The Foundational Manifesto of New Argentine Cinema? Israel Adrián Caetanos ‘Agustín Tosco Propaganda‘ (1995)

Film Studies ◽  
2017 ◽  
Vol 16 (1) ◽  
pp. 89-93
Author(s):  
Beatriz Tadeo Fuica
Keyword(s):  
English Speaking ◽  
New Argentine Cinema ◽  
The Way

Agustín Tosco Propaganda was published in the Argentine film journal El Amante Cine. It was written by Israel Adrián Caetano before his film Pizza, Beer and Cigarettes (Caetano and Stagnaro, 1998) triggered the concept of New Argentine Cinema. In this provocative text, Caetano criticised the way Argentine cinema had usually been made and, in a form of manifesto, he presented the principles that his own films – and those of many other young directors – have followed since then. Although New Argentine Cinema has been thoroughly studied in the English-speaking academia, only a few authors have made reference to this seminal text. Being aware of the principles set in this manifesto more than twenty years ago will help researchers and students understand some important features that tend to be overlooked when exploring not only Argentinean cinema, but also many other cinemas of the region.

‘Eww wtf, what a dumb bitch’: a case study of similitudes inside gender-specific swearing patterns on Twitter

Corpora ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. 31-61
Author(s):  
Michael Gauthier
Keyword(s):  
Social Media ◽  
Empirical Studies ◽  
Everyday Lives ◽  
English Speaking ◽  
Gender Specific ◽  
The Way

Contrary to the idea which has been widespread for at least a hundred years that women differ substantially from men when they express themselves in English-speaking contexts (e.g., Jespersen, 1922 ; and Steadman, 1935 ), empirical studies have shown that these differences are often minimal and are not due to gender alone (e.g., Eckert, 2008 ; and Baker, 2014 ). This also frequently applies to the way they swear, despite certain preferences which have been documented in empirical studies. With the growing impact that social media now has in our everyday lives, these represent a unique opportunity to study vast quantities of written data. This paper is based on a corpus of about one-million tweets and is an attempt to delve deeper into the analysis of gendered swearword habits. First, the goal is to show that even if there are certain gendered preferences in terms of the choice of swearwords, women and men frequently display similar patterns in using them, thus reinforcing the idea that they are not so linguistically different. Secondly, this paper provides insights into how collocational networks can be used to achieve this, and thus how focussing on differences can be one way to spot similarities across two sub-corpora.

English as a Medium of Instruction on the Way to Sustainability and Internationalization in Non-English-Speaking Countries

2020 ◽  
pp. 239-256
Author(s):  
Aizhan Daukenova ◽  
Ainur Askhatova ◽  
Zhibek Kaisar
Keyword(s):  
Comparative Analysis ◽  
Graduate Students ◽  
Small Scale ◽  
Medium Of Instruction ◽  
English Speaking ◽  
The Way

The present chapter describes the comparative analysis of the implementation of English as a medium of instruction in Kazakhstan and other non-English speaking countries by presenting a small-scale study of revealing the attitudes of graduate students and lecturers towards EMI in Kazakhstan. Compared to other countries, Kazakhstan has a number of similar issues in the implementation of English as a medium of instruction, which creates the possibility of performing a practice based on the experience of others. The research on English as a medium of instruction has revealed that EMI in Kazakhstan is in need of further guidance and investigation.

Proven Facts, Beliefs, and Reasoned Verdicts

2021 ◽  
pp. 40-52
Author(s):  
Jordi Ferrer Beltrán
Keyword(s):  
Civil Law ◽  
Legal Traditions ◽  
Close Relationship ◽  
Standards Of Proof ◽  
English Speaking ◽  
Evaluation Of Evidence ◽  
The Way

Proven Facts, Beliefs and Reasoned Verdicts challenges a subjectivist conception of factfinding by tying the very concept of “proof” and the applicable proof standards and burdens to the duty of giving reasons for trial verdicts. The chapter examines the link between the Roman-Germanic and English-speaking legal traditions and concludes that evidential subjectivism still predominates in civil law countries in the name of the free evaluation of evidence. It aims to demonstrate that there is a close relationship between the concept of proof, standards of proof, and the way in which the duty of giving reasons for trial verdicts, and even the possibility of complying with this duty, are understood. Specifically, it reinforces the fact that if proof is conceptually linked to the beliefs or convictions of the trier of fact, it is impossible to sustain the idea of giving reasons as a justification of the decisions about facts.

An Awakening for Whom?

