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This article examines Franco-Spanish political relations in the period from 1610 to 1625 as represented in Spanish poetry and paintings produced in Spain or in the Spanish theatre of influence. The early seventeenth century was a time of cautious rapprochement and powerful underlying tensions between these nations. Two events of major significance are explored: the assassination of Henry IV of France in May 1610 and the reciprocal Bourbon-Habsburg marriages of 1615. The assassination is reflected in funeral sonnets by Góngora, Quevedo, Lope de Vega, and the Conde de Villamediana, while Henri himself and the marriages were portrayed by Rubens, envoy of the Infanta Isabel Clara Eugenia, Governor of Flanders, in his series on the life of Henri’s widow, Marie de Médicis (1625). This article considers the interplay of poetry and politics in these two complementary art forms and their effect on the legacy of Henri IV in Habsburg lands.

This article analyses the approach of the distinguished Spanish mezzo-soprano, Teresa Berganza, to the role of Carmen since her debut in the role at the Edinburgh Festival in August 1977. Over the past thirty years Berganza, as a singer and a teacher, has developed an interpretation of the role, both in terms of vocal technique and interpretation, which has brought Carmen back to a much more identifiably Spanish cultural context. Berganza’s assumption of the role coincided with the introduction of the original opéra comiqueversion of Carmento the mainstream. This article looks at the genesis and impact of Berganza’s contribution and the way in which the present generation is dealing with the, now mainstream, opéra comiquetext.

Information is presented on the implementation of a prereading program in a school setting using the reciprocal training procedure and on implications for educators, teacher educators, and parents. This instructional procedure, grounded in Vygotsky's theory of language and learning, is an interactive dialogue through which the teacher explicitly models four prereading skills: finger spelling, book reading, story retelling, and word recognition during story-time session with experimental storybooks. Pre-post test analyses show that gains were made in letter, word, and story knowledge through the use of the reciprocal teaching procedure.

Six case studies of young deaf children from deaf and hearing families are presented. A model home literacy program at the Indiana School for the Deaf is described. Case studies and the home literacy program describe activities which link sign language and finger spelling to early reading and writing at home. Activities include the daily reading of whole storybooks, explaining environmental print, labeling drawings with letters and words, writing lists and notes to family members and playing and experimenting with writing.

High school youths who were prelingually and profoundly deaf hearing elementary-school-age youths, and hearing reading-disabled high school youths read expository texts and filled in deleted words and phrases. After making word replacements, they explained their decisions in sign or verbally. As expected, the hearing youths had an easier time filling in the deleted portions and explaining what strategies they were using. While the deaf youths reported using similar strategies as the hearing youths, the frequency of each type of strategy differed. Deaf readers more often relied on rereading and background knowledge, while the hearing readers made greater use of context clues. The results suggest that instruction for deaf readers should include more effective comprehension strategies.

Inequality and Difference in Hispanic and Latin American Cultures. Ed. by BERNARD McGUIRK and MARK I MILLINGTON. Lewiston / Queenston / Lampeter: The Edwin Meilen Press. 1995. xiv +172 pp. £39.95. ISBN 0-7734-9476-6.Culture and Gender in Nineteenth-Century Spain. Ed. by LOU CHARNON-DEUTSCH and JO LABANYI. Oxford: Clarendon Press. 1996. xiii+277 pp. £35.00 (h/b). ISBN 0-19-815886-6.The Subversive Psyche. Contemporary Women's Narrative from Argentina and Uruguay. By ELIA GEOFFREY KANTARIS. Oxford: Clarendon Press. 1996. xiv+266 pp. £35.00 (h/b). ISBN 0-19-815902-1.Goytisolo: Campos de Nijar. By ABIGAIL LEE SIX. London: Grant & Cutler Ltd., Critical Guides to Spanish Texts, 59. 1996. 99 pp. £15.50 (p/b). ISBN 0-7293-0379-9.La imagen de los negros en el teatro del Siglo de Oro. By BALTASAR FRA MOLINERO. Madrid: Siglo Veintiuno de Espana Editores. 1995. 222 pp. 2.150 pta. (p/b). ISBN 84-323-0878-1.Se de matizacion & the Semantics of Spanish Pronominal Verbs. By ANTONIA MOREIRA RODRIGUEZ and JOHN BUTT. London: King's College, Department of Spanish & Spanish-American Studies. Hispanic Series, II. 1996. ix+374 pp. £15.00 (p/b). ISBN 0-9527552-1-1.Pasionaria y los siete enanitos. By MANUEL VAZQUEZ MONTALBAN. Barcelona: Planeta. 1995. 542pp. 3.400 pta.(p/b). ISBN 84-08-01403-X.Los campos de concentracion de los refugiados espanoles en Francia (1939-1945). By MARIE-CLAUDE RAFANEAU-BOJ. Barcelona: Omega. 1995. xi+404 pp. 2.500 pta. (p/b). ISBN 84-282-1041-1.Escriptors catalans i compromis antifeixista (1936-1939). By MARIA CAMPILLO. Barcelona: Curial Edicions Catalanes / Publications de l'Abadia de Montserrat 1994. 381pp. 3.200 pta. ISBN 84-7826-566-X.

