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2022-23 Edition
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Department website: http://spanish.barnard.edu/
219 Milbank Hall
212-854 7491 (fax)
Language Program Director: Javier Pérez-Zapatero, 212-854-5421
Department Assistant: Anna Hotard
The Department of Spanish and Latin American Cultures
The Department of Spanish and Latin American Cultures at Barnard College boasts a long tradition of excellence in undergraduate education for women. Throughout its history, it has afforded students a solid preparation in both Spanish language and the literatures and cultures of Spain, Spanish America, and the Spanish-speaking United States.
The keystone of our integrated curriculum is linguistic and intellectual continuity from the elementary language level to the most advanced literature and culture courses. Our language courses are skill - and proficiency- oriented and provide the foundation students need for advanced study, either at Barnard or in college-level study abroad. Our upper-level courses stress the necessary historical and theoretical tools needed to understand the cultural and aesthetic production of the Hispanic world. Through our strong collaboration with interdisciplinary programs and departments at Barnard, including Comparative Literature, Africana Studies, Women's, Gender and Sexuality Studies, and the Forum on Migration, as well as our teamwork with the Columbia Department of Latin American and Iberian Cultures, we are ideally poised to train students for a wide range of post-graduation experiences in MA/PhD programs or in the professional sphere.
Through the Major in Spanish and Latin American Cultures, students who rigorously apply themselves to their studies will be able to:
Use the Spanish language at the B2-C2 proficiency levels (Independent User/Proficient User), as defined by the Common European Framework of Reference (depending on initial background and ability);*
Identify and describe the cultures of Spain and Spanish America throughout their history, from Islamic Spain and the colonial period through the present.
Demonstrate specialized knowledge of selected literary and cultural works, authors and cultural producers of the Hispanic world, understood in their aesthetic, historical, and social contexts.
Use basic principles of literary and cultural theory to analyze and interpret a variety of texts and other cultural products.
Express their ideas, analyses, and interpretation through clear oral exposition and effective critical writing.
Conduct research in the fields of Spanish and Spanish American literature and culture, and demonstrate the results of their research and thinking in original academic essays.
Major and Minor in Spanish and Latin American Cultures
Majors and minors in this department will provide students with a solid literacy in the cultures of the Hispanic world. Literacy at the level of language instruction entails the students' ability to express themselves fluently in Spanish, both orally and in writing. Literacy at the cultural level entails an intellectual grasp of Spanish and Spanish American cultural and artistic products and the knowledge of the historical and methodological contexts in which to situate them. Students must consult with the major adviser to carefully plan their program upon major declaration. With adviser approval, courses taken abroad or at another institution can apply toward the major/minor. The Department of Spanish and Latin American Cultures addresses the Barnard senior research requirement through the writing of a substantial paper in a topic-based senior seminar; there is the possibility of further research development for some students. The Spanish and Latin American Cultures majors have been designed in conjunction with the Columbia Department of Spanish and Portuguese. Hence, Barnard students may, always in consultation with the major adviser, move freely between the departments of both institutions in search of the courses that best fit their interests and schedules.
Proficient User
C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Independent User
B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Chair: Orlando Bentancor (Associate Professor)
Professors: Alfred MacAdam, Wadda Ríos-Font
Associate Professors: Ronald Briggs (Majors Advisor), Maja Horn
Senior Associates: Jesús Suárez-García (Study Abroad Advisor),
Senior Lecturer: Javier Pérez-Zapatero (Language Coordinator); María Eugenia Lozano
Lecturer: Antoni Fernández Parera (Minors Advisor)
Term Lecturers: Almudena Marin Cobos, Alma Mora, Omar Duran-Garcia, Alexandra Vialla Mendez
Major in Spanish and Latin American Cultures
The Barnard major in Spanish and Latin American Cultures consists of eleven courses (minimum 33 credits). The required introductory courses are SPAN UN3300 (Advanced Language through Content), UN3349 (Hispanic Cultures I), and 3350 (Hispanic Cultures II). Beyond the introductory courses, the major requires seven upper-level elective courses-- 3000- or 4000-level offerings--and a Senior Seminar intended to be taken in the Fall of the senior year (in cases of unavoidable conflict, and by approval of the Major Adviser, students may enroll in the Spring section offered at Columbia).
NOTE: With adviser approval, courses in both the Department of Spanish and Latin American Cultures and the Columbia Department of Latin American and Iberian Cultures numbered 3000 and above will count toward the majors or minors.
Eleven courses (minimum 33 points):
Three required introductory courses:
SPAN UN3300
Advanced Language through Content [in Spanish]
Hispanic Cultures I: Islamic Spain through the Colonial Period
Hispanic Cultures II: Enlightenment to the Present
Select seven elective courses
Select one of the following Senior Seminars: 4
SPAN BC3990
Senior Seminar: Crime and Culture in Modern Spain
SPAN W3992
Senior Seminar: Modern Cities and Global Cities
UN3300 must be taken after completion of the language requirement and before UN3349 and UN3350, which can be taken simultaneously or in inverse order. Except by approval of the Major Adviser, all three introductory courses are prerequisites for upper-level courses. In choosing their sections, Barnard students should keep in mind that some Columbia classes at these levels are taught by PhD candidates. Other sections at both Barnard and Columbia are taught by full-time Lecturers/Associates and tenured or tenure-track faculty.
A minimum of four electives must be chosen from the Departments' 3000- or 4000-level* offerings. Up to three electives may be taken outside the Departments, provided they address Hispanic topics. Courses at or beyond the intermediate level in Portuguese and Catalan may count as outside electives. Coursework completed in other departments requires the approval of the major advisor; students should therefore not wait until their senior year to find out whether courses they have taken will apply to the major. All students should seek chronological and geographic breadth in their coursework, enrolling in diverse classes on both Latin American and Iberian topics, something that is essential for those planning future graduate work in Hispanic Studies. Such students should consult especially closely with their adviser to plan their program.
4000-level courses, offered only at Columbia, are joint graduate-undergraduate courses.
Senior Research Project
The senior seminar may be taken either at Barnard (BC or UN3990) or at Columbia (UN3991, 3992, or 3993). It is an advanced, research-oriented course on a broad topic, in the context of which Barnard students are required to write a paper in Spanish of at least 20 pages. Since this paper counts as the Barnard Senior Research Project, students who take the seminar at Columbia must be sure they fulfill the 20-page requirement, regardless of what their particular professor requires of other students. These students must hand in the final version of their paper to the Barnard Major Advisor in addition to their Columbia professor.
Up to four courses from Study Abroad may apply toward the major, some of which may count toward the introductory courses, provided they are at the same level and substantially address the same topics/skills. However, no more than five courses in total may be taken outside the Barnard/Columbia Spanish departments. Approval of specific courses is at the discretion of the Major Adviser (in consultation with the Study Abroad Adviser/Language Program Director for those at the 3300 level), taking into consideration the balance in the student's full program of study. Students should consult periodically with the Major Adviser to make sure they are making adequate progress toward the completion of all requirements.
Minor in Spanish and Latin American Cultures
The Barnard minor in Spanish and Latin American Cultures consists of six courses (minimum 18 credits). The required introductory courses are SPAN UN3300 (Advanced Language through Content); and UN3349 (Hispanic Cultures I) and 3350 (Hispanic Cultures II). Beyond the introductory courses, the minor requires three upper-level electives (UN3349 and UN3350 do not count as such). These must be chosen from the Barnard Department of Spanish and Latin American Cultures' or Columbia Department of Latin American and Iberian Cultures' 3000- or 4000-level offerings.
Six courses (minimum 18 points):
SPAN UN3300 Advanced Language through Content [in Spanish] 3
SPAN UN3349 Hispanic Cultures I: Islamic Spain through the Colonial Period 3
SPAN UN3350 Hispanic Cultures II: Enlightenment to the Present 3
Select three other courses at the 3000-level or above to be chosen in consultation with the major advisor
UN3300 must be taken after completion of the language requirement and before UN3349 or UN3350. Except by approval of the Minor Adviser, all three introductory courses are prerequisites for upper-level courses. In choosing their sections, Barnard students should keep in mind that some Columbia classes at these levels are taught by PhD candidates. Other sections at both Barnard and Columbia are taught by full-time Lecturers/Associates and tenured or tenure-track faculty.
A maximum of three courses taken outside the Departments (from study abroad, other departments at Barnard/Columbia, or other institutions) may apply toward the minor. Such courses will be approved by the Minor Adviser and the Study Abroad Adviser/Language Program Director (the latter of whom officially signs the approval), on the basis of their level, quality, and perceived relevance to the minor program of study. Courses in English do not count toward the minor.
Although Barnard allows students to sign up for minors through the end of their senior year, the Department encourages students to sign up as early in their career as possible, and to consult regularly with the Minor Adviser to ensure they are making adequate progress toward the completion of all requirements.
Major in Spanish and Latin American Cultures with Specialization
For students wishing to pursue a more rigorously interdisciplinary program in the Social Sciences or the Humanities, the Department offers a major that integrates courses in Spanish and Latin American Cultures/Spanish and Portuguese with courses in another department or program chosen carefully by the student.
