DOCSLIB.ORG

ROMANCE LANGUAGES and Related Disciplines (Epigraphy, Numismatics); Fall, Winter, Spring, Summer

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ROMANCE LANGUAGES and Related Disciplines (Epigraphy, Numismatics); Fall, Winter, Spring, Summer 860. Regional Science Methods 310. Latin America Today 103. Elementary French Spring. 4(4~0) Approval of depart- Fall of odd-numbered years. 3(3-0) Fall, Winter. Spring, Summer. 4(4-1) ment. Juniors. 102. Demographic analysis, social accounts, economic Major problems and conflicts determining the Continuation of 102. base, input-output, industrial complex, linear cultural development of contemporary Latin programming, gravity models, and other tech­ America as a whole. niques for regional research. 200H. Honors Work 311. Latin America Today Fall. Winter, Spring. 1 to 16 credit11. 880. Special Problems Approval of deparlment. Winter of even-numbered years. 3(3-0) Fall, Winter, Spring, Summe1'. 1 to 6 Juniors. credits. May re-enroll for a maximum of 10 credits. Approval of department. Cultural life of Latin America as reflected in 201. Second-Year French its literary production, especially in the novel Seminars on current problems. Supervised read­ Fall, Winter, Spring, Summer. 4(4-1) ings. Independent study of selected topics. as the most striking interpretation of its social problems. 103. Continuation of oral practice, intensive, organ­ 899. Research ized review of grammar and development of Fall, Winter, Spring, Summer. Vari- 312. Latin America Today techniques in reading. able credit. App1'oval of department. Spring of even-numbered years. 3(3..()) Juniors. 999. Research Intellectual currents in Latin America. Role of 202. Second-Year French Fall, Winter, Spring, Summer. Vari- the intellectual leaders in molding the cultural Fall, Winter, Spring, Summer. 4(4-0) able credit. Approval of department. life of Latin America. 201. Continuation of 201. Discussion of reading 350. Introduction to Classical conducted in the language. Fonnal writing on Archaeology topics directly related to reading materials. Fall. 3(3-0) Sophomores. Methods and techniques of classical archaeology 203. Second-Year French ROMANCE LANGUAGES and related disciplines (epigraphy, numismatics); Fall, Winter, Spring, Summer. 4(4·0) the rise of classical archaeology with emphasis 202. on Minoan-Mycenaean period. Continuation of 202. College of Arts and Letters 351. Archaeology of Athens Students who have had high school work in the Winter. 3(3-0) Sophomores. 301. Introduction to French Literature foreign language in which they wish to con­ Fall, Winter, Spring. 3(3-0) 203. tinue their studies must take a placement exam­ Topography of Attica and history of area from A restricted number of representative works will ination in that language. Placement in the appro­ Mycenaean to Greco-Roman period as shown by archaeological monuments. Special attention to be examined closely in the perspective of literary priate course is determined by the results of history. Readings, discussions and lectures in this examination. University credit is not given vase painting and sculpture. for courses waived by performance on the place­ French. ment examination. Also, registration for credit is not permitted in courses for which the equivalent 352. Archaeology of Rome high school credit has been earned. In general, Spring. 3(3-0) Sophomores. 302. Introduction to French Literature one year of high school language study is con­ Topography of Rome and Latium; archaeological Fall, Winter. Spring. 3(3-0) 301. sidered equivalent to one term of university study. history of the site from its origins to the time of Continuation of 301. This means that a student with two years high Hadrian; survey of the archaeology of Christian school credit in a language should place no Rome. lower than 103 on the placement test. If he 303. Introduction to French Literature places higher, for example, in 201, 103 is waived without credit. However, if his placement exam­ 476. Canadian-American Studies Fall, Winter, Spring. 