2020 ◽  
pp. 192-210
Author(s):  
David Komline
Keyword(s):  
African Americans ◽  
School Reform ◽  
Educational Reform ◽  
Educational Change ◽  
Reform Movement ◽  
The Awakening ◽  
Common School ◽  
English Speaking ◽  
The Common ◽  
The Way

In the 1830s, the population of Ohio was much more diverse than was that of Massachusetts. For the most part, school reformers in both states came from a white, Protestant, English-speaking majority and did little to look beyond their narrow cultural horizons when advocating educational change. In Ohio, however, groups that fell outside of this majority were larger and could more feasibly, although not always successfully, engage the debate about school reform. This chapter highlights the way three such groups, African Americans, Germans, and Catholics, interacted with the Common School Awakening, illustrating how their objections to the key assumptions of the awakening adumbrated larger weaknesses that would eventually undermine this educational reform movement.

Phonics for the Aboriginal Classroom

1982 ◽  
Vol 10 (5) ◽  
pp. 32-37 ◽  
Author(s):  
M.A. Gale
Keyword(s):  
Natural Process ◽  
Reading Specialists ◽  
Classroom Teachers ◽  
Learning To Read ◽  
Read Naturally ◽  
English Speaking ◽  
One To One ◽  
Aboriginal Children ◽  
Literate Society ◽  
The Way

Much has been said and written by the reading specialists about the way children learn to read and how teachers should be facilitators in this natural process. Frank Smith says that phonics need not be taught in the classroom; in fact he says it makes the learning to read process more difficult for children (Smith 1973, p.185).Phonics or grapho-phonics tells a reader and writer how spelling patterns relate to sound sequences (Reed 1977, p.393). Whether phonics is taught incidentally on a one-to-one basis or whether it is taught more formally, I believe phonics does have a place in the classroom today, particularly in the bilingual Aboriginal classroom. Teachers of Aboriginal children should feel free to teach phonics, despite what the specialists say.Much that has been written relates to native English-speaking children, brought up in a literate society where newspapers and bedtime stories are the norm. In this paper I am concerned with non-English speaking tribal Aboriginal children, in a pre-literate society. They attend bilingual schools where they learn to read and write first in the vernacular and then in English. I will point out that what the reading specialists advocate in learning to read naturally, is not always sound advice for tribal Aboriginal children learning to read and write in the vernacular.

THE INFLUENCE OF GERMAN STATE-THEORY ON THE DESIGN OF THE AUSTRALIAN CONSTITUTION

2010 ◽  
Vol 59 (3) ◽  
pp. 669-699
Author(s):  
Nicholas Aroney
Keyword(s):  
Intellectual History ◽  
State Theory ◽  
Political Scientist ◽  
German State ◽  
History Of ◽  
Intellectual Context ◽  
English Speaking ◽  
Anglo American ◽  
American Political Scientist ◽  
The Way

AbstractThis article draws attention to an important but neglected story about the dissemination of German and Swiss state-theories among English-speaking scholars in the second half of the 19th century and the influence of these ideas on those who designed and drafted the Australian Constitution. In particular, the article focuses upon the theories of federalism developed by the Swiss-born scholar, Johann Caspar Bluntschli, and the Saxon-born Georg Jellinek, and explains their influence, via the British historian, Edward A Freeman, and the American political scientist, John W Burgess, upon the framers of the Australian Constitution. The story is important because it illustrates the way in which constitutional ideas can be transmitted from one social and political context into a very different one, undergoing significant, though often subtle, modifications and adaptations in the process. The story is also important because it sheds light on the way in which the framers of the Australian Constitution came to conceive of the kind of federal system that they wished to see created. The story seems to have been overlooked, however, not only due to a general neglect of the intellectual history of the Australian Constitution, but also due to the assumption that prevailing Australian political and legal ideas were of Anglo-American provenance. While this assumption generally holds true, a closer examination of the intellectual context of Australian federalism reveals a surprisingly significant German influence on the framers of the Australian Constitution.

Global Teachers with Globite Cases

2005 ◽  
Vol 49 (3) ◽  
pp. 251-263 ◽  
Author(s):  
Carol Reid
Keyword(s):  
New Zealand ◽  
Policy Agenda ◽  
Professional Lives ◽  
Teacher Shortages ◽  
Immigrant Teachers ◽  
English Speaking ◽  
New Generation ◽  
Research And Policy ◽  
The Way

A key feature of contemporary changes in globalisation is the increasing transnational flows of people. Evidence of the way in which these changes are impacting on education in Australia today is found in the presence of its immigrant teachers. Teacher shortages in Australia have led to increasing numbers of immigrant teachers from non-European or non-English-speaking background countries. This article reviews the recent experiences of Australia, New Zealand and Canada in recruiting these teachers. The findings of a study into the presence of immigrant teachers in selected Australian schools are then presented. It was found that as these immigrant teachers negotiate the ‘authoritative discourses’ in their professional lives, they contribute to the reworking of the identity and work of teachers. The article concludes by sketching a research and policy agenda that arises in response to, and as an expression of the presence of this new generation of global/local teachers.

