1,194 research outputs found

    The contribution of the Spanish language in Flanders to the lexicon of general Spanish at the end of the 16th and during the 17th century

    Get PDF
    El examen exhaustivo de un corpus de manuscritos e impresos (1,5 millón de registros) redactados por miembros del personal político, militar y religioso español que sirvió en los Estados de Flandes (1567-1706) permite observar el uso de neologismos completamente desconocidos en el español de la Península (por ej. drosarte, liarte, marrazo ‘tierra pantanosa’) o que no aparecerán allí sino medio siglo más tarde (por ej. recluta y tren). Casi todos estos neologismos se tomaron de las variedades románicas de los Estados de Flandes (picardo y valón), además del francés estándar, que no solo se hablaba en la parte meridional del país, sino que lo practicaban también las clases altas (aristocracia, comerciantes, etc.) de la parte septentrional del país, donde el pueblo hablaba el neerlandés o uno de susdialectos. El uso de estos (y otros más) neologismos peculiares en la lengua española de Flandes tiene como consecuencia que el español de Flandes merece tratarse en adelante, por lo menos desde el punto de vista lexicológico, como una variante peculiar del español áureo.El examen exhaustivo de un corpus de manuscritos e impresos (1,5 millón de registros) redactados por miembros del personal político, militar y religioso español que sirvió en los Estados de Flandes (1567-1706) permite observar el uso de neologismos completamente desconocidos en el español de la Península (por ej. drosarte, liarte, marrazo ‘tierra pantanosa’) o que no aparecerán allí sino medio siglo más tarde (por ej. recluta y tren). Casi todos estos neologismos se tomaron de las variedades románicas de los Estados de Flandes (picardo y valón), además del francés estándar, que no solo se hablaba en la parte meridional del país, sino que lo practicaban también las clases altas (aristocracia, comerciantes, etc.) de la parte septentrional del país, donde el pueblo hablaba el neerlandés o uno de susdialectos. El uso de estos (y otros más) neologismos peculiares en la lengua española de Flandes tiene como consecuencia que el español de Flandes merece tratarse en adelante, por lo menos desde el punto de vista lexicológico, como una variante peculiar del español áureo.El examen exhaustivo de un corpus de manuscritos e impresos (1,5 millón de registros) redactados por miembros del personal político, militar y religioso español que sirvió en los Estados de Flandes (1567-1706) permite observar el uso de neologismos completamente desconocidos en el español de la Península (por ej. drosarte, liarte, marrazo ‘tierra pantanosa’) o que no aparecerán allí sino medio siglo más tarde (por ej. recluta y tren). Casi todos estos neologismos se tomaron de las variedades románicas de los Estados de Flandes (picardo y valón), además del francés estándar, que no solo se hablaba en la parte meridional del país, sino que lo practicaban también las clases altas (aristocracia, comerciantes, etc.) de la parte septentrional del país, donde el pueblo hablaba el neerlandés o uno de susdialectos. El uso de estos (y otros más) neologismos peculiares en la lengua española de Flandes tiene como consecuencia que el español de Flandes merece tratarse en adelante, por lo menos desde el punto de vista lexicológico, como una variante peculiar del español áureo.The exhaustive analysis of a corpus of manuscripts and books (1,5 million of records) redacted by Spanish members of the politic, military and religious staff being on duty in Flanders (1567-1706) allows us to observe the use of neologisms which were completely unknown in the Spanish language of the Peninsula (for ex. drosarte, liarte, marrazo ‘swamp’) or which will not appear there until half a century later (for ex. Recluta y tren). Nearly all these neologisms were borrowed from the Romanic varieties of Flanders (Picard and Walloon), besides standard French, which was not only the main language of the southern part, but was also used by the higher classes of the northernpart of the country, where people spoke Dutch or one of its dialects. The consequence of the use of these (and others) neologisms peculiar to the Spanish language of Flanders is that henceforward the Spanish language of this area merits the treatment, at least from a lexical point of view, as a peculiar variant of the Spanish of the Golden Age

    La aportación de la lengua española de Flandes al léxico del español general a finales del siglo XVI y durante el siglo XVII

    Get PDF
    El examen exhaustivo de un corpus de manuscritos e impresos (1,5 millón de registros) redactados por miembros del personal político, militar y religioso español que sirvió en los Estados de Flandes (1567-1706) permite observar el uso de neologismos completamente desconocidos en el español de la Península (por ej. drosarte, liarte, marrazo 'tierra pantanosa') o que no aparecerán allí sino medio siglo más tarde (por ej. recluta y tren). Casi todos estos neologismos se tomaron de las variedades románicas de los Estados de Flandes (picardo y valón), además del francés estándar, que no solo se hablaba en la parte meridional del país, sino que lo practicaban también las clases altas (aristocracia, comerciantes, etc.) de la parte septentrional del país, donde el pueblo hablaba el neerlandés o uno de susdialectos. El uso de estos (y otros más) neologismos peculiares en la lengua española de Flandes tiene como consecuencia que el español de Flandes merece tratarse en adelante, por lo menos desde el punto de vista lexicológico, como una variante peculiar del español áureo.The exhaustive analysis of a corpus of manuscripts and books (1,5 million of records) redacted by Spanish members of the politic, military and religious staff being on duty in Flanders (1567-1706) allows us to observe the use of neologisms which were completely unknown in the Spanish language of the Peninsula (for ex. drosarte, liarte, marrazo 'swamp') or which will not appear there until half a century later (for ex. Recluta y tren). Nearly all these neologisms were borrowed from the Romanic varieties of Flanders (Picard and Walloon), besides standard French, which was not only the main language of the southern part, but was also used by the higher classes of the northernpart of the country, where people spoke Dutch or one of its dialects. The consequence of the use of these (and others) neologisms peculiar to the Spanish language of Flanders is that henceforward the Spanish language of this area merits the treatment, at least from a lexical point of view, as a peculiar variant of the Spanish of the Golden Age