3(3-0) 302. ination indicates that he is not qualified for 103, For course description, see Interdis­ Continuation of 302. he must enroll in the appropriate lower course ciplinary Courses. without credit, To receive credit in lirst year foreign language 311. Advanced Oral French courses, all three terms, 101, 102, 103, must be 499. Special Projects Fall. 2(2-1) 203. completed satisfactorily, Fall, Winter, Spring, Summer. Vari­ Advanced practice to improve use of French {OJ able credit. May re-enroll for a maximum of 18 understanding and discussing literary and cul­ credits. Approval of department. tural material. Work in areas outside regular course offerings. Romance Language Courses ROM 312. Advanced Oral French 801. Romance Philology Winter. 2(2-1) 311. Spring of even-numbered years. 3(3-0) 210. Latin America: Its Peoples and FRN 805 or SPN 805. Continuation of 311. Cultures Examination of the relatedness of the Romance Fall of even-numbered years. 3(3-0) Languages: common source Latin lexicon, phon­ 313. Advanced Oral French Geographical, ethnic, social, political, economic, ological system, grammar. Concentration on Spring. 2(2-1) 312, and cultural characteristics of Brazil and La­ the three major Romance Languages, French, Plata region. Italian, Spanish, with some attention to all Continuation of 312. others. 211. Latin America: Its Peoples and Cultures 320. French Phonetics Winter of odd-numbered years. 3(3-0) Fall, Spring. 3(2-2) 203. Continuation of 210. Western and northern A practical, remedial study of pronunciation South America, and diction. Use of the language laboratocy. French FRN 212. Latin America: Its Peoples and 321. Intermediate Composition Cultures 101. Elementary French Spring of odd-numbered years. 3(3-0) Fall. Winter. 3(3-0) 203. Fall, Winter, Spring, Summer. 4(4-1) Essential and difficult points of grammar re­ Continuation of 211. Mexico and the Caribbean Pronunciation, grammar, oral drill, and easy region. viewed. Designed especially for 3rd and 4th reading. year students who plan to teach French. 299. Special Projects Fall, Winter, Spring, Summer, Vari­ 102. Elementary French able credit. May re-enroll for a maximum of 18 Fall, Winter, Spring, Summer. 4(4-1) .122. Intermediate Composition credit11. Approval of department. 101. Winter, Spring. 3(3-0) 321. Work in areas outside regular course offerings. Continuation of 101. Continuation of 321. A-116 ~ . " i Romance Languages -·DfisulptiOM Coris"' 341. French Literary Masterpieces in 423. Advanced Syntax 808. French Linguistics English Translation Fall. 3(3-0) 322. Recommended Spring of even-numbered years. 3(3-0) Fall, Winter, Spring. 3(3-0) Not for prospective teachers. LIN 401, or knowledge of modem French, open to French majors; recommended for non­ Descriptive and proscriptive grammar and Structure of the French language examined majors. syntax. through the methodology of descriptive lin­ Middle Ages to the early 17th century. (Corn­ guistics: application of the techniques of struc­ cille). 425. Twentieth Century Novel turalism, transformational grammar, and distinc­ Fall, Wintef', 3(3-0) May re-enroll tive feature analysis. 342. French Literary Mastef'Pieces in for a maximum of 6 credits. 303. English Translation A study of representative works from the first World War to the present with emphasis on the 809. Development of French Culture (341.) Fall, Winter, Spring. 3(3-0) Entre-Deux-Guerres and the Existentialist Winter and Spring of even-numbered Not open to French majors; recommended for school: Guide, Proust, Butor, Malraux, St. yeaf's. 3(3-0) Primarily for high school lan­ non-majors. Exupery, Sartre, Camus. guage teachers. Seventeenth and 18th century literature. Deals with the cultural growth of France with 426. Twentieth Century Poetry and particular emphasis on literature and the other 343. French Literary Maste,.,ieces in Drama arts, their relation to the culture itself and to English Translation Winter, Spring, 3(3-0) May re-enroll the language spoken. Given in French. (341.) Fall, Winter, Spring. 