Fourteen courses (minimum 42 points):
Select ten elective courses
Coursework will include a minimum of three 3000- or 4000-level courses within the Departments but beyond the four required foundation courses, and six courses in another field of specialization, three of which should be closely related to Hispanic Studies. Students who wish to complete this rigorous interdisciplinary major will choose a specialization. Possible fields and programs include Anthropology, Africana Studies, Art History, Economics, Film, Gender Studies, History, Latino Studies, Latin American Studies, Music, Political Science, Sociology, and Urban Studies. Students should work closely with their major advisor to plan their program of study; it will be their responsibility to seek advising regarding coursework in their external specialization from appropriate sources (for example, from other departments' Chairs). Electives outside the two departments (Spanish and Latin American Cultures/Latin American and Iberian Cultures) should include basic methodological or foundation courses in the chosen field or program. In special cases and with advisor approval, students may complete some coursework in another, closely related field. In exceptional cases and again with advisor approval, students may take a Senior Seminar in their field of specialization as a seventh course outside of the Departments if they have completed enough basic courses in that field to manage the demands of an advanced seminar. In such cases, the major advisor must receive written communication from the seminar instructor indicating approval of a student's membership in the course; the seminar project must be on a Hispanic topic; and a copy of the project must be turned in to the major advisor for the student's file upon completion of the course. Students who complete the seminar in another department may also count it as the third elective course on a Hispanic topic outside of the two departments, in which case they may take a fourth 3000- or 4000-level course in Spanish and Latin American Cultures/Latin American and Iberian Cultures.
In the fall of their senior year, students must enroll in a senior seminar in which they will undertake the research and writing of a substantial paper in the field. Some students may wish, with departmental approval, to further develop their research in the spring through an independent study project with a willing faculty member. For that project, they may expand their work in the senior seminar or undertake a new assignment in consultation with the faculty member. SPAN BC3099 INDEPENDENT STUDY may be counted as one of the courses that fulfills the major.
SPAN UN1101 ELEMENTARY SPANISH I. 4.00 points.
Prerequisites: a score of 0-279 in the department's Placement Examination.
Prerequisites: a score of 0-279 in the departments Placement Examination. An introduction to Spanish communicative competence, with stress on basic oral interaction, reading, witting, and cultural knowledge. Principal objectives are to understand and produce commonly used sentences to satisfy immediate needs; ask and answer questions about personal details such as where we live, people we know and things we have; interact in a simple manner with people who speak clearly, slowly and are ready to cooperate; and understand simple and short written and audiovisual texts in Spanish. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade
Fall 2022: SPAN UN1101
SPAN 1101 001/13882 M W F 8:40am - 9:55am
318 Hamilton Hall Anne Freeland 4.00 13/15
SPAN 1101 002/13883 M W F 10:10am - 11:25am
SPAN 1101 003/13884 M W F 11:40am - 12:55pm
425 Pupin Laboratories Diana Romero 4.00 10/15
SPAN 1101 006/13887 M W Th 2:40pm - 3:55pm
315 Hamilton Hall Guadalupe Ruiz-Fajardo 4.00 15/15
SPAN 1101 008/13889 T Th F 8:40am - 9:55am
328 Uris Hall Irene Alonso-Aparicio 4.00 15/15
SPAN 1101 009/13890 T Th F 10:10am - 11:25am
SPAN 1101 010/13891 T Th F 11:40am - 12:55pm
237 Milbank Hall Maria Lozano 4.00 15/15
SPAN 1101 021/00288 T Th F 1:10pm - 2:25pm
237 Milbank Hall Omar Duran-Garcia 4.00 15/15
Spring 2023: SPAN UN1101
425 Pupin Laboratories Irene Alonso-Aparicio 4.00 15/15
411 Hamilton Hall Jennifer Calles Izquierdo 4.00 15/15
SPAN UN1102 Elementary Spanish II. 4 points.
Prerequisites: SPAN UN1101 or a score of 280-379 in the department's Placement Examination.
An intensive introduction to Spanish language communicative competence, with stress on basic oral interaction, reading, writing and cultural knowledge as a continuation of SPAN UN1101. The principal objectives are to understand sentences and frequently used expressions related to areas of immediate relevance; communicate in simple and routine tasks requiring a direct exchange of information on familiar matters; describe in simple terms aspects of our background and personal history; understand the main point, the basic content, and the plot of filmic as well as short written texts. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.
325 Pupin Laboratories Juan Jimenez-Caicedo 4 9/15
325 Pupin Laboratories Juan Jimenez-Caicedo 4 12/15
222 Pupin Laboratories Jose Placido Ruiz-Campillo 4 15/15
224 Pupin Laboratories Lorena Garcia Barroso 4 6/15
224 Pupin Laboratories Lorena Garcia Barroso 4 10/15
325 Pupin Laboratories Mayte Lopez Sanchez 4 13/15
325 Pupin Laboratories Mayte Lopez Sanchez 4 5/15
616 Hamilton Hall Renata Ruiz Figueroa 4 10/15
SPAN 1102 020/00291 M W Th 11:40am - 12:55pm
207 Milbank Hall Almudena Marín-Cobos 4 15/15
SPAN 1102 023/00799 M W F 4:10pm - 5:25pm
324 Milbank Hall Alexandra Mendez 4 8/15
409 Barnard Hall Alexandra Mendez 4 13/15
222 Pupin Laboratories Aaron Boalick 4 15/15
SPAN UN1120 COMPREHENSIVE BEGINNING SPAN. 4.00 points.
Intensive, fast-paced elementary Spanish course for multilingual learners who have had little to no formal education in Spanish. Replaces the sequence SPAN UN1101-SPAN UN1102. Prerequisites: Take the Department's Language Placement Examination. (It is only for diagnostic purposes, to assess your language learning skills, not your knowledge of Spanish). If you score approximately 330 OR MORE, you may qualify for this course if: - you have had little to no formal education in Spanish, AND - you identify with ONE of the following language learner profiles: Learners of Spanish as a 3rd language: fluent in a language other than English Informal learners of Spanish: English speakers who have "picked up" Spanish by interacting with Spanish speakers in informal settings "Receptive" Spanish heritage learners: English dominant, but you understand Spanish spoken by family and community members (The exam is only an initial assessment for diagnostic purposes. Your score might be high, even if you have never studied Spanish in a formal setting). You do not need my permission to register*. I will further assess your level during the Change of Program period. Feel free to contact me if you have any questions or if you are unsure about your placement in this course. *Students who do not have the necessary proficiency level may not remain in this course. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade
425 Pupin Laboratories Diana Romero 4.00 5/15
SPAN UN2101 Intermediate Spanish I. 4 points.
Prerequisites: SPAN UN1102 or SPAN UN1120 or or a score of 380-449 in the department's Placement Examination.
An intensive course in Spanish language communicative competence, with stress on oral interaction, reading, writing, and culture as a continuation of SPAN UN1102 or SPAN UN1120. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.
511 Hamilton Hall Elvira Blanco 4 13/15
306 Uris Hall Lee Abraham 4 13/15
327 Uris Hall Francisca Aguilo Mora 4 14/15
616 Hamilton Hall Angelina Craig-Florez 4 11/15
412 Pupin Laboratories Reyes Llopis-Garcia 4 12/15
425 Pupin Laboratories Felipe Becerra 4 14/15
425 Pupin Laboratories Felipe Becerra 4 6/15
225 Milbank Hall Antoni Fernandez Parera 4 15/15
225 Milbank Hall Jesus Suarez-Garcia 4 16/15
237 Milbank Hall Alexandra Mendez 4 14/15
425 Pupin Laboratories Anne Freeland 4 15/15
407 Hamilton Hall Lee Abraham 4 15/15
225 Milbank Hall Omar Duran-Garcia 4 15/15
SPAN UN2102 Intermediate Spanish II. 4 points.
An intensive course in Spanish language communicative competence, with stress on oral interaction, reading, writing and culture as a continuation of SPAN UN2101. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.
255 International Affairs Bldg Dolores Barbazan Capeans 4 14/15
224 Pupin Laboratories Katryn Williams Evinson 4 15/15
424 Pupin Laboratories Leyre Alejaldre Biel 4 14/15
313 Pupin Laboratories Francisco Rosales-Varo 4 14/15
253 International Affairs Bldg Juan Pablo Cominguez 4 13/15
253 International Affairs Bldg Juan Pablo Cominguez 4 8/15
202 Milbank Hall Javier Perez Zapatero 4 12/15
327 Uris Hall Leyre Alejaldre Biel 4 15/15
609 Hamilton Hall 4 15/15
412 Pupin Laboratories 4 15/15
SPAN UN2108 Spanish for Spanish-Speaking Students. 4 points.
Prerequisites: heritage knowledge of Spanish. Students intending to register for this course must take the department's on-line Placement Examination. You should take this course if your recommended placement on this test is SPAN UN2102 (a score of 450-624). If you place below SPAN UN2102 you should follow the placement recommendation received with your test results. If you place above SPAN UN2102, you should choose between SPAN UN3300 and SPAN UN4900. If in doubt, please consult with the Director of the Language Programs.
Designed for native and non-native Spanish-speaking students who have oral fluency beyond the intermediate level but have had no formal language training.
SPAN UN2120 Comprehensive Intermediate Spanish. 4 points.
