The International and Area Studies Library has spent the past several months posting news articles, videos, and other resources related to the WWI armistice, which celebrates its 100-year anniversary on Sunday, November 11. The research about WWI is by no means exhaustive, but much information has been gathered over the last 100 years that can shed light on this period of time. Here are some of our favorite UIUC resources we’ve found relating to the end of WWI and the armistice.
This library guide details UIUC Archives holdings related to WWI, including information about the University’s Student Army Training Corps (SATC) and students who served. Materials can be searched for in the Archives Database.
In 2015, SourceLab published a digital edition of a film showing the work of Anna Coleman Ladd, an American sculptor who made facial prosthetics for World War I veterans. SourceLab is a group of UIUC faculty and students who create digital editions of historical materials. Learn more here.
This post describes how WWI and the rampant spread of Influenza affected the UIUC campus in 1918. This story includes several photographs and documents from the University Archives.
This list highlights just a few of the great resources at UIUC for the study of WWI! For more information about researching WWI, contact the Global Studies Librarian, Lynne Rudasill, firstname.lastname@example.org,or visit the Center for Global Studies.
As this academic year begins, the University of Illinois community, the nation, and the world continue to strive toward diversity, respect, and inclusivity. Recent events like the January travel ban and the discontinuation of DACA have motivated the University to reaffirm its commitment to serving a diverse population of students. The various departments across the University Library support our school’s mission to “be proactive in supporting all of our students, faculty, staff and visiting scholars, whether domestic or international” and to “build a campus culture of inclusion,” as stated in a campus-wide email from Chancellor Robert Jones on September 9.
As a student, these events and topics can sometimes feel overwhelming. With so much information and media available, how do we begin to understand these complex issues? How can we find reliable information and context on these topics? How can we celebrate and respect diverse perspectives and experiences?
In addition to participating in a variety of campus initiatives, individuals on campus can make an effort to learn about changing policies and social climates, cultural histories, national identities, and individual experiences. The commitment to value and support diversity enlightens us about people and places different from ourselves, while simultaneously creating safe, creative, and respectful environments.
Campus Resources and Support
The University of Illinois offers many resources for students wanting to learn more about these topics or who are looking for help navigating these experiences. These include, among others:
The International and Area Studies Library serves the campus community by providing information about specific regions across the world. As detailed on the about page, IAS is committed to “connecting students and scholars to the knowledge crucial to developing global competencies through the study of distinct nations and regions, as well as transnational issues and global concerns.” IAS strives to increase awareness of international histories and current events through its collections, staff, and activities.
Every fall, for one weekend, some of the most renowned West African drummers and dancers come to Champaign-Urbana for a full weekend of workshops, demonstrations, community-building, and general merriment. The annual festival, called Midwest Mandeng, was first held in 2014 and is organized by a dedicated group of volunteers including me, Mara Thacker, the South Asian Studies Librarian at the International and Area Studies (IAS) Library. A promotional video produced for the first Midwest Mandeng in 2014 explains what it’s all about:
This year, the festival will be October 7th, 8th, and 9th on the University of Illinois campus and downtown Urbana. Be sure to check the full schedule to see all the details on locations and timings.
The IAS Library and the Center for Global Studies are getting in on the action this year by co-sponsoring a special performance with master djembefola, Bolokada Conde, one of the most celebrated master drummers in the world. Originally from Guinea, West Africa, Conde was the lead soloist of Les Percussions de Guinée, a group sponsored by the Guinean government that presents traditional music and dance, especially from the Guinean highlands. For over a decade, he has taught workshops worldwide to beginning and advanced students. While he currently lives in South Carolina, he taught at the University of Illinois at Urbana-Champaign as a visiting professor from 2008-2011, leading Mande drumming, rhythms, and songs.
Bolokada plays djembe at a demonstration at the Urbana Free Library at Midwest Mandeng 2015.
On Friday, October 7, 2016, from 4:00-5:00 p.m., Bolokada will visit the IAS Library to share his stories and experiences touring and performing all over the world, and showcase some of the Malinke rhythms that he has mastered over the years. This event is free and open to the public.
If you feel inspired by the event, check out some of the drum and dance workshops held in the studio rehearsal space in the Krannert Center for the Performing Arts. All of the workshops are open to all experience levels and drums can be borrowed free of charge on a first-come, first-served basis. Check out the event website for more information, or contact Mara Thacker at email@example.com.
For visuals to accompany the audio, YouTube has a number of recordings available of Guinea’s national dance company, Les Ballets Africains. Also, some of the company’s amazing past productions are on on YouTube. One particularly inspiring piece is a clip of the troupe performing the rhythm dundunba, which is the dance of the strong man and also one of the de facto party dances in celebrations in Guinea.
There will be a community dundunba party as part of Midwest Mandeng where you can try out some dance moves or hear the rhythm in person. Check out the Facebook event page and join in on the fun!
