1 - 10 of 25 results for: OSPSANTG

His work and readings of other key figures of Argentine literature during the period. Close reading technique. Readings in the context of the main developments in Argentine history, and in relationship to the major literary and philosophical trends of the 20th century. Topics include Borges' rejection of the novel, storytelling as a reaction against romanticism, philosophical concerns, paradoxical plot devices, humor, and influence in Latin America. Readings include short stories such as The Library of Babel and The Aleph, poems and essays, and texts by key Argentine writers of the period including Arlt, Bioy Casares, Silvina Ocampo, and Cortázar.

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.

Prerequisite: two years of college Spanish or equivalent placement.

Using Darwin¿s Voyage of the Beagle, follow the route of the HMS Beagle and create a detailed annotated analysis on all aspects of this work as it pertains to South America. Explications of factual information including ways in which Darwin¿s ideas proved to be insightful or incorrect. Through comparison of different editions of book, explore the evolution of Darwin¿s thinking. What about Darwin¿s approach made him such as astute observer and such a fertile and creative thinker?

Independent research with weekly meetings to review progress and discuss project goals. Students select from one of the following topics: hemorrhagid fevers of South America; Chiga¿s disease; malaria. Additional topics with consent of instructor.

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.