3(3-0) for a maximum of 6 credits. Not open to French majors; recommended fo-r A sampling of contemporary poetry and drama non-majors. from the major poets and playwrights includ­ 810. Literature of the Sixteenth Century Nineteenth and 20th centuzy literature. ing Valery, Claude!, Apollinaire, St. John-Perse, Frevert, Michaux, Poage; Giraudoux, Anouilh, Fall of odd-numbered years; Winter Montherlant, Sartre, Ionesco, Genet, and and Spring of even-numbered yeaf's. 3(3-0) 400H. Honors Work Beckett. May re-enroll for a maximum of 9 credits, Fall, Winter, Spring. Variable credit: Rabelais and Early Sixteenth Centuzy, Pre­ Approval of department. 427. The Contemporary French Renaissance and Pleiad, Montaigne and Pre­ Scene Classicism, including survey of causes of Ren­ 401. Medieval and Renaissance Wintef', Spring. 3(3-0) 303 or 312 aissance, poetry of Ronsard and duBellay, Essays Literature or approval of department, of Montaigne. Fall, Winter, Spring. 3(3-0) May Various aspects of the political, social, eco­ nomic, intellectual, artistic and literary life of re-enroll for a maximum of 9 credits. contemporary France; increasing facility in un­ 821. The Classical Drama Study of selected medieval works, read in derstanding, reading and speaking of its lan­ Winter and Spring of odd-numbered modern French. Brief examination of the guage. Material, read in the original, is drawn years. 3(3-0) May re-enroll for a maximum theories on the Renaissance Movement and mostly from twentieth century French writings, of 6 credits. study of the main authors: Rabelais, the Plciade and used as a basis for class discussion in French. poets, Montaigne. Corneille, Racine, theories of Classical tragedy; the comedy of the Classical Period with partic­ 481H. Honors Seminar ular emphasis on Moliere and Comeille. 405. Seventeenth Century Literature (481.) Fall, Winter, Spring. 4(3-0) Fall, Winter, Spring. 3(3-0) May May re-enroll for a maximum of 8 credits. One re-enroll for a maximum of 9 credits. 303. term of any 400 coorse in French, except 427, 826. Non-Dramatic Literature of the or approval of department, Classic masterpiece.<; of the age of reason in­ Classical Age cluding Corneille, Racine, Moliere, La Fontaine, Study of a specific author, work, theme or prob­ Winter and Spring of even-numbered Pascal, DeS<:artes, La Rochefoucauld, Mme De lem.
Load more

Recommended publications
  • “Une Messe Est Possible”: the Imbroglio of the Catholic Church in Contemporary Latin Europe
    Center for European Studies Working Paper No. 113 “Une Messe est Possible”: The Imbroglio of the Catholic Church 1 in Contemporary Latin Europe by Paul Christopher Manuel Margaret Mott [email protected] [email protected] Paul Christopher Manuel is Affiliate and Co-Chair, Iberian Study Group, Center for European Studies, Har- vard University and Professor and Chair, Department of Politics, Saint Anselm College. Margaret Mott is Assistant Professor of Political Science at Marlboro College. ABSTRACT Throughout the contemporary period, the Church-State relationship in the nation-states of France, Italy, Spain and Portugal – which we will refer to as Latin Europe in this paper – has been a lively source of political conflict and societal cleavage, both on epistemological, and ontological grounds. Epistemological, in that the person living in Latin Europe has to decide whether his world view will be religious or secular; ontological, in that his mortality has kept some sense of the Catholic religion close to his heart and soul at the critical moments of his human reality. Secular views tend to define the European during ordinary periods of life, (“métro boulot dodo,”) while religious beliefs surge during the extraordinary times of life (birth, marriage, death,) as well as during the traditional ceremonial times (Christmas, Easter). This paper will approach the ques- tion on the role of the Catholic church in contemporary Latin Europe by first proposing three models of church-state relations in the region and their historical development, then looking at the role of the Vatican, followed by an examination of some recent Eurobarometer data on the views of contemporary Catholics in each country, and finishing with an analysis of selected public pol- icy issues in each country.