Prerequisites: This course is an intensive and fast-paced coverage of both SPAN UN2101 and SPAN UN2102. Students MUST demonstrate a strong foundation in Spanish and meet the following REQUIREMENTS: a score ABOVE 480 on the Department's Placement Examination; or A- or higher in SPAN UN1120. If you fulfill the above requirements, you do not need the instructor's permission to register. HOWEVER, the instructor will additionally assess student proficiency during the Change of Program Period. Students who do not have the necessary proficiency level may not remain in this course. Replaces the sequence SPAN UN2101-SPAN UN2102. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.
SPAN UN3265 LATIN AMER LIT (IN TRANSLATN). 3.00 points.
Study of contemporary Latin American narrative; its origins and apotheosis. Readings include Machado de Assis, Borges, Garcia Marquez, Puig, and others
SPAN 3265 001/00213 M W 2:40pm - 3:55pm
323 Milbank Hall Alfred Mac Adam 3.00 25/40
SPAN UN3300 Advanced Language through Content [in Spanish]. 3 points.
Prerequisites: SPAN UN2102 or AP score of 4 or 5; or SAT score.
An intensive exposure to advanced points of Spanish grammar and structure through written and oral practice, along with an introduction to the basic principles of academic composition in Spanish. Each section is based on the exploration of an ample theme that serves as the organizing principle for the work done in class (Please consult the Directory of Classes for the topic of each section.) This course is required for the major and the concentration in Hispanic Studies. Formerly SPAN W3200 and SPAN BC3004. If you have taken either of these courses before you cannot take SPAN UN3300. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.
SPAN 3300 001/13929 M W 11:40am - 12:55pm
315 Hamilton Hall Guadalupe Ruiz-Fajardo 3 10/15
SPAN 3300 003/13931 T Th 11:40am - 12:55pm
SPAN 3300 004/13932 T Th 1:10pm - 2:25pm
327 Milbank Hall Antoni Fernandez Parera 3 9/15
SPAN 3300 021/00302 T Th 10:10am - 11:25am
327 Milbank Hall Maria Lozano 3 13/15
SPAN 3300 022/00216 M W 10:10am - 11:25am
237 Milbank Hall 3 15/15
SPAN UN3349 Hispanic Cultures I: Islamic Spain through the Colonial Period. 3 points.
CC/GS/SEAS: Partial Fulfillment of Global Core Requirement
Prerequisites: L" course: enrollment limited to 15 students. Completion of language requirement, third-year language sequence (W3300).
Provides students with an overview of the cultural history of the Hispanic world, from eighth-century Islamic and Christian Spain and the pre-Hispanic Americas through the late Middle Ages and Early Modern period until about 1700, covering texts and cultural artifacts from both Spain and the Americas.
207 Milbank Hall Orlando Bentancor 3 15/15
505 Casa Hispanica Aaron Boalick 3 15/15
201 Casa Hispanica Patricia Grieve 3 17/15
SPAN UN3350 Hispanic Cultures II: Enlightenment to the Present. 3 points.
This course surveys cultural production of Spain and Spanish America from the eighteenth to the twenty-first centuries. Students will acquire the knowledge needed for the study of the cultural manifestations of the Hispanic world in the context of modernity. Among the issues and events studied will be the Enlightenment as ideology and practice, the Napoleonic invasion of Spain, the wars of Spanish American independence, the fin-de-siècle and the cultural avant-gardes, the wars and revolutions of the twentieth century (Spanish Civil War, the Mexican and Cuban revolutions), neoliberalism, globalization, and the Hispanic presence in the United States. The goal of the course is to study some key moments of this trajectory through the analysis of representative texts, documents, and works of art. Class discussions will seek to situate the works studied within the political and cultural currents and debates of the time. All primary materials, class discussion, and assignments are in Spanish. This course is required for the major and the concentration in Hispanic Studies.
409 Barnard Hall Wadda Rios-Font 3 15/15
201 Casa Hispanica Maria Agustina Battezzati 3 10/15
253 International Affairs Bldg Aaron Boalick 3 10/15
201 Casa Hispanica Alberto Medina 3 13/15
225 Milbank Hall Ronald Briggs 3 15/15
206 Casa Hispanica Ana Fernandez Cebrian 3 15/15
206 Casa Hispanica Jeronimo Duarte Riascos 3 15/15
206 Casa Hispanica Ana Lee 3 15/15
206 Casa Hispanica Graciela Montaldo 3 15/15
SPAN UN3558 LATIN AMERICAN FILM. 3 points.
This course aims to give students an introductory overview of some of the most salient issues surrounding contemporary Latin American film since the late 1960s. Starting with a selection of films from the experimental "new cinema" or "third cinema" of the 1960s, we will also study the contemporary production of international blockbuster movies in the 2000s, in Argentina, Brazil, Cuba and Mexico. Topics to be covered include the relationship between cinema and underdevelopment; cinema and revolution; cinema and emancipation; documentary film and fiction; gender and sexuality; neoliberalism and the market; spectatorship and subjectivity.
SPAN BC3099 INDEPENDENT STUDY. 1.00-4.00 points.
SPAN BC3148 Contra Franco Vivamos mejor? Literature and Popular Culture of the Spanish Dictatorship (1936-75). 3 points.
Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350).
Examination of the literature and culture produced in Spain during the dictatorship of Francisco Franco: the interaction between culture allowed and sponsored by the regime, and the voices of resistance against repression and censorship.
SPAN BC3151 Spanish Film: Cinematic Representation of Spain. 3 points.
BC: Fulfillment of General Education Requirement: The Visual and Performing Arts (ART).
Examination of Spanish film in both theoretical and historical terms. Considers political and ideological changes through the 20th century and their repercussions in cinematic representation. Topics include: surrealism and Bunuel's legacy; representations of Franco and the civil war; censorship and self-censorship; gender, sexualities, and national identities; film, literature relations.
SPAN BC3170 The Films of Luis Buñuel and the Spanish Literary Tradition. 3 points.
Prerequisites: At least one 300-level course in Spanish.
A journey through the works of the renowned Spanish filmmaker Luis Buñuel and the literary movements from which he drew inspiration. We will establish a dialogue between his films and Spanish artistic trends such as surrealism, the picaresque, esperpento, and realism. Authors include García Lorca, Valle Inclán, Pérez Galdós. [In Spanish]
SPAN BC3180 Between Science Fiction and Climate Fiction: Imagining the Non-human in Latin America. 3 points.
This course explores the entanglement between traditional science fiction and the emerging genre of climate change fiction (popularly known as "cli-fi") in Latin American literature. Traditionally, while science fiction imagines future scientific or technological advances and significant social or environmental changes, climate fiction deals more specifically with climate change and global warming. By focusing on the ideological and aesthetic implications of the human/non-human binary, this course will explore how the history of colonialism makes Latin America a unique laboratory of experimentation that combines these two genres. We will ask questions such as: How are phenomena such as climate change, post-humanism, animal, machine, artificial intelligence regionalized in Latin American fiction? How is the relationship between colonization and the extraction of natural resources fictionalized in twentieth-century literature? What are the different ways in which Latin American authors negotiate issues such as "development," "progress," and technological and capitalist expansion in their fiction? How do they imagine a future after climate change? How do climate change and technological development affect gender, racial, and class relations in Latin America? We will examine how specific literary fiction varies in response to the long-term history of capitalism, patriarchal domination, and the technological domination of nature in Latin America.
Spring 2023: SPAN BC3180
SPAN BC3264 The Boom: The Spanish American Novel, 1962-70. 3 points.
The writing that catapulted Latin America into the mainstream of world culture: Fuentes, Garcia Marquez, Manuel Puig, Julio Cortazar, Jose Donoso, and Mario Vargas Llosa.
SPAN BC3267 Transatlantic Travel Writing in Translation. 3 points.
Since Columbus's diary the relationship between Europe and the New World has been fraught with the illusion and disappointment raised by European expectations. This course will read the Atlantic in both directions, listening to European travelers who go west and Spanish Americans who journey east to a new Old World.
SPAN BC3303 GAY MADRID: A PROGRAM ABROAD. 1 point.
SPAN BC3304 SPANISH SOCIOLINGUISTICS PROGRAM ABROAD IN ECUADOR. 1 point.
Not offered during 2022-23 academic year.
SPAN BC3361 Jorge Luis Borges in Context. 3 points.
Prerequisites: Language requirement, SPAN3300 and either SPAN3349 or 3350
Fall 2022: SPAN BC3361
225 Milbank Hall Alfred Mac Adam 3 12/15
SPAN BC3375 Literary Translation. 3 points.
BC: Partial Fulfillment of General Education Requirement: Language (LAN)., BC: Fulfillment of General Education Requirement: Literature (LIT).
Prerequisites: Language requirement SPAN330 and SPAN3349 or 3350
This course seeks to explore the techniques and skills required for the translation of literary text from Spanish to English.
SPAN BC3376 Rethinking Spanish Translation. 3 points.
Through special attention to translation method and practice, this course aims to develop a solid foundation on which to build the full set of competences required to become thoughtful, alert, self-critical translator while extending and improving the students' competence of Spanish through complex translation tasks of a wide range of texts presented with a progressive overall structure and thematic organization. With a professional approach, it focuses on translation as a cross-cultural and crosslinguistic communicative activity that integrates areas such as interlanguage pragmatics, discourse analysis and transfer.
