilean society. This dissertation is organized into four chapters. Chapter 1 provides a historical contextualization of political and economic changes in Chile as well as the literature review and theoretical foundation for my analysis. Chapter 2 contends that the class-consciousness spectrum in Chilean television and film works as a reflection of consumption behavior and identity formation in youth that has been informed by a U.S. neoliberal agenda. Chapter 3 studies one particular young Chilean, Germán Garmendia, and his popular YouTube channel, "Hola Soy German," to argue that the spreadable and invisible factors that inform his global success as a grassroots, "latino" vlogger can be traced to U.S. digital commercialism. And lastly, Chapter 4 highlights digital texts of the student organization, "Chile Siempre," and their stylized performance of moral values through mediatized and digitalized spaces in order to reveal U.S. religious and cultural interventionism through evangelical missionaries in Chile. The triangulation and interdisciplinary approach of these texts expose a consistent history of political, economic, and religious transculturation and calls into question U.S. cultural influence in Chile that continues, while not overtly, to manifest in new media forms.

This study casts the code-switching patterns observed among Spanish-English bilinguals in Bayside, Texas within the framework of Bell’s (1984) theory of audience design, which is claimed to apply to both monolingual style-shifting as well as bilingual code-switching. The latter part of this claim has been little explored. The intent of this study, then, is to determine if the explanatory power of audience design, as demon¬strated in studies on style-shifting, does indeed hold when applied to cases of language alternation. Analysis of the data from Bayside generally supports Bell’s theory as it shows speakers adjusting their use of Spanish and/or English to suit their audience. The study will highlight a less frequently analyzed aspect of Bell’s model, i.e., the role of the auditor, and will call for the auditor to be classified as a primary influencer of lin¬guistic choice in bilingual contexts, alongside the addressee. The code selection patterns exhibited by a pair of Bayside residents in a series of interviews and in conversations videotaped at the local general store will be com¬pared to illustrate the effects of addressee and auditor. A qualitative analysis will dem¬onstrate that differing determinations regarding the linguistic repertoires of the auditors led to contrasting linguistic choices on the part of the study’s subjects. The data collected will show that, when selecting a language of communication, as opposed to a register, style, or dialect, a speaker may be more greatly affected by an auditor than by the addressee. The methods used in collecting the data will also support an expan¬sion of Bell’s model to include an additional participant category suitable for capturing the effect of the recording device, as per Wertheim (2006). / text

This dissertation analyzes the strategies that Spanish and Hispano-African authors employ when writing about Africa in the contemporary novel (1990-2010). Focusing on the former Spanish colonial territories of Morocco, Western Sahara, and Equatorial Guinea, I analyze the post-colonial literary discourse about these regions. This study examines the new ways of conceptualizing Africa that depart from an Orientalist framework as advanced by the novelists Lorenzo Silva, Concha López Sarasúa, Ramón Mayrata, María Dueñas, Fernando Gamboa, Montserrat Abumalham, Javier Reverte, Alberto Vázquez-Figueroa, and Donato Ndongo. Their works are representative of a recent trend in Spanish letters that signals a literary focus on Africa and the African Other. I examine these contemporary novels within their historical context, specifically engaging with the theoretical ideas of Edward Said’s Orientalism (1978), to determine to what extent his analysis of Orientalist discourse still holds value for a study of the Spanish novel of thirty years later. In addition, the work of theorists such as Gil Anidjar, Emmanuel Levinas, James C. Scott, Ryszard Kapuściński, Georges Van den Abbeele and Chandra Mohanty contribute to the analyses of specific works. These theorists provide a theoretical framework for my thesis that contemporary Spanish authors are writing Africa in ways that undermine and circumvent the legacy of Orientalist discourse. I seek to highlight the innovative approaches that these authors are taking towards their literary engagement with Africa. The imaginary that pertains to Africa has served an integral role in the history and creation of modern Spain, and it is illuminating to trace the influences that it continues to exert on Spanish writers. In the last thirty years, Spain’s relationship with Africa has dramatically changed through peace treaties, the independence of nations, migratory patterns, tourism, and in other substantial ways. Within this dissertation, I address these changes by focusing on literary representations of political engagement, gender issues, and travel to highlight how Africa is represented in light of these recent developments. As Spanish authors continue to engage with and to write about Africa, this study hopes to show that Orientalism is no longer a prevalent discourse in the contemporary Spanish novel.