    [Show full text]
  • History of Modern Latin America
    History of Modern Latin America Monday 6:00PM-9:00PM Hill 102 Course Number: 21:510:208 Index Number: 15351 Instructor: William Kelly Email: [email protected] Course Description: This course will explore the history of Latin America (defined here as Mexico, South America, the Spanish Caribbean, and Haiti) from the beginning of the independence era in the early 1800s until the present day. We will examine concepts such as violence, race, slavery, religion, poverty, governance, and revolution, and how these social processes have shaped the lives of Latin Americans over the course of the last two and a half centuries. We will explore questions such as: how was colonial Latin American society structured, and how did it change following independence? Why did independence happen early in some places (Haiti, Mexico, Colombia) and late in others (Cuba, Puerto Rico)? How has racial ideology developed in Latin America, and how have Latin Americans historically understood the concept of “race”? Why have Latin Americans structured their governments in particular ways, and how have ideas of governance changed over time? How has the cultural and linguistic diversity in Latin America shaped its history, and how have the experiences of different cultural, linguistic, ethnic, or racial groups differed from one another? We will consult a variety of written and visual forms of media, including books, visual art, published speeches, music, films, and other types of sources in order to explore these and other questions to gain a greater understanding of the historical forces that have shaped Latin American society. Required Text: Cheryl E.
    [Show full text]
  • The Encyclopedia
    The Encyclopedia ABERRATION,SEXUAL medical pathology the term "abnormal" The notion of sexual aberration refers to conditions which interfere with had some currency in the literature of the physical well-being and functioning of psychiatry during the first half of the twen- a living body. Applied to social life, such tieth century. Although the expression an approach entails subjective judgments encompassed a whole range of behaviors about what the good life is. Moreover, regarded as abnormalities, it is probably insofar as homosexual and other variant safe to say that it was used more with lifestyles can be considered "maladjusted," reference to homosexuality than for any that assumption reflects the punitive in- other "disorder." In due course it yielded trusion of socially sanctioned prescriptions to deviation, and then to deviance-some- rather than any internal limitations im- what less negative concepts. posed by the behavior itself. In otherwords, The term derives from the Latin once the corrosive element of self-con- abenare, "to go astray, wander off." It is tempt, which is introjected by the social significant that the first recorded English environment, is removed, homosexual use of the verb "aberr" (now obsolete), by men and lesbian women would appear to John Bellenden in 1536, refers to religious function as well as anyone else. Another heresy. For nineteenth-century alienists difficulty with the concept is that the pair and moralists, theword aberration took op normal/abnormal suggests a sharp strong connotations of mental instability dichotomy. Kinsey's findings, however, or madness. Thus, in its application to suggest that sexual behavior is best under- sexual nonconformity, the concept linked stood as a continuum with many individu- up with the notion of "moral insanity," als falling between the poles and shifting that is to say, the nonclinical manifesta- position over the course of their lives.
    [Show full text]
  • The Non-Latin Lexis in the Cooking Terminology of Anthimus' De Observatione Ciborum
    MA Thesis The Non-Latin Lexis in the Cooking Terminology of Anthimus' De Observatione Ciborum Veerle Pauline Verhagen Supervisor: Peter Alexander Kerkhof July 2016 gertrudi adalbertoque gratias immensas ago Table of contents Preface......................................................................................................................................... i List of Abbreviations................................................................................................................ v 1. The Text in Historical Context............................................................................................ 1 1.1 Introduction............................................................................................................ 1 1.2 The Author himself: historical sources............................................................... 2 1.3 What the text reveals............................................................................................. 4 1.4 The Linguistic situation of Anthimus’days........................................................ 8 2. The lemmata......................................................................................................................... 13 afratus............................................................................................................................ 13 alfita............................................................................................................................... 14 aloxinum.......................................................................................................................