202 Milbank Hall Javier Perez Zapatero 3 9/15
SPAN BC3382 Languages in Contact: Sociolinguistic Aspects of U. S. Spanish. 3 points.
Sociolinguistics studies the connections between language and social categories such as class, gender, and ethnicity. This course will address how social, geographic, cultural, and economic factors affect the different usages of Spanish among its millions of speakers. Through theory and practice of various research tools including Ethnography of Communication and Discourse Analysis, students with explore topics such as English-Spanish contact in the US, code-switching, and Spanglish, as well as issues of identity, bilingualism, and endangered languages.
SPAN BC3388 Back to the Wall: Words Across Borders in Americas. 3 points.
Prerequisites: 3349 and 3350 and 3300
The tension between the local and different forms of internationalism has shaped the emergent modern cultures of Latin America beginning in the second half of the 19th century, as new nations imagined their place in an increasingly globalized capitalist modernity. In a pressing time which compels us to reimagine the role of borders and create new images of the world, our class will focus on cultural practices that have used translation as a critical tool in order to surpass uneven frontiers and forge new trans-national alliances. We will see how Latin American writers and artists have counted on translation in order to represent a different world in which to inscribe their work and intervene. In a contemporary context dominated by the centrality of images running amok amongst platforms and screens of all sizes, and which at times seems to have ceased to question the coloniality of English as a global lingua franca, our course will seek guidance in cultural practices that deploy the semi-opaque lens of language and translation in order to question the dominant spatial coordinates of globalization, and its fantasies of total translatability. How can some Latin American practices of translation help us undo the trapping division between the local and the global, the national and the cosmopolitan, the Here and the Elsewhere, to invoke the title of the film by Jean Luc Godard and its emphasis on the and? The class will favor an interdisciplinary approach that includes theoretical essays, canonical literary texts, pop cultural and countercultural artifacts, and works by visual and performance artists.
SPAN BC3435 Language and Revolution. 3 points.
BC: Fulfillment of General Education Requirement: Literature (LIT).
Kant's Enlightenment motto, sapere aude, took on political significance for Spanish American revolutionaries who made their case in prose, pushing against the constraints of the essay. This course traces the genre's evolution from the transatlantic debate over political independence to the exuberant declarations of intellectual independence that would follow.
SPAN BC3440 Marriage and Adultery in 19th-Century Spanish Fiction. 3 points.
Consideration of the conflicting interests of 19th-century society as represented through the themes of marriage and adultery: the desire for social stability vs. the potentially subversive drive for freedom and self-affirmation. The roles of women, class, culture, and religion emphasized in works by Galdos, Clarin, Caballero, and others.
SPAN BC3441 Angels and Seagulls: the Cultural Construction of Womanhood in Nineteenth Century Spain. 3 points.
Reading of 19th-Century Spanish journalistic, medical, and legal texts, conduct manuals, and novels by both men and women, to assess how they come together in configuring new ideas of female identity and its social domains, as aristocratic rule is gradually being replaced by a new bourgeois order.
SPAN BC3442 The Bourgeois Imagination in Nineteenth-Century Spain. 3 points.
Through both literary and popular print culture, examination of the new class in 19th century Spain produced by economic industrialization and political liberalism and how it ensured its hegemony. Negotiates its foundational issues - power, money, law, city life, education, aesthetics, virtue, marriage, sexuality, and style.
SPAN BC3443 Catalan Culture, from Regionalism to Nationalism (1886-1936). 3 points.
In the nineteenth century, the failure of the Spanish State to find political alternatives to centralism, coupled with Catalonia's industrial and economic takeoff, led to the development of a strong regionalist sentiment, and eventually a nationalist movement. From this period and through the beginning of the Spanish Civil War, intellectuals became engaged in the creation of a cultural repertoire to ground and strengthen the claim to a Catalan nationality. In this course, we will examine both the burgeoning literature in dialogue with Spanish and European currents, and the establishment of other national traditions in the fields of art, language, music, urban planning/architecture, and sport.
SPAN BC3446 Venezuela: Robbery and Nature. 3 points.
This course will read Venezuela backwards in films, poems, novels and essays, from the present-tense struggle over the legacy of chavismo to the early days of independence. The constant thread will be the conflict between development and nature with special attention to natural resources and eco-critical approaches.
SPAN BC3449 Memory and Violence: Film and Literature of Spanish Civil War. 3 points.
BC: Fulfillment of General Education Requirement: Literature (LIT)., BC: Fulfillment of General Education Requirement: The Visual and Performing Arts (ART).
Contemporary Spanish films serve as a point of departure for the study of the Civil War and Franco periods as both historical fact and myth. Includes an analysis of its representation in memoirs and literary works and its significance in light of Spain recent political transformation.
SPAN BC3453 Monstrous Identities in the Iberian Peninsula. 3 points.
Prerequisites: SPAN UN3300 and SPAN UN3349 and SPAN UN3350
The course will explore selected texts and images, from the Middle Ages in the Iberian Peninsula, that illustrate the presence of animals, the marvelous and the monstrous in Spanish literature and culture. Students will study the didactic role of the bestiaries in medieval culture. We will look into a variety of images present in the bestiaries, architecture and printed images of animals, monsters and the marvelous, and we will analyze them in their context. The course will also examine how from the thirteenth century on there was an increase in the practice of depicting the minorities (Jews and Muslims) in the Iberian Peninsula with animal and monstrous imagery. Furthermore, we will study how the presence of animal imagery and the monstrous and marvelous during the fifteenth in images and texts (both fictional and non-fictional) worked to construct an idea and ideal of Spain, and a nationalist ideology, through the implicit and sometimes explicit process of excluding groups who were perceived to be monstrous and threatening to that idea and ideal, including Jews, conversos, and Muslims. The course will focus in the close reading of selected excerpts from Calila e Dimna, Los milagros de Nuestra Señora, Libro de buen amor, Coplas del perro de Alva, Alborayque and miscellaneous selections, including legends, poetry and juridical literature. All pre-modern texts will be read in modernized Spanish versions. The selections of the primary texts will be supplemented with historical, cultural, and critical readings.
SPAN BC3455 Empire and Technology in the Colonial World. 3 points.
Exploration of the scientific and technological practices through which the Spanish Empire established and legitimated itself during the sixteenth and seventeenth centuries. Chronicles and travel literature will show how knowledges such as cartography, metallurgy, and botany grounded technological expansion and its deployment of indigenous peoples and resources.
SPAN BC3456 Puerto Rico From Spanish Province to U.S Commonwealth: Colonial Experiences. 3 points.
This course analyzes how political conflicts and cultural attitudes emerged in Puerto Rico throughout colonial Spanish rule (1492-1898) reappear or influence developing thought after the transfer of sovereignty to the United States and through the 1952 creation of the Commonwealth, as manifested in legal, journalistic, literary, and other cultural works.
SPAN BC3457 Literatures of the Hispanophone Caribbean. 4 points.
Study of works from the Spanish-speaking islands of the Caribbean, Cuba, the Dominican Republic, and Puerto Rico, in order to unravel the cultural traits, historical patterns, and politicoeconomic realities that these islands may or may not have in common.
SPAN BC3466 Rock Music and Literature in the Southern Cone. 3 points.
In this course we will explore different social and cultural aspects of the shifting and complex interrelations between rock and literature in the Southern Cone. We will examine some representative novels, short stories, documentaries, secondary bibliography, and songs in the field.
SPAN BC3467 Literature of the Southern Cone: The Dialects of Fantasy and Reality. 3 points.
Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350.
Examination of the literature of the Southern Cone: Argentina, Uruguay, Paraguay, and Chile; the tension between fantastic literature and literary realism. Readings include Borges, Casares, Ocampo, Onetti, Donoso, and Roa Bastos.
SPAN BC3468 Literature of the Andes: Revolution and Identity. 3 points.
The region of the Andes (Colombia, Ecuador, Bolivia, Peru, and Chile) has produced great poets - Mistral, Neruda, and Vallejo - as well as extraordinary novelists, Donoso and Vargas Llosa. This course seeks to identify the essential traits of the region's literature and relate them to its tumultuous history.
SPAN BC3469 Pan-Americanism. 3 points.
Explores the rich tradition of essays, poems, novels and films that define themselves with or against the notion of a shared American reality. Authors include Borges, Sarmiento, Mary Peabody Mann, Soledad Acosta de Samper and Marie Arana. Taught in Spanish.
SPAN BC3470 Latin(o) American Art in New York City: Critical Interventions, Institutions, and Creative Lives. 3 points.
Considers the trajectory and intervention of Latin(o) American art in New York City's artistic landscape. We will map the relation between Latin(o) American art and key art institutions, study critical receptions, and look at some of the lives and works of Latin(o) American artists in NYC.
SPAN BC3471 Mexico: From Barroco to Narco: Culture and Power in Mexico. 3 points.