This week we bring you our third and last entry in the “Adventures in Arabic” series. The content in Parts I, II, and III reflect eight months of elementary study of the Arabic language and include not only linguistic observations of interest but literary, cultural, religious, and strategic ones, too. Thank you for joining me on this journey. Or, that is, شُكْراً (shoo-krahn).
A girl writes Arabic calligraphy on a wall. Image Credit: Nur Meryem Seja on Flickr
Gender applies here, too.
Remember that binary distinction that you had to make in Spanish class between el niño (boy) and la niña (girl)? Yes, gender appears as frequently and as importantly in Arabic, too. Just like the romance languages, French, Portuguese, Italian, Romanian, and more, nouns are divided into two classes, masculine and feminine, and the adjectives that modify them must abide by certain rules to respect the conventions of grammar. Even in English, word pairings like actor/actress, bachelor/bachelorette, god/goddess, host/hostess, waiter/waitress represent a similar concept.
Words belong to families.
A visual word map that traces different manifestations of the root ف-ه-م (f-h-m). Image Credit: Blogger Sawitri from myarabicnotes.blogspot.com
Consider, for a moment, these groups or “families” of words below:
In English, we have a base form of a word that provides a sort of template for additional suffixes and prefixes that we affix to its beginning or ending to establish new meanings. As outlined in the initial text used for Arabic 201, Alif Baa by Kristen Brustad, et al, in Arabic, “words are usually formed from a core of three consonants that constitute [their] basic meaning[s], called the root[s] of the word[s]. Words are formed by putting roots into different patterns or syllable structures” (207). For example, the root ب –ت –ك (k-t-b) will always address something in relation to the act of writing or the written word; the root س–ر– د (d-r-s) will always address studying; and ع – م – ج (j-m-3*) will always address groups or plurality. These roots are organized in different patterns and coupled with various short vowels to indicate nouns, verbs, people, adjectives, and more.
k-t-b, aktab (I write), maktaba (library), kitaab (book)
d-r-s, tadros (she studies), dars, (lesson), madrasa (school)
A transliteration involves using the script of one language to write another. Unlike the Latin or Roman script used to write English, the Arabic script does not have letters for “p,” “v” or “x.” So, writing “Patricia,” “Victor,” and/or “Xavier” pose unique challenges. “P” and “v” are typically substituted by the Arabic letter “ب” (baa) while “اكس” (iks) is used to establish the sound of “x.” Accordingly, to make additional negotiations, “Champaign” is written as “شمبين” (shambeen); “Europe” is “أوروبا” (oorooba) and “Harvard” is written as “هارفرد” (harfard). Also note that there is no capitalization in Arabic.
The Arabic script can appear to be more “dainty” than the Roman script.
Take these words for example, all typed without any formatting and in the same size font. The Arabic words appear to be more condensed as they take up less space.
Print vs. handwriting
There is a difference between reading a standardized font in print and reading someone’s cursive handwriting. This distinction would seem obvious as, inter-culturally speaking, even handwriting in English differs in appearance from language in print. See below:
A typed grocery list, from right-to-left and top-to-bottom. It reads: “milk, eggs, strawberries, sugar, flour, banana, orange, meat, chicken, fish, dates, gum, eggplant, wipes, soap, juice, honey, watermelon, ice cream [a transliteration], chocolate [a transliteration]”.
The same grocery list as above, handwritten. See the previous image’s caption for a translation of the listed items.
Some names are very common.
As in English with names like Michael, Matt, John, Jennifer, Stephanie, and Mary, there are certain names that will appear over and over again in Arabic. Among them are Ahmed, Mahmoud, and Mohammed (Muhammad) for men and Fatima, Khadija, and Salma for women. As in English with names like Mary and Sara, some of these stem from holy texts. Mohammed, for example, and the many derivations thereof, refers directly to the founder of Islam.
You can make yourself a celebrity by reciting the Koran.
In many Islamic societies, the recitation of Koranic verses, or “قراءة“(qirat), is a highly prized ability. Many young talents who sing well on shows like American Idol, The Voice, and The X Factor are applauded for their voices; reciting the Koran in some places in the Middle East can garner fame and attention.
If you take learning Arabic seriously, there are some invaluable resources you need to have handy. Some of the greatest of these are the tools used to type the language in the absence of an Arabic-lettered keyboard. Each of the sites below will allow you to type and/or select the letters you need to create Arabic language texts.
A screenshot of the University of Illinois’ Summer Institute of Languages of the Muslim World
Thank you for joining us on our Adventures in Arabic. In addition, we encourage you to study any other language with a script different from your own. In a world of shrinking borders, knowledge of your neighbors will surely be valued in whatever profession you assume. On the University of Illinois campus, Arabic is offered not only through the curriculum but also through short-term IFLIP courses and intensive SILMW courses over the summer. For more posts like these, be sure to like our Facebook page and tune in next semester for more from Glocal Notes and the International and Area Studies Library.