    [Show full text]
  • Cicero's Style
    MNS-245-albrecht.qxd 03/04/2003 12:13 Page i CICERO’S STYLE MNS-245-albrecht.qxd 03/04/2003 12:13 Page ii MNEMOSYNE BIBLIOTHECA CLASSICA BATAVA COLLEGERUNT H. PINKSTER • H. S. VERSNEL D.M. SCHENKEVELD • P. H. SCHRIJVERS S.R. SLINGS BIBLIOTHECAE FASCICULOS EDENDOS CURAVIT H. PINKSTER, KLASSIEK SEMINARIUM, OUDE TURFMARKT 129, AMSTERDAM SUPPLEMENTUM DUCENTESIMUM QUADRAGESIMUM QUINTUM MICHAEL VON ALBRECHT CICERO’S STYLE MNS-245-albrecht.qxd 03/04/2003 12:13 Page iii CICERO’S STYLE A SYNOPSIS FOLLOWED BY SELECTED ANALYTIC STUDIES BY MICHAEL VON ALBRECHT BRILL LEIDEN • BOSTON 2003 MNS-245-albrecht.qxd 03/04/2003 12:13 Page iv This book is printed on acid-free paper. Library of Congress Cataloging-in-Publication Data Albrecht, Michael von. Cicero’s Style: a synopsis / by Michael von Albrecht. p. cm. – (Mnemosyne, bibliotheca classica Batava. Supplementum ; 245) Includes bibliographical references (p. ) and index. ISBN 90-04-12961-8 1. Cicero, Marcus Tullius–Literary style. 2. Speeches, addresses, etc., Latin–History and criticism. 3. Latin language–Style. 4. Rhetoric, Ancient. 5. Oratory, Ancient. I. Title. II. Series. PA6357.A54 2003 875’.01–dc21 2003045375 ISSN 0169-8958 ISBN 90 04 12961 8 © Copyright 2003 by Koninklijke Brill NV, Leiden, The Netherlands All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Brill provided that the appropriate fees are paid directly to The Copyright Clearance Center, 222 Rosewood Drive, Suite 910 Danvers, MA 01923, USA.
    [Show full text]
  • Etymological Dictionary of the Gaelic Language
    V it ETYMOLOGICAL DICTIONARY OF THE GAELIC LANGUAGE. .f\ AN ETYMOLOGICAL DICTIONARY OF THE GAELIC LANGUAGE ALEXANDER MACBAIN, M.A. THE NORTHERN COUNTIES PRINTING AND PUBLISHING COMPANY, LIMITED. 1896. ■ ( V- IDeCacateD TO THE MEMORY OF REV. ALEXANDER CAMERON, EE.D. PREFACE. This is the first Etymological Dictionary that has appeared of any modern Celtic language, and the immediate cause of its appearance is the desire to implement the promise made at the publication of Dr Cameron’s Reliquiae Celticce, that an etymo- logical dictionary should be published as a third or companion volume to that work. Some learned friends have suggested that it is too early yet to publish such a work, and that the great Irish Dictionary, which is being prepared just now by a German savant, should be waited for; hut what I hope is that a second edition of this present book will be called for when the German work has appeared. Celtic scholars, if they find nothing else in the present Dictionary, will, at least, find a nearly pure vocabulary of Scotch Gaelic, purged of the mass of Irish words that appear in our larger dictionaries ; and, as for my countrymen in the Highlands, who are so very fond of etymologising, the work appears none too soon, if it will direct them in the proper philologic path to tread. With this latter view I have prefaced the work with a brief account of the principles of Gaelic philology. The words discussed in this Dictionary number 6900 : deriva- tive words are not given, but otherwise the vocabulary here presented is the completest of any that has yet appeared.
    [Show full text]
  • Senior Elective Course on Contemporary Latin America. Units I -VTI
    DOCUMENT PFSUME ED 039 167 SO 000 023 AUTHOR Gill, Clark C.; Conroy, William B. TITLE Senior Elective Course on Contemporary Latin America. Units I -VTI. TrsmITUTTor Texas Univ., Austin. pons AGENCY Office of Education (DHIPW), Washington, D.C. Bureau of Research. RUPvAU NO BR-6-11R3 D UF DATE [6R1 CONTRACT 0EC-4-6-061193 -1216 NOT7 2q1p. PnPS PRICE EDPS Price MF-$1.2c HC-$14.75 T)E9rPIPT0RS American History, *Area Studies, Cross Cultural Studies, Discucsion (Teaching Technique), Economic Development, Fine Arts, Foreign Relations, Grade 12, *Inquiry Training, Instructional Materials, Interdisciplinary Approach, *Latin American Culture, Political Science, *Secondary Grades, Sequential Approach, Social problems, *Social Studies Units, Sociocultural Patterns, Teaching Guides TIDENTIFIPIRS *Latin American Curriculum Project APSmPACT This semester course has been designed as a capstone to previous sequential units developed by the Latin American Curriculum Project. It originally consisted of five units, however, two formerly optional units are now included in the packet. The development of understanding of contemporary Latin America-its history and culture, its contemporary problems, and its prospects for t he future, is considered as the overall course objective. The units included are: Geographic Setting and Historical Background; Contemporary Society and Selected Institutions; Government and politics; Economic Development; Contemporary Inter-American Relations; Selected Contemporary Problems of Latin America: Population and Urbanization. Land Reform; Latin American Creative Expressions. This is a multidisciplinary approach through which students are expected to gain experience in: reading, analysis, research technique, critical thinking, and, in opinion formation and articulation. lain ideas, activities, readings, and materials are suggested as guides for the teacher to allow flexibility© Recommended t exts and references are listed, for each unit.