The course surveys Mexican literature and culture from the 17th to the 21st century. It seeks to identify the voices that define Mexico over the centuries, beginning with Sor Juana Inés de la Cruz in Colonial New Spain and ending with Elmer Mendoza in the drug-cartel ridden Culiacán of our own days, Readings include poetry, essays, and novels, including such authors as Octavio Paz, Juan Rulfo, and Carlos Fuentes.
SPAN BC3475 Fictional Foundations: Puerto Rico and the Spanish Empire, 1808-1898. 3 points.
Throughout the nineteenth century, Puerto Ricans were developing a sense of nationality, without an accompanying movement to achieve independence from Spain. This course examines this apparent contradiction, the hybrid sense of their own identity and nature that it generates among individuals who feel both Spanish and Puerto Rican, and its manifestation in literature and other cultural texts.
SPAN BC3476 Twentieth-Century Puerto Rican Literature. 3 points.
A study of Puerto Rican authors (Ferre, Sanchez, Pedreira, Julia de Burgos, Gonzalez, Marques) and their interpretation of socio-historical development in Puerto Rico. The relationship of these texts to historical writing (e.g., Quintero Rivera), and the revisionist trend in Puerto Rican historiography.
SPAN BC3479 La Novela del Boom, 1962 - 1970. 3 points.
Close reading of the novels that place Spanish America in the mainstream of worldwide literary production during the sixties. Authors include: Fuentes, Cortazar, Cabrera Infante, Vargas Llosa, Puig, and Donoso.
SPAN BC3480 Love and Eroticism in Contemporary Latin American Literature. 3 points.
Introduction to the artistic manifestations of love and eroticism and their relationship to social attitudes. Works by Gabriela Mistral, Vicente Huidobro, Neruda, Paz, Borges, Isabel Allende, Vargas Llosa, and Garcia Marquez.
SPAN BC3481 Contemporary Latin American Short Fiction. 3 points.
Readings of short stories and novellas by established and emerging writers from Spanish America and Brazil. Defines the parameters of Latin American short fiction by exploring its various manifestations, fantastic literature, protest writing, satire, and realism. Among the authors to be studied will be: Machado de Assis, Borges, Garcia Marquez, Ana Lydia Vega, Clarice Lispector, Silvina Ocampo, and Jose Donoso.
SPAN BC3482 Film-Literature Relations in Modern Latin American Narrative. 3 points.
Intertextual relations between film and literature. Authors and film makers include: Gabriel Garcia Marquez, Laura Esquivel, Borges, Maria Luisa Bemberg, Vargas Llosa, and Fina Torres.
SPAN BC3510 Gender and Sexuality in Latin American Cultures. 3 points.
Examines constructions of gender and sexuality in Latin American cultures. Through a close analysis of critical, literary, and visual texts, we explore contemporary notions of gender and sexuality, the socio-cultural processes that have historically shaped these, and some theoretical frameworks through which they have been understood.
SPAN BC3671 Spanish Literature from 1975: The Postmodern Discourse. 3 points.
Close reading of some of the most significant works and trends of post-Franco Spain in the light of postmodern theories. Readings will include works by Martin-Gaite, Vazquez Montalban, Montserrat Roig, Lourdes Ortiz, J.J. Millas, Ana Rosetti, Paloma Pedrero, Antonio Gala, Almudena Grandes.
SPAN BC3675 The XXI Century Writer's Desk: Literature from an Author's Perspective. 3 points.
Prerequisites: (SPAN UN3349) and (SPAN UN3350)
In this course, acclaimed Spanish author Kirmen Uribe—currently engaged in writing a Barnard-set novel—will guide students in reading prose from the writer's point of view: paying attention to experimentation with genre, voice, language, and the construction of the text's audience. Discussions will also focus on writers' imagination and creative process; their relationship to the publishing world; and their active position-taking in society. The course will focus especially on Iberian (Spanish, Catalan, Galician and Basque) and Latin American new voices in relation to global movements. Students will produce their choice of two of the following assignments: a video poem, a podcast, the beginning of a novel, a TED talk, or an academic/critical essay. Readings are in Spanish and English; class discussion and assignments will be in Spanish.
SPAN BC3830 Queer Quisqueya: Same-Sex Desire in Dominican Literature. 4 points.
Pre-requisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350). When LGBT literatures first became consolidated as a field of study in in Latin American literary studies in the 1990s, the Dominican Republic figured as a glaring absence. In the first two pioneering anthologies, Hispanisms and Homosexualities (Duke UP, 1998) and ¿Entiendes? Queer Readings, Hispanic Writings (Duke UP, 1995), an impressive one-third of essays was dedicated to the insular Hispanophone Caribbean, Cuba and Puerto Rico, but none to the Dominican Republic. This course contests the presumable absence of LGBT literature in the Dominican Republic by recovering little-known 20th century representations of same-sex desire and then tracing the growing body of Dominican LGBT literature in the 21st century. We analyze through which different representational strategies Dominican writers have successfully written non-heteronormative subjects into the Dominican national family and have challenged existing gender and sexual norms across time.
SPAN BC3850 ADVERTISING AS CULTURE IN MODERN AND CONTEMPORARY SPAIN. 3 points.
Advertising emerged in modern societies as they developed into bourgeois market economies. As a creative industry involving verbal/visual communication and technology, it is intertwined with cultural production in general, and many of its products can be seen as artistic in their own right. As it both caters to and creates a consumer public with needs and desires, it is intertwined with broad social and ideological currents, and can provide an angle for their historical analysis. This course posits analysis of a "discursive formation" that includes the language of advertising as well as literary, cinematographic, and other social languages engaging publicity as a vehicle for the study of modern/contemporary Spanish cultural history, from the birth of the modern constitutional monarchy (1812), through the Franco dictatorship (1939-75), and into the transition to present-day democracy. Topics will include the evolution and professionalization of Spanish advertising itself, advertising and aesthetics, early bourgeois reflection on art vs. commerce, the special role of women as both publicity and public, changing views on consumer culture, and marketing's function in consolidating substate political identities.
207 Milbank Hall Wadda Rios-Font 3 15/15
SPAN BC3990 Senior Seminar: Crime and Culture in Modern Spain. 3 points.
Prerequisites: SPAN UN3300SPAN UN3349SPAN UN3350 Prerequisites: Course intended to be taken by all Spanish majors during the fall of their senior year. Third-year bridge course (UN3300), and introductory surveys (UN3349, UN3350).
Throughout the nineteenth and the early twentieth centuries, after the loss of most of its empire, Spain is engaged in reconceptualizing itself as a constitutional monarchy with updated political, economic, and social institutions. A cornerstone of this transformation is the development of a legal/juridical system dependent on newfangled notions like "normalcy," "delinquency," or "insanity," and in dialogue with other cultural systems like medicine, journalism, literature, and politics. Intellectuals in various fields worked to produce the new ideal citizen defined primarily by law, as well as its polar opposite, the deviant/delinquent. Our course will examine this chronological process in the peninsula, as well as its different functioning in the remaining colonial world (Cuba, Puerto Rico, and the Philippines).
SPAN 3990 001/00309 W 4:10pm - 6:00pm
227 Milbank Hall Wadda Rios-Font 3 8/15
SPAN UN3991 SENIOR SEMINAR. 4.00 points.
Prerequisites: Seniors (major or concentrator status).
The course is a requirement for all the LAIC majors. In this seminar, students develop an individual research project and write an essay under the guidance of the course's instructor and in dialogue with the other participants' projects After an introductory theoretical and methodological section, and a research session at the library, the syllabus is entirely constructed on the students' projects. Every participant is in charge of a weekly session. Essay outlines and drafts are discussed with the group throughout the semester. The final session is a public symposium with external respondents
SPAN 3991 001/12577 M 3:10pm - 5:00pm
206 Casa Hispanica Ana Lee 4.00 5/15
When LGBT literatures first became consolidated as a field of study in in Latin American literary studies in the 1990s, the Dominican Republic figured as a glaring absence. In the first two pioneering anthologies, Hispanisms and Homosexualities (Duke UP, 1998) and ¿Entiendes? Queer Readings, Hispanic Writings (Duke UP, 1995), an impressive one-third of essays was dedicated to the insular Hispanophone Caribbean, Cuba and Puerto Rico, but none to the Dominican Republic. This course contests the presumable absence of LGBT literature in the Dominican Republic by recovering little-known 20th century representations of same-sex desire and then tracing the growing body of Dominican LGBT literature in the 21st century. We analyze through which different representational strategies Dominican writers have successfully written non-heteronormative subjects into the Dominican national family and have challenged existing gender and sexual norms across time.
SPAN GU3990 SENIOR SEMINAR. 4 points.
This course is a requirement for all majors and is taken in the Fall semester of the Senior year; students may register for the Barnard or Columbia (3991) section. In this academic writing workshop students develop individual research projects under the guidance of the course's instructor and in dialogue with the other participants' projects. The final assignment of the senior seminar (6000 words) is the senior essay. It is written in Spanish.
SPAN GU4010 LANGUAGE CROSSING IN LATINX CARIBBEAN CULTURAL PRODUCTION. 3 points.