    Block-tridiagonal linear systems and branched continued fractions

    Get PDF

    Te digo (de venir); me pide (de) salir. A propósito del uso erróneo del infinitivo en las sustantivas de régimen directo

    Get PDF
    Se analiza el uso erróneo del infinitivo en las sustantivas de régimen directo por parte de los alumnos de E/ LE. Como la mayor parte de los manuales recientes de E/ LE no aborda el problema de la dicotomía subjuntivo/ infinitivo, o no aporta una solución satisfactoria, se ha analizado un amplio corpus de teatro actual, para determinar concretamente esta cuestión

    Cartilage adaptation after anterior cruciate ligament injury and reconstruction: implications for clinical management and research? A systematic review of longitudinal MRI studies

    Get PDF
    SummaryObjectiveTo summarize the current evidence of magnetic resonance imaging (MRI)-measured cartilage adaptations following anterior cruciate ligament (ACL) reconstruction and of the potential factors that might influence these changes, including the effect of treatment on the course of cartilage change (i.e., surgical vs non-surgical treatment).MethodsA literature search was conducted in seven electronic databases extracting 12 full-text articles. These articles reported on in vivo MRI-related cartilage longitudinal follow-up after ACL injury and reconstruction in “young” adults. Eligibility and methodological quality was rated by two independent reviewers. A best-evidence synthesis was performed for reported factors influencing cartilage changes.ResultsMethodological quality was heterogenous amongst articles (i.e., score range: 31.6–78.9%). Macroscopic changes were detectable as from 2 years follow-up next to or preceded by ultra-structural and functional (i.e., contact-deformation) changes, both in the lateral and medial compartment. Moderate-to-strong evidence was presented for meniscal lesion or meniscectomy, presence of bone marrow lesions (BMLs), time from injury, and persisting altered biomechanics, possibly affecting cartilage change after ACL reconstruction. First-year morphological change was more aggravated in ACL reconstruction compared to non-surgical treatment.ConclusionIn view of osteoarthritis (OA) prevention after ACL reconstruction, careful attention should be paid to the rehabilitation process and to the decision on when to allow return to sports. These decisions should also consider cartilage fragility and functional adaptations after surgery. In this respect, the first years following surgery are of paramount importance for prevention or treatment strategies that aim at impediment of further matrix deterioration. Considering the low number of studies and the methodological caveats, more research is needed

    “We are all so different that it is just … normal.”:Normalization practices in an academic hospital in the Netherlands

    Get PDF
    Internationally, academic hospitals are giving increasing attention to diversity management. This paper sheds light on the actual praxis of cultural diversity management by professionals in workplace interactions. An ethnographic study in a Dutch academic hospital showed that normalization practices were obscuring diversity issues and obstructing inclusion of cultural minority professionals. The normalization of professionalism-as-neutral and equality-as-sameness informed the unequal distribution of privilege and disadvantage among professionals and left no room to question this distribution. Majority and minority professionals disciplined themselves and each other in (re)producing an ideal worker norm, essentialized difference and sameness, and explained away the structural hierarchy involved. To create space for cultural diversity in healthcare organizations in the Netherlands and beyond, we need to challenge normalization practices

    "As an ethnic minority, you just have to work twice as hard." Experiences and motivation of ethnic minority students in medical education

    Get PDF
    INTRODUCTION: Adequate representation of ethnic minority groups in the medical workforce is crucial for ensuring equitable healthcare to diverse patient groups. This requires recruiting ethnic minority medical students and taking measures that enable them to complete their medical studies successfully. Grounded in self-determination theory and intersectionality, this paper explores the experiences of ethnic minority medical students across intersections with gender and other categories of difference and how these relate to students’ motivation. METHODS: An explorative, qualitative study was designed. Six focus groups were conducted with 26 ethnic minority students between December 2016 and May 2017. Thematic analysis was performed to identify, analyse and report themes within the data. RESULTS: The findings were categorized into three main themes: the role of autonomy in the formation of motivation, including students’ own study choice and the role of their family; interactions/‘othering’ in the learning environment, including feelings of not belonging; and intersection of ethnic minority background and gender with being ‘the other’, based on ethnicity. DISCUSSION: Ethnic minority students generally do not have a prior medical network and need role models to whom they can relate. Ensuring or even appointing more ethnic minority role models throughout the medical educational continuum—for example, specialists from ethnic minorities in teaching and/or mentoring roles in the education—and making them more visible to students is recommended. Moreover, a culture needs to be created in the educational environment in which students and staff can discuss their ethnicity-related differences. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40037-021-00679-4) contains supplementary material, which is available to authorized users
    corecore