No description available.

Identities are forged through interaction, as people simultaneously seek to distinguish themselves from--and are influenced by--other populations. This dynamic is especially pronounced along frontiers, where multiple societies engage in sustained contact. Centuries of interaction between Spanish colonial and indigenous populations in New Mexico blurred the traditional social categories of caste and race, prompting the colonists to conceptualize themselves in new ways. In the late eighteenth century, Hispanic New Mexicans began to self-identify as Vecinos (literally, "neighbors"). This term described a civic rather than ethnic identity, characterizing individuals as residents and members of a Hispanic corporate community. This social category was particularly relevant in the multiethnic settlements along the eastern frontier, where Vecinos regularly interacted with Plains Indian nomads, Pueblo villagers, semi-nomadic Apache bands, and American traders and immigrants. One such settlement was San Miguel del Vado, established around 1794 as part of a community land grant in the Upper Pecos River Valley. Situated just east of the Sangre de Cristo Mountains beside a ford ("vado") in the river, this settlement served as a gateway between New Mexico and the Great Plains, hosting Plains Indian and American traders during the Spanish colonial and Mexican periods and American immigrants after the United States conquered the territory in 1846. These interactions shaped Vecino identity within San Miguel del Vado, motivating residents to distinguish themselves from outsiders while introducing foreign goods and concepts. Vecino identity was expressed and reinforced through the structure and routine of daily life within Hispanic villages; therefore, it can be interpreted archaeologically through an examination of spatial organization and the material remains of daily practices. Similarly, distinctive regional or temporal patterns within these data can provide insight into the different forces shaping Vecino identity across space and over time. In this way, this dissertation utilizes archaeological data to explore the expression and evolution of Vecino identity at San Miguel del Vado, and to place this site within a regional and historical framework. These archaeological data are supplemented with historical sources and interpreted using a framework derived from archaeological theories of culture contact, identity, and practice.

Contemporary Spanish basal readers, published for use in elementary bilingual Spanish/English classrooms in the United States, reflect a technological view of curriculum, a behavioristic view of learning, and a part to whole view of reading. Although teacher's guides and promotional materials for the basal series make reference to recent reading theory and research, the basal materials themselves, when examined from a theoretical perspective, demonstrate little understanding of the reading process. Six basal reading programs, published since 1980, were studied: Addison Wesley's Hagamos Caminos; Scott Foresman's Focus: Leer para triunfar; Houghton Mifflin's Programa de lectura en espanol de Houghton Mifflin; Macmillan's Mil Maravillas; Economy's Economy Spanish Reading Program; and Santillana's Lectura en dos idiomas. Each series was surveyed using the Program Profile Continuum Survey and then analyzed in depth with the Spanish Program Profile Instrument. Both evaluation instruments focus on reading, language, learning, and teaching theory. The results of the study of the six series suggest the programs are more alike than different. These similarities can be summarized as follows: (1) Despite the fact that the series approach print differently, the ultimate goal of skill exercises in all the series is word identification. (2) Recent comprehension theory is discussed in the teacher's guides, but comprehension questions reflect the idea that comprehension is a product rather than a process. (3) Student text is carefully controlled and often repetitious because the assumption is that language is habit. (4) The language of the majority of the student text in all of the series is adapted. (5) The materials reflect the view that the teacher is a technician leading the passive learner. (6) The scope and sequence of the programs sets many students up for failure because each step is dependent upon mastery of the previous steps. The materials of the Spanish basal reading programs studied do not reflect the current state of knowledge about the reading process in Spanish. Alternate programs using a whole language approach to learning would allow Hispanic students to choose their own reading, write their own stories, and become literate in their first language.