Prerequisites: Intermediate reading knowledge of Spanish
This course considers how language has traditionally shaped constructs of national identity in the Caribbean vis-à-vis the US. By focusing on language 'crossings' in Latinx Caribbean cultural production, we critically explore how various sorts of texts–narrative, drama, performance, poetry, animated TV series, and songs–contest conventional notions of mainstream American, US Latinx, and Caribbean discourses of politics and identities. Taking 20th-century social and historical context into account, we will analyze those contemporary styles and uses of language that challenge monolingual and monolithic visions of national and ethnolinguistic identities, examining societal attitudes, cultural imaginaries, and popular assumptions about the Spanish language in the Greater Caribbean and the US.
SPAN GU4011 Conversation in Spanish: Practice and Analysis. 3 points.
This is a course in Spanish conversation. Students will study and practice features of social interaction in Spanish that are crucial to participate in the new culture. This means the course has two learning objectives: One is learning to engage in regular conversations in Spanish; the other is to understand how conversation works. We will cover conversational issues such as gesture, narratives, intonation, opening and closing interactions, turn taking, etc., both in linguistics and social terms. Practice and analysis will be connected: Every week we will consider an aspect of oral interaction in Spanish. We will study those features in naturally occurring conversations among native speakers and we will practice in actual conversations inside and outside the classroom, by means of role play, simulation, film making, debates and interviews. We will use topics of conversation to provide a meaningful environment for the conversation practice.
SPAN GU4417 POL OF REP:NATION, GENDER, RACE LAT AMER. 4 points.
What were the images capable of representing the Latin American nations that emerged during independence movements of the early 19th century? This question, never before posed with such clarity, was latent in the countless images that sought to represent the political, social, and institutional value of the young republics. The disappearance of an order - Colonial - and the emergence of another - Republican - involved both a vacuum and a conflict of representation...
SPAN GU4889 Great Latin American Artists (That Never Existed). 3.00 points.
This course studies the work of a number of Latin American artists that, despite their prolific and influential practices, never actually existed. Operating throughout the 20th and 21st centuries in various contexts and with very different purposes, these artists—often created collaboratively by real artists—constitute a productive gateway for understanding the preoccupations, interests, and explorations of different Latin American artistic and literary milieus. We will carefully explore the life and work of some of these fictional beings with two main objectives in mind. First, we will strive to recognize the processes by which they came into being, to understand their creations and effects as well as their interactions with their cultural, political, and artistic traditions. Second, we will use these cases as pretexts to discuss theoretical questions that pertain to the creation of the Other and the role of artistic practices in such an endeavor. Related discussions often see the creation of the Other as an instrument to materialize and prolong domination—do these fictional Latin American artists propose a different way to perform this construction? One that is not rooted in fear and discrimination, but is based on admiration, desire, and playful provocation? Could these cases help us understand the Other not as a negation of the Self but rather as its enhancement? Students will develop a semester-long project in which they will have the option to create their own fictional artist and a sample of their work or to critically study a similar case
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Trochaloschema chikatunovi är en skalbaggsart som beskrevs av Nikolajev 1987. Trochaloschema chikatunovi ingår i släktet Trochaloschema och familjen Melolonthidae. Inga underarter finns listade i Catalogue of Life.

Källor

Skalbaggar
chikatunovi

redpajama_set_name: RedPajamaWikipedia


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<Proposed student visa changes make waves
Heartfelt Christmas Gift Ideas>
The MCSA and Melbourne Victory present Melbourne's Asian Cup 2013
Timothy Morganon December 11, 2013 /0 comments
IT'S still almost 400 days until the 2015 AFC Asian Cup touches down in Australia – but Grant Roberts shows you how to satisfy your football appetite in the meantime with the Melbourne Asian Cup 2013.
The Melbourne Chinese Soccer Association (MSCA) and Melbourne Victory have partnered up to launch the 2013 Melbourne Asian Cup – a tournament designed to bring Asian communities together through a love of football.
Melbourne Asian Cup. Photo via MCSA
Over the next three months, teams made up of the best amateur footballers from communities across Victoria will represent 16 Asian countries, with the final to be held as a Melbourne Victory curtain raiser on March 7, 2014.
The inaugural competition is being held at Darebin International Sports Centre and just completed its second round of qualifying this past weekend, with Australia, Japan, Iran and Indonesia leading the way with two straight wins.
Iran v India at Melbourne Asian Cup. Photo via MCSA
Japan has already showcased their dominance with a 6-2 victory over Korea Republic to kick off their campaign on route to nine goals in their first two matches.
Indonesia have followed suit amassing a staggering 11 goals, yet were challenged in their last match against V United escaping with a 4-3 win.
Australia remains undefeated downing Nepal and Korea Republic in their first outings, 2-0 and 5-3 respectively.
Australia plays Japan in the next round in a match that will decide who goes a top of the group.
Both teams have already qualified for the quarter finals.
Andrew Young, secretary at MCSA, said the turnout for the opening two rounds had been spectacular, estimating almost 800 people attending the first two days.
"Games were played in carnival like atmosphere. It is great to see that spectators were out in droves to support their teams and their heroes. These loyal supporters helped their teams reach new heights," said Young.
And with free admission to the games, Young said fans have so far seen some great matches.
"Each and every game so far was extremely competitive and to everyone's credit, played in great spirit – hard but fair and with respect," he said.
The final round of qualifying will take place on January 19, 2014 at the Darebin International Sports Centre to whittle the teams down to just eight for the quarterfinals.
Scores so far
Qualifying – Round One
Iran 3 – 1 India
Hong Kong 5 – 3 Afghanistan
China 1 – 0 East Timor
Indonesia 7 – 0 Thailand
Lebanon 3 – 1 V United
Zambia 3 – 2 Iraq
Japan 6 – 2 Korea Republic
Australia 2 – 0 Nepal
Qualifying – Round Two
China 2 – 2 Zambia
Afghanistan 5 – 0 India
Iran 5 – 2 Hong Kong
Iraq 5 – 1 East Timor
Indonesia 4 – 3 V United
Thailand 1 – 1 Lebanon
Australia 5 – 3 Korea Republic
Japan 3 – 0 Nepal

redpajama_set_name: RedPajamaCommonCrawl


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Democracy and Rule of LawHuman RightsLaw and ConflictPolitics
In the Gompad trail: An account of 15 'encounter' deaths and bloodied facts in a haystack of security fiction from Chhattisgarh
Kritika A· August 27, 2018
[dropcap]T[/dropcap]he road to Bastar is paved with horrifying stories of loss and trauma. Loss of the loved ones, memories of mutilated bodies and infinite bundles of unanswered questions.
In a "historic" encounter, as was reported by the DIG, Anti-Naxal Squad — DM Awasthi, 15 "Maoists" were shot dead in Sukma by the District Regional Guards (DRG) in the early morning of August 6, 2018. However, the villagers have a completely different story to tell — stories of haunting memories of the past and terror of today.
Bastar, one of world's most militarised zones
Regular noting down of names and phone numbers, sometimes asking for an identity proof and clicking photos leaves behind an acute feeling of being watched and being in the wrong place
In the backdrop of lush green Dandakarnya forest, one begins to lose count of the number of Central Reserve Police Force (CRPF) and police camps that fall in the approximately 80 km stretch from Sukma to Konta of Sukma district. The frequency of the camps increases as we approach closer to the end of motorable roads. One can see the well-built CRPF men coming from all over India marching along the roadside with an INSAAS rifle slung on their back — an explicit reminder that one has entered a war zone. Regular noting down of names and phone numbers, sometimes asking for an identity proof and clicking photos leaves behind an acute feeling of being watched and being in the wrong place.
Chhattisgarh is one of the most militarised zones in the world — a fact that does not evade anyone who visits the region
According to Hindustan Times report, the CRPF has about 31 battalions deployed in Chhattisgarh at present. A CRPF battalion has over 1,000 troops. This also includes the elite Commando Battalion for Resolute Action (CoBRA) — the jungle warfare squad. The Bastariya Battalion, comprising poorly trained Bastar Adivasis, was also formed in 2017 to understand the terrain and "culture" of the Maoist affected areas. Seven more battalions are to be deployed by the end of August 2018. Without divulging much detail, the Union Home Minister Rajnath Singh on May 21, 2018 announced that Chhattisgarh would get its own specialised anti-Naxal combat force called "Black Panther" on the lines of the Greyhound unit of Andhra Pradesh.
Chhattisgarh is one of the most militarised zones in the world — a fact that does not evade anyone who visits the region.
Gompad village, Mehta Panchayat
Gompad has no motorable roads. The roads end at Konta, beyond which is where the Maoists operate. Gompad is a long 20-25 km walk from the last motorable point, traversing through dense lush green forest. The 20-25 km walk for a non-local takes six hours in the monsoon, crossing innumerable nalas and rivers, paddy fields, forested areas and sludgy roads. Felled trees are a common sight, indicating the presence of the Naxalites. Less than five kilometres from Gompad village is Nulkatong, a village close to the site of the alleged encounter.