    [Show full text]
  • Religion in Latin America
    Hemisphere Volume 19 Article 1 Issue 1 Religion in Latin America 2010 Religion in Latin America Follow this and additional works at: https://digitalcommons.fiu.edu/lacc_hemisphere Part of the Latin American Studies Commons Recommended Citation (2010) "Religion in Latin America," Hemisphere: Vol. 19 : Iss. 1 , Article 1. Available at: https://digitalcommons.fiu.edu/lacc_hemisphere/vol19/iss1/1 This work is brought to you for free and open access by the Kimberly Green Latin American and Carribbean Center (LACC) Publications Network at FIU Digital Commons. It has been accepted for inclusion in Hemisphere by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. Religion in Latin America Abstract This issue, edited by LACC Director of Research and Colombian Studies Institute Director, Ana Maria Bidegain, presents today’s Latin American and Caribbean religious landscape through different lenses: country profiles (Brazil, Mexico, and Colombia); sub-regional monographs (River Plate and the Caribbean); vignettes on the evolution of particular religious denominations (Christian, Islamic, and Judaic), communities (indige- nous Pentecostals) and practices (New World African religion). The feature article, authored by leading US expert on Latin American religion, Daniel Levine, examines the relationship between religion and politics in the region after thirty years of democratic rule. Different perspectives are represented: from the North and South of the Americas, as well as Europe. This issue is available
    [Show full text]
  • The New Task of the Translator in Contemporary Latin American Fiction: the Case of Alan Pauls’ the Past.” Latin American Literary Review 78 (2011): 73-92
    Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Spanish Faculty Research and Scholarship Spanish 2011 The ewN Task of the Translator in Contemporary Latin American Fiction: The aC se of Alan Pauls’ The aP st Martín L. Gaspar Bryn Mawr College, [email protected] Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/spanish_pubs Part of the Latin American Languages and Societies Commons Custom Citation Martín L. Gaspar. “The eN w Task of the Translator in Contemporary Latin American Fiction: The asC e of Alan Pauls’ The asP t.” Latin American Literary Review 78 (2011): 73-92. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/spanish_pubs/19 For more information, please contact [email protected]. Martín L. Gaspar. “The New Task of the Translator in Contemporary Latin American Fiction: The Case of Alan Pauls’ The Past.” Latin American Literary Review 78 (2011): 73-92. The New Task of the Translator in Contemporary Latin American Fiction: The Case of Alan Pauls’ The Past Translator characters are everywhere in contemporary Latin American novels. The mid-1990s saw the rise of the translator as a character type, and by now its presence has become ubiquitous.1 The literary representation of translators is of course not new in the history of Latin American letters, but their fictionalization in the role of protagonists is new, the proliferation unique, and the timing a fact to ponder. The figure of the translator as facilitator or champion of intercultural exchange, which occupies the center of translation theory’s recent revival, does not accurately describe the protagonists in these novels.
