Results for OSPSANTG

Intensive sequence integrating language, culture, and sociopolitics of Chile. Emphasis is on achieving advanced proficiency in oral and written discourse including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: one year of college Spanish, or 11 or 21B if taken more than two quarters prior to arriving in Santiago.

Intensive sequence integrating language, culture, and sociopolitics of Chile. Emphasis is on achieving advanced proficiency in oral and written discourse including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: 11 or 21B within two quarters of arriving in Santiago, or 12 or 22B.

Key figures in poetry, narrative fiction, theater, and testimonio, such as Mistral, Garro, Lispector, Poniatowska, Valenzuela, Eltit and Menchú. Close reading technique. Issues raised in literary texts that reflect the evolution of the condition of women in Latin America during the period. Topics include gender differences and relationships, tradition versus transgression, relationship between changes in the status of women and other egalitarian transformations, and women writers and the configuration of literary canons.

Energy and environmental challenges resulting from the growing size and complexity in Latin American cities. Key issues: way in which public authorities deal with the dynamics of urban growth and complexity; related environmental and energy issues, particularly related to different public transportation models. Systemic approach as seen in Curtiba, Bogota, Santiago, and Medellin. Analysis centering on different approaches used to tackle these related issues; different institutional strategies.

Prerequisite: two years of college Spanish or equivalent placement.May be repeated for credit.

May be repeated for credit.

What is the status of myths in modern Latin America? Is myth necessarily pre-modern? How does myth, which is essentially narrative, meet icons, which are essentially visual and tactile? How do myths and icons operate politically? These are some of the questions we will explore. The course is organized in modules, each devoted to a central "mythical" and iconic figure: Che Guevara, Violeta Parra, García Márquez, and Eva Perón. The goal of the course is twofold: on the one hand, we would like students to become familiar with some of the most popular modern Latin American myths/icons and how they cut across genres, periods, and media. On the other, beyond familiarity, students will become participants, both creatively and critically, in the recreation of such figures. We will consider a variety of sources and make extensive use of local opportunities, such as visiting museums or attending concerts

Physical, ecological, and human geography of Chile. Perceptions of the Chilean territory and technologies of study. Flora, fauna, and human adaptations to regional environments. Guest lectures; field trips; workshops.

Major themes of 19th-century Latin American history, including independence from Spain, the emergence of nation states, and the development of a new social, political, and economic order.

Independent visits to sites of memory throughout Santiago de Chile, followed by discussion. Sites include the Museo de la Memoria, monuments, archives, and former detention and torture centers. Topics include: the politics of memory, museification effects, aesthetic choices, acting out and working through trauma. Short written reports are required. Students will prepare and carry out an interview. Readings by Susana Draper, Pierre Nora, Nelly Richard, and Idelber Avelar.

Relationships among physical processes in the ocean, biological productivity, and the exploitation of resources by high-thropic-level predators including human beings. Characterization of ecological patterns; identification of processes operating on marine systems. Open ocean ecosystems, intertidal and benthic regions of the world's oceans, and ecological research developed along coastal regions, focusing on Chile's 4,000 km coastline.

Advanced. Writing as craft and process: brainstorming, planning, outlining, drafting, revising, style, diction, and editing. Non-Spanish majors or minors may choose topics related to their studies. Prerequisite: SPANLANG 13C, 13R, 13S, 23B, or equivalent.

The Chilean economy in five stages, taking into account: the international economic position of Chile; internal economic structures closely related to the inherited historical conditions and to the changing international economic position of the country; and the economic strategies prevalent during the period and the concrete development policies conducted by government authorities.