Near Mana Camp, where all motorable roads end.On the way to Gompad village. Photo Credit | Kritika A, The Leaflet
Felled trees are a common sight, indicating the presence of the Maoists in the jungle. Photo Credit | Kritika A, The Leaflet
Out of the 15 villagers who died in the alleged encounter, six were from Gompad, six from Nulkatong, one from Vellpocha, one from Kinderpad and one from Etagata — all of them falling within Sukma District under the jurisdiction of Konta Police Station
Out of the 15 alleged encounters, six were from Gompad, six from Nulkatong, one from Vellpocha, one from Kinderpad and one from Etagata — all of them falling within Sukma District under the jurisdiction of Konta Police Station. The alleged encounter took place at a site close to Nulkatong, 20-25 kms away from Konta. Claiming to be one of the biggest anti-Naxal operations, DM Awasthi, Special DG, Anti Naxal Operations, said in a press conference: "The teams reached their locations late on Sunday night, and a little after 7 am there was an exchange of fire that lasted for close to an hour. Once the exchange of fire broke out, we sent another team as reinforcement from Bhejji. We recovered 15 dead bodies from the encounter, and 16 weapons including one 12-bore and one 315-bore rifle." Abhishek Meena, the Sukma Superintendent of Police, speaking to The Leaflet, said: "There were 170 security personnel in total. Three parties left from Bhejji and one from Konta. Three parties were District reserve Guards (DRGs) and one was the Special Task Force (STF)."
The villagers, however, have a different tale to narrate. They claim that this alleged encounter was fake and those who died were ordinary villagers, many of them children.
Bodies wrapped in plastic | Photo Credit: Lingaram Kadopi
August 6, 2018: A Day Gompad shall not forget
The security forces in the region are a sight of terror for the villagers. By late morning on August 5, news was floating around that the forces had entered the villages in and around Gompad. As is common practice, the men ran away from the villages into the forests or to other villages to hide from the security forces for the fear of being targeted, shot at and mostly getting arrested under the false allegation of being a Naxalite. This fear is entrenched in the psyche of Bastar.
"They touch women and young girls inappropriately. When we get the news that the force is coming, women from the village huddle together and try to protect each other. The force barges into our houses and takes away the money, kills our animals and cooks in our kitchen"
It must be said here that the experiences of the local women in Bastar differ considerably from the men; for when the force enters their village, the women remain and guard the village, houses, children, elders, livestock and whatever little they have. A mother of a one-year-old in Nulkatong recounts how the security force men come and abuse them. "They touch women and young girls inappropriately. When we get the news that the force is coming, women from the village huddle together and try to protect each other. The force barges into our houses and takes away the money, kills our animals and cooks in our kitchen."
A woman in Nulkatong. | Photo Credit : Kritika A, The Leaflet
"My son was running behind me. A bullet hit him and he succumbed to it. I could hear them following me. I assumed they were following the trail of blood from the bullet. I saw a river. I jumped into it and washed the blood. They lost me like that. But my son died."
On that fateful day, 10-11 men and their sons ran from Gompad to Nulkatong village, alleged Sukka, a resident of Gompad. This narrative was backed by other villagers, both from Nulkatong and Gompad. Sukka and his son Karti Ayata were among them. "We came to check if the force had left at night. They were still in the village, so we went back to Nulkatong village and slept in the laari (huts) in the fields. There were men from other villages too." Few men from Nulkatong and Ettegata had also fled their villages in fear of the forces. One came from Vellpocha to Nulkatong as his wife belongs to the village. In total, according to the villagers, there were around 40 men. In the wee hours of the morning, "we sat there talking like we are talking here", Karti Kosa, another eyewitness who escaped, said. "Some went to freshen up and some were just sitting and talking and suddenly the force surrounded us," Karti Kosa added. "We raised our hands to show we were unarmed. First they started beating us up with sticks and batons and then opened fire at us," Karti Kosa said. Continuing in the same thread, Sukka said, "I ran from there. I forgot to take my little son with me. A bullet hit my leg as I ran. My son was running behind me. A bullet hit him and he succumbed to it. I could hear them following me. I assumed they were following the trail of blood from the bullet. I saw a river. I jumped into it and washed the blood. They lost me like that. But my son died."
Sukka holds a photo of his 12-year-old son Karti Aayta | Photo Credit: Kritika A, The Leaflet
Eyewitnesses claim that while police opened fire on them, he kept shouting, "I am the Ward Panch". Nobody heard him. He also had an Aadhaar card, which said he was born in 1997. Eyewitnesses said he was the first to be shot by the security forces after which they smashed his head with a shovel
Karti Ayata, an alleged 12-year-old boy, was one among the six from Gompad village who was shot and killed. The villagers say that other five were middle-aged men with families and children. Among them was also Soyam Chandra, father of a one year-old and the Ward Panch. Eyewitnesses claim that while police opened fire on them, he kept shouting, "I am the Ward Panch". Nobody heard him. He also had an Aadhaar card, which said he was born in 1997. Eyewitnesses said he was the first to be shot by the security forces after which they smashed his head with a shovel. Others who were shot dead from Gompad village were Soyam Seeta, Karti Hidma, Madvi Nanda and Madvi Deva.
Aadhaar card of Soyam Chandra, Village: Gompad | Photo Credit: Kritika A, The Leaflet
Sukka has still not received any medical treatment. The bullet was removed using traditional adivasi medicines. He fears that even if he walks to the closest hospital in Konta which is 20- 25 kms from village, he will be arrested by the police as a naxali.
Sukka, the father of Karti Aayta who was hit by a security force bullet | Photo Credit: Kritika A, The Leaflet
Sitting under the shed which is meant to be a classroom but has borne witness to no teacher, someone from the crowd of the gathered villagers added, "Karti Aayta was in the third standard last year in the Porta Cabin school in Konta". He, like many other young children had quit school because the nearest school is in Konta which is too far from their village.
There is no sign of any healthcare facility, school, anganwadi, electricity in any of these villages. Many have no identification cards to prove their citizenship. They have never voted. Some have recently got Aadhaar cards made. Soyam Chandra was one of them.
Nulkatong, the village closest to the site
Muchaki Sukri, the mother of Muchaki Mukesh | Photo Credit: Kritika A, The Leaflet
Muchaki Sukri, the mother of Muchaki Mukesh aka Mucca, a 13/14-year-old, who is one of the alleged "militia member" to be shot on August 6, remembers the Salwa Judum, which claimed the life of her husband
Muchaki Sukri, the mother of Muchaki Mukesh aka Mucca, a 13/14-year-old, who is one of the alleged "militia member" to be shot on August 6, remembers the Salwa Judum, which claimed the life of her husband. She remembers how she ran to the forest with her two children leaving behind her husband whose stomach was hurting. He had promised that he will join them soon. That, however, was not meant to be as the force took him away and shot him. She never found the body and the last burial rights were denied to the family. Now, Muchaki Sukri has lost her son, and this fresh loss has reopened the scars of the violent past.
Muchaki Mukesh on the right | Photo Credit: Kritika A, The Leaflet
Aljazeera reports the incident of October 2, 2009, where "central government security forces attacked the village of Gompad, based on information that an armed Maoist squad was nearby. They killed nine people, including an eight-year-old girl, cut the fingers off an 18-month-old baby, brutally tortured and killed his mother, and shot dead his grandparents, leaving their bodies in a heap of corpses in a small open pathway. On the same day, another police patrol caught two young men, one from Nukaltong and the other from Vellpocha, and shot them dead on their way back to the police station." According to Scroll.in, the death toll was 16.
He told her to say that she did not know whether it was the naxals or the security forces who killed her husband. Today, despite the looming threat she wants to go to the court and fight for her son's right. In Nulkatong, the villagers claim that out of the six killed, five were minors
Muchaki Sukri was one of the petitioners who moved the Supreme Court in 2009 against the the atrocities committed by the Salwa Judum. The case continues to drag on. Remembering the case, she says how P Vijay, supremo of Salwa Judum, had kept her captive for a month and coerced her into changing her statement before the court. He told her to say that she did not know whether it was the naxals or the security forces who killed her husband. Today, despite the looming threat she wants to go to the court and fight for her son's right. In Nulkatong, the villagers claim that out of the six killed, five were minors.
Abhishek Meena, the Sukma SP, in a telephonic conversation, told the The Leaflet, "Everybody was above 17. When the personnel bought the bodies back, 13 were clearly adults and did not require medical check-ups for affirmation of majority. Only two were borderline cases: 17 to 19. But still we got the medical check-ups done without any demand from anyone to be sure. We got the medical report now and the X-ray examination of their bones. According to that they are 18 to 20-year-olds. But it is borderline and we cannot be very sure." He further insisted that the parents and the Maoists were saying the same about the ages of those "borderline cases". However, their parents had a completely different story to tell us.
Meena further said that the ration cards of the deceased also proved that they were older than what the villagers were now claiming. However, the two ration cards accessed by The Leaflet reveal the following information:
Muchaki Mukka, the son of Muchaki Sukri, was 8, and Muchaki Deva, the son of Muchaki Sanni, whose name is recorded in the ration card as Shanti, was 7 — when the ration cards were made. According to the Chhattisgarh websites, the cards were registered in 2013 in Nulkatong and 2014 in Gompad.