    [Show full text]
  • SPAN - Spanish 1
    SPAN - Spanish 1 SPAN228 Selected Topics in Latin American Literature and Society (3-6 SPAN - SPANISH Credits) Topics on literature and society in contemporary Latin America. Topics SPAN103 Intensive Elementary Spanish (4 Credits) vary. Taught in English. Covers speaking, reading, writing, listening, and culture of Spanish- Repeatable to: 6 credits if content differs. Cross-listed with PORT228. speaking world. Credit Only Granted for: SPAN228 or PORT228. Prerequisite: Must have appropriate Foreign Language Placement Test SPAN229 Selected Topics in Latin American Culture (1-3 Credits) (FLPT) score. Varied topics in Latin America culture. Restriction: Must not be a native/fluent speaker of Spanish. Repeatable to: 9 credits if content differs. Credit Only Granted for: SPAN102 or SPAN103. SPAN234 Issues in Latin American Studies I (3 Credits) SPAN169 Special Topics in Study Abroad I (1-6 Credits) Interdisciplinary study of major issues in Latin America and the Special topics course taken as part of an approved study abroad Caribbean, including Latin America's cultural mosaic, migration and program. urbanization. Democratization and the role of religions. Taught in Repeatable to: 15 credits if content differs. English.Cross-listed with PORT234, LASC234. SPAN203 Intensive Intermediate Spanish (4 Credits) Credit Only Granted for: LASC234, PORT234, or SPAN234. Covers speaking, reading, writing, listening, and culture of Spanish- SPAN235 Issues in Latin American Studies II (3 Credits) speaking world. Major issues shaping Latin American and Caribbean societies including Prerequisite: SPAN103; or must have appropriate Foreign Language the changing constructions of race, ethnicity, gender and class as Placement Test (FLPT) score. well as expressions of popular cultures and revolutionary practices.
    [Show full text]
  • C— Medieval Latin Philology
    Page 71 C— Medieval Latin Philology CA— Introduction By A.G. Rigg What do we mean by Medieval Latin? How does it differ from Classical Latin and Vulgar Latin? How did the dialect of a small area of Italy come to be the principal medium for intellectual discourse for nearly 1,500 years? What does it mean that the language almost universally used for writing was not one normally used for speaking? When did Medieval Latin come to an end, and why? The citizens of ancient Rome spoke the dialect of the region of Latium in central Italy. As the city's power increased, its language spread, first throughout Italy and then into the conquered and colonized areas of Gaul (on both sides of the Alps) and Spain. The colonists—soldiers, farmers, and administrators—did not speak with the Ciceronian clarity and elegance familiar to students of pure "Golden Age" Latin; they spoke demotic (that is, people's) Latin. The extent of the linguistic split between the literary language and its spoken form is uncertain; the difference may have been no more than that between the English of a high court judge and that of a laborer, or even between an individual's formal and informal styles. This demotic language, for which there is testimony in inscriptions, is known as Vulgar Latin. It was the ancestor of the vernacular Romance languages—Italian, French, Spanish, Portuguese, Catalan, Provençal, Romanian, and others—but it is not what we mean by Medieval Latin. Formal Latin, conservative in its grammar and usages, was taught in schools (which preserved it from change) and was also used for writing; it is what we mean when we refer to Classical Latin.
    [Show full text]
  • The European Union's Need for an International Auxiliary Language
    AperTO - Archivio Istituzionale Open Access dell'Università di Torino The European Union's Need for an International Auxiliary Language This is the author's manuscript Original Citation: Availability: This version is available http://hdl.handle.net/2318/1715700 since 2019-11-15T17:07:25Z Terms of use: Open Access Anyone can freely access the full text of works made available as "Open Access". Works made available under a Creative Commons license can be used according to the terms and conditions of said license. Use of all other works requires consent of the right holder (author or publisher) if not exempted from copyright protection by the applicable law. (Article begins on next page) 26 September 2021 Federico Gobbo 1 Journal of Universal Language 6 March 2005, 1-28 The European Union’s Need for an International Auxiliary Language Federico Gobbo Insubria University Abstract In the last few years, debate has centered around European Union language policy. Many people, language specialists and laymen alike, argue that the European Union should adopt a common tongue for practical purposes, at institutional and educational levels, while respecting the cultural richness of other languages. Although English, or sometimes Latin, has been proposed, an International Auxiliary Language (IAL) would seem to accomplish this aim better. In this paper we will compare, structurally and sociolinguistically, three major IALs: Esperanto, Ido, and Interlingua, as candidates to serve as the common language of the EU, on account of their language vigour and vitality. Keywords: International Auxiliary Language, European Union, language politics, English, Esperanto, Ido, Interlingua, Latin 2 The European Union’s Need for an International Auxiliary Language 1.
    [Show full text]