Abstract:Early introduction (e.g. reading aloud and sharing a book as focus of attention) greatly aids the acquisition of literacy but for hearing parents of a deaf child these ploys do not come easily We have looked carefully at the practice of one hard- of-hearing mother with her three and one-half year old son and have identified fourteen strategies, in four large categories, that she uses. These seem likely to promote his future reading success, and some of them may also be useful for hearing parents with deaf children.

Abstract:One deaf child’s developing literacy from the age of two to the age of five is described as it shapes and is shaped by adult scaffolding. Literacy activities taped once a month over the three years were analyzed for (1) type of activity, (2) adult strategies to engage and support the child in gaining literacy, (3) strategies used by the child to engage and seek adult support, and (4) cohesive devices used in the adult-child dialogue.

Sociocultural factors effect the learning of deaf and hard-of-hearing (deaf/hh) children. Knowledge and sensitivity to children's home culture can assist the teacher in planning effective lessons. A three year project funded by the U.S. Department of Education is described which prepared 15 teachers of deaf/hh children in southeastern Kentucky. It is suggested that teacher-preparation programs include information on the sociocultural context of the communities where its graduates will work. The needs of preservice teachers for southeast Kentucky are conceptualized into four components: (a) Appalachian history, culture, and language; (b) deafness and learning strategies; (c) deaf culture and American Sign Language; and d) main-streaming competencies. Self-reports by the 15 trainees on their progress in the program are presented along with evaluations of teaching performance by their school supervisors.

Abstract:This paper reports the results of immersing six deaf children in a kindergarten classroom for a full school year of literacy-rich activities focused on daily reading and writing in authentic communication tasks. Case studies of the children, with samples of their free writing, show increasing levels of written language production over the year. The paper concludes with suggestions to teachers for optimizing the literacy environment of their classrooms.

Abstract:This study was a cooperative effort of two university-based reading educators and a reading teacher-librarian who is deaf. An intervention technique was designed based on studies emphasizing the importance of using American Sign Language (ASL) to build deaf children's background- knowledge before they read materials that support the learning of English. The teacher used the ASL summary technique; that is, she signed a summary of a fable in ASL without giving the moral lesson before having the students read the fable in printed English. "Retelling scores" were computed for seven deaf elementary school students who read some fables withthe ASL intervention and read other fables withoutthe intervention. The students' responses in telling the moral lesson of each fable were also scored. The data showed that the ASL summary technique increased the quantity and quality of the retelling scores; it also improved deaf readers' comprehension of the moral lessons of the fables. A description of the ASL summary technique and a discussion of its implications for teachers are provided.

Abstract:A survey of 6,043 professionals in 349 deaf education programs showed that 10.4% are from nonwhite or minority ethnic/cultural backgrounds. Of these minority professionals, 11.7% are deaf. Only 8 minority deaf administrators were found. Chi-square analyses showed that ethnic/cultural background and hearing loss were strongly associated with the type of program where the professionals were employed. More than half of the minority professionals worked in public schools. The District of Columbia, New York, and Maryland lead the country in the number of deaf professionals employed. More than half of all black deaf professionals work in either D.C. or New York. Texas leads the country in numbers of Hispanic professionals employed, and New Mexico has more Hispanic professionals than does California, New York, or Florida.

Abstract:Ten junior-high deaf teenagers surveyed 140 schoolmates with the guidance of the language arts teacher as to pupils' T.V. interests and habits. Students found their peers liked Tom and Jerry Cartoons, Chips, Love Boat, Incredible Hulk, and Charlie's Angels. This article describes the content of the project and discusses the classroom dynamics which occurred in the development of the project. Finally, suggestions are made for teachers interested in promoting intellectual growth in students by giving them challenging classroom activities.