scholarly journals When “one” can be “two”: Cross-linguistic differences affect children’s interpretation of the numeral one

2019 ◽  
Vol 5 (3) ◽  
pp. 301-313
Author(s):  
Sarah Dolscheid ◽  
Franziska Schleussinger ◽  
Martina Penke
Keyword(s):  
Judgment Task ◽  
Value Judgment ◽  
Linguistic Differences ◽  
Linguistic Difference ◽  
German Speaking ◽  
English Speaking ◽  
Truth Value ◽  
Do So ◽  
The Way

In English, a lexical distinction is drawn between the indefinite determiner “a” and the numeral “one”. English-speaking children also interpret the two terms differently, with an exact, upper bounded interpretation of the numeral “one”, but no upper bounded interpretation of the indefinite determiner “a”. Unlike English, however, German does not draw a distinction between the indefinite determiner and the numeral one but instead uses the same term “ein/e” to express both functions. To find out whether this cross-linguistic difference affects children’s upper bounded interpretation of “ein/e”, we tested German-speaking children and adults in a truth-value-judgment task and compared their performance to English-speaking children. Our results revealed that German-speaking children differed from both English children and German adults. Whereas the majority of German adults interpreted “ein/e” in an upper bounded way (i.e. as exactly one, not two), the majority of German-speaking children favored a non-upper bounded interpretation (thus accepting two as a valid response to “ein/e”). German-speaking children’s proportion of upper bounded responses to “ein/e” was also significantly lower than English children’s upper bounded responses to “one”. However, German children’s rate of upper bounded responses increased once a number-biasing context was provided. These findings suggest that German-speaking children can interpret “ein/e” in an upper bounded way but that they need additional cues in order to do so. When no such cues are present, German-speaking children differ from both German-speaking adults and from their English-speaking peers, demonstrating that cross-linguistic differences can affect the way speakers interpret numbers.

scholarly journals An Austrian in Hollywood: the representation of foreigners in the films of Billy Wilder

2019 ◽  
Vol 7 (1) ◽  
pp. 7 ◽  
Author(s):  
Delia Chiaro ◽  
Giuseppe De Bonis
Keyword(s):  
Cultural Difference ◽  
Point Of View ◽  
Billy Wilder ◽  
The Usa ◽  
English Speaking ◽  
Insight Into ◽  
Gaining Insight ◽  
The Way

This paper examines the work of Billy Wilder whose rich cinematic production frequently involves the collision of different languages as well as the clash of dissimilar cultures. As an Austrian living in the USA, the director had the privilege of gaining insight into his adopted culture from the point of view of an outsider – a bilingual ‘other’ who made 25 films in almost 40 years of working in Hollywood. His films recurrently depict foreign characters at which Wilder pokes fun whether they are English, French, German, Italian, Russian or even the Americans of his adopted country. More precisely, the paper offers an overview of the multi-modal portrayals of diverse ‘foreigners’, namely Germans, Russians, French and Italians, with examples taken from a small but significant sample of Wilder’s films. The subtitling of dialogue in the secondary language for the target English-speaking audience and the specific translation solutions are not within the scope of this discussion, instead we focus on the comic collision of two languages and more importantly, on the way Wilder implements humour to highlight the absurdity of cultural difference. In other words, our main goal is to explore two or more languages in contrast when they become a humorous trope.

scholarly journals Translating Hygge: A Danish Design Myth and Its Anglophone Appropriation

2020 ◽  
Vol 33 (2) ◽  
pp. 158-174
Author(s):  
Malene Breunig ◽  
Shona Kallestrup
Keyword(s):  
Cultural Translation ◽  
Design History ◽  
Publishing Houses ◽  
English Speaking ◽  
The 1950S ◽  
Scandinavian Design ◽  
British Culture ◽  
The Way

Abstract Hygge, the lifestyling trend that offers a path to ‘authentic’ Danish contentment, is one of the more curious instances of cultural translation in recent years, both semantically and in terms of how an everyday Danish concept has been transformed by London publishing houses into a marketable commodity. Despite the widespread international popular success of the phenomenon, hygge has received little academic attention. What is particularly lacking is an analysis of the cultural transferral of the concept, of the rather different set of meanings constructed by the remodelling of hygge by English-speaking commentators. This article proposes that design history can offer a helpful framework for this kind of understanding. By approaching the case of hygge as a ‘mythology’ in the Barthian sense, we will argue that the concept builds upon the legacy of the mythologies imprinted on Anglophone societies by the branding of Scandinavian Design since the 1950s. Highlighting the links between such myths and the manufactured British version of hygge, we will posit that the meaning of hygge—the way it operates as a sign in British culture today—is dependent upon longstanding structures of understanding.

Sign in / Sign up

Export Citation Format

Share Document