Abstract:A three-level prereading model based on deaf children's early attempts at learning about prereading is proposed based on a 9-month longitudinal study. This model contends that reading can be initiated by giving deaf children opportunities to match their internalized manual language to printed words. The recommended procedures stress the use of joint reading-related activities involving parents, teachers, and peers. The classroom experiments and parental interviews provide evidence to support this prereading model. A developmental sequence is defined for deaf children based on the students' emergent prereading behaviors. Suggestions are also made for teachers and parents interested in promoting prereading in young deaf children.

Desire Unlimited; the Cinema of Pedro Almodovar. By PAUL JULIAN SMITH. London and New York: Verso. 1994. xxii+169 pp. £11.95(p/b). ISBN 0-86091-662-6.Studies in Portuguese Literature and History in Honour of Luis de Sousa Rebelo. Ed. by HELDER MACEDO. London: Tamesis. 1992. 209 pp. £35(h/b). ISBN 1-85566-012-1Impossible Choices: the Implications of the Cultural References in the Novels of Manuel Puig. By PAMELA BACARISSE. Calgary: University of Calgary Press; Cardiff: University of Wales Press. 1993.172 pp. £25(h/b). ISBN 0-7083-1191-1.Northward Bound: The Mexican Immigrant Experience in Ballad and Song. By MARIA HERRERA-SOBEK. Bloomington and Indianapolis: Indiana University Press. 1993. xxv+340 pp. £30.00(h/b). ISBN 0-253-32737-7.The Mexican Corrido: A Feminist Analysis. By MARIA HERRERA-SOBEK. Bloomington and Indianapolis: Indiana University Press. 1990. xii+151 pp. £9.99(p/b) £25.00(h/b). ISBN 0-253-20795-9.Seventeenth-Century Spanish Poetry: The Power of Artifice. By ARTHUR TERRY. Cambridge: Cambridge University Press. 1993. xv+300 pp. £35(h/b). ISBN 0-521-44421-7.Las revistas del 27: Litoral, Verso y Prosa, Carmen, Gallo. By RAFAEL OSUNA. Valencia: Pre-textos. 1993. 334 pp. £20.50(p/b). ISBN 84-87101-66-6.La obra literaria de Gonzalo Suorez, By JAVIER CERCAS. Barcelona: Quaderns Crema-Sirmio. 1993. 333 pp. 3.500 pta.(p/b). ISBN 84-7769-075-8.In the Service of Stalin. The Spanish Communists in Exile, 1939-1945. By DAVID WINGEATE PIKE. Oxford: Clarendon Press. 1993. xvii+453 pp. £45(h/b). ISBN 0-19-820315-2.Franco. A Biography. By PAUL PRESTON. London: Harper Collins. 1993. xxi+1002 pp. £25(h/b). ISBN 0-00-215863-9.

The frequency with which a group of academically underachieving teenage students complained of difficulties in concentration led to this exploratory investigation of relationships between powers of attention and academic achievement. These boys, who were participants in a summer academic potential program (APP) for underachievers at Brown University, were compared to a group of boys attending a National Science Foundation program (NSF) for capable students in terms of speed and accuracy of their performance on the Stroop Color-Word Test. Requiring in part that the boys name as rapidly as possible the hues in which color names were printed (e.g., “red” printed in green ink), the Color-Word Test seemed to present an experimental parallel to the complained of difficulties in concentration in the face of intruding thoughts. The NSF group was found to perform more rapidly and more accurately on every aspect of the experimental task. Analysis of their responses to two anxiety questionnaires showed the APP Ss avowing a significantly greater number of general manifest anxiety symptoms, while the NSF Ss admitted to a greater apprehensiveness around academic matters and examinations. Only the former difference was statistically significant. While the NSF Ss were strikingly more capable performers, the results of this preliminary study point to a number of questions concerning relationships among academic achievement, speed of response, attentional prowess, and anxiety that seem worthy of more elaborate investigation

New insights related to conceptual framework and the curriculum development process hold exciting promises for nursing education. This article proposes a different way for curriculum developers to visualize the curriculum-building process. The author suggests a method to assist faculty in incorporating the ideas that authorities in the field have set forth.

The article discusses the differences between primary and secondary information in genealogy research and analyzing information found in original sources. According to the author, original sources are those in their original form created as near as possible to the actual event. The author defines primary information consisting of record items provided by people who were participants or had close knowledge while secondary information is creates some time after an event.

The article discusses direct and indirect evidence and explains the difference between evidence and proof. It states that understanding of basic concept of evidence is a requirement in improving the research skills and credibility of a genealogist or family historian. The article also presents the case studies of Fyron Perthmore and John Camron of Stark County, Ohio.