Muchaki Sanni, whose name has been recorded as Shanti in the ration card she holds out, is the mother of Muchaki Deva | Photo Credit: Kritika A, The Leafelt
Ration card of Muchaki Sanni/ Shanti | Photo Credit: Kritika A, The Leaflet
The ration card of Muchaki Mukesh aged 8 | Photo Credit: Kritika A, The Leaflet
Hidma, another boy who according to the villagers was a 14-year-old, was the caretaker of his family. His father, Lakhma is blind. Breaking down into tears Lakhma said, "When he heard the force was coming, he ran away to the fields with others. They killed him. He was my only hope to carry on living." The younger son held the stick directing the road to the blind father as they walked away. Madkam Unga said: "Even after being shot, Hidma was alive and asking for water. The security force did not give him water."
Hidma and Lakhma | Photo credit: Kritika A, The Leaflet
Lakhma, Hidma's father| Photo Credit: Kritika A, The Leaflet
Madkam Lakhma was also killed in the alleged encounter. His mother is blind too. Villagers allege that he too is not more than 16/17 years old. His brother's wife said: "[When we saw his body] there were no lower legs." "His entire lower legs were smashed," Lakhma's brother told us. The ration card of Sanni, mother of Muchaki Deva, another young boy who was killed in the encounter, records her name as Shanti. She alleges that he is not even married. How is he old?" Some two-three years back, he too studied in the Porta Cabin School in Konta. But eventually dropped out, said a friend of his. Muchaki Lakhma is around 30-years-old, alleged the villagers, making him the only grown-up person among the six dead from Nulkatong village.
Madkam Lakhma aka Tinku's Mother, Budari | Photo Credit: Kritika A, The Leaflet
Abhishek Meena, the Sukma SP, further alleged that Soni Sori, the Adivasi school teacher, who is an Aam Aadmi Party leader from Dantewada, and has been long campaigning for human rights for the denizens of Bastar, along with the lawyers visiting from Andhra Pradesh (petitioners in the Supreme Court Petition) had "intimidated and influenced" the villagers. He said the villagers are scared to even talk to the Congress-led fact-finding team that visited the villages the day before (August 22). However, as a part of the team, we did not see any such intimidation by Soni Sori or from the lawyers team from Andhra Pradesh and Telangana.
The police had initially detained four villagers on August 6. However, in his press statement, DM Awasthi mentioned the arrest of only two: Dudhi Budri, a woman who was hit by a bullet and Mardam Deva, an alleged Maoist leader of the area with a bounty of Rs 5 lakh on his head.
Talking to The Leaflet on the phone, Abhishek Meena said, "As per the estimates of the personnel, there were 25-30 militia members present in the site." On asking if all of them were militia members, he added: "All, barring two: Anda and Lakma." He alleges they were Sangama members. "No case was registered against them as they were not big time naxals. So we let them go." He further added Anda was staying with someone called 'Deva' that night and Lakhma was crossing the site to go to his field. Instead of running, he stayed there when he heard the firing." Anda and Lakma, have been released.
This raises some serious questions. How did the personnel ascertain that only these two were not militia members? On asking about the bounty on Mardam Deva — the wanted Maoist — Meena responded that there was an error there. The security personnel took the arrested Deva as another Deva from Gompad village. Meena alleges that the arrested Deva is from Nulkatong and has also been a member of Revolutionary People's Council and is wanted. Although there is no bounty on him.
Soni Sori alleges that the encounter is fake as the villagers were unarmed. "There might have been a few Jan-militia members but those who died are innocent villagers. I have spoken to the families. At least 6 of them were children. How do we speak about the Constitution when there is no semblance of the rule of law?"
On hearing gunshots, the women from Nulkatong ran to the site in large numbers. If they had not done so, the security forces would have continued with the firing and the death toll would have been far higher, notes Hidme, the sister of Muchaki Mukesh. Lingaram Kodopi, an adivasi journalist, posted on his Facebook page about how women were beaten up by the security forces. One, among them was pregnant.
Soni Sori, adivasi activist | Photo Credit: Kritika A, The Leaflet
Jan Militia
Members of the Jan Militia are the primary base force, whose role is to protect the Janatana Sarkar (a parallel government set by the Maoist party). They are generally in their late teens and twenties. They carry traditional weapons like bow and arrow and sometimes loaded guns, locally known as bharmaar. They perform the roles of "protecting" the villages from security personnel and acting as informants and doing small chores for the Maoists.
Another day at Nulkatong
Deserted village: All the villagers were forced to leave Nulkatong | Photo Credit: Kritika A, The Leaflet
Nulkatong village is deserted save for three families who recounted tales of how on the previous night of August 18, 2018, they were threatened by the force to empty the village and go to Duma, a nearby village. They were told that the force was privy to information and that Naxalites were coming to the village, so they would be opening fire. If they loved their lives, they should run away to Duma and not go to Gompad.
Agreeing to the presence of security forces in Nulkatong, Abhishek Meena, in a phone conversation with The Leaflet, said, "They were supposed to go deeper inside, but because of the rain they could not." He further added that they had asked the force to not even enter the village. "We were in anticipation that Naxals would come along with Soni Sori and team. We sent the force for that only."
He said that he told the force his wife was ill and that he could not possibly flee to Duma. The security personnel said they would start firing at night. They didn't care
When the few families returned, the forces had eaten their rice and lentils. One woman claimed they had taken away her hard earned Rs 600. It was only by the next morning that the families started coming back. Soni Sori, who accompanied us, claimed: "This is a new phenomenon. Beating up the villagers is a common thing here. But they have not been chased away. This is a stark reminder of the Salwa Judum times." Madkam Unga, brother of Madkam Lakma (one among the six shot from Nulkatong) had just returned to the village on August 20. He said that he told the force his wife was ill and that he could not possibly flee to Duma. The security personnel said they would start firing at night. They didn't care.
Madkam Hidme's 'unblemished uniform'
The villagers allege that she was raped and shot. However, when the family received the dead body, the young girl was nude and wrapped in in plastic. The pictures released by the cops show her wearing the patent black shirt, black pant Maoist militant uniform. The uniform looked new, freshly ironed, oversized and with less holes than the bullet injuries on her body
Gompad village has witnessed a long history of violence. A chill runs down one's body on hearing the tale of Madkam Hidme and her mother Madkam Lakshmi. The village remember the incident like it happened just yesterday. According to them, on the morning of the incident of June 15, 2016, security forces entered Gompad. Madkam Lakshmi was threshing the wheat while her daughter Madkam Hidme was sleeping when they grabbed the sleeping Madkam Hidme, and forcibly dragged her to the nearby jungle in front of the entire protesting village. The villagers allege that she was wearing a lungi, blouse and gamchha, bangles and nail polish. The villagers allege that she was raped and shot. However, when the family received the dead body, the young girl was nude and wrapped in in plastic. The pictures released by the cops show her wearing the patent black shirt, black pant Maoist militant uniform. The uniform looked new, freshly ironed, oversized and with less holes than the bullet injuries on her body. Senior journalist Rahul Pandita had then questioned how could Makdam Hidme's uniform be so "unblemished" if she was an alleged Maoist killed in an "encounter"?
Villagers allege she was tending to paddy in her village Gompad when she was taken by police, raped, and then shot in cold blood +
— Rahul Pandita (@rahulpandita) June 15, 2016
The uniform is brand new and crisp. Can the uniform of a guerrilla killed in an encounter be so unblemished? +
Madkam Lakshmi's fight began that very morning of June 15. A petition was filed by her in the High Court of Chhattisgarh seeking exhumation and re-postmortem, interim orders which were granted. The High Court appointed an Amicus Curiae in the case and ordered for judicial inquiry which is now complete. The report has been submitted before it and the decision remains pending.
Returning the flag, Makdam Lakshmi told Soni Sori that the flag had done no good to them. "Not only has the violence has not stopped, but it had rather intensified. The advasis are not recognised as the citizens of India
On August 19, 2018, Makdam Lakshmi returned the Indian national flag to Soni Sori in Gompad. Two years back, in August 2016, on Independence Day under the leadership of Soni Sori, people from across the country had marched for 200 kms to hoist the tricolour in Gompad, which is known to be a stronghold of the Naxals. The flag was hoisted by Makdam Lakshmi. Hoisting the national flag in Gompad village was historic in the sense that it signified that the villagers were citizens of the democratic republic who were to be treated with the rights that the Constitution of India bestowed upon them. Returning the flag, Makdam Lakshmi told Soni Sori that the flag had done no good to them. "Not only has the violence has not stopped, but it had rather intensified. The advasis are not recognised as the citizens of India. Justice has still not been delivered to her daughter Hidme as the case remains pending and now the state has so casually claimed the lives of 15 people, and has end up destroying many more lives, just because it can," she said.
https://cdn.theleaflet.in/wp-content/uploads/2018/08/WhatsApp-Video-2018-08-23-at-2.31.26-PM.mp4
On August 19, 2018, Makdam Lakshmi returned the Indian national flag to Soni Sori in Gompad | Photo Credit: Kritika A, The Leaflet
In another instance in Gompad, Soyam Rame, a 35-year-old woman was allegedly shot in her thigh when she was returning from fishing in the pond with four other women in December 2017. The women narrate that Soyam Rame was randomly shot at by security personnel. The police alleged that she was a Naxal and was shot in an encounter. As there are no adequate health facilities in Sukma, her husband Soyam Kama, along with other family members, took her to Bhadrachalam in Andhra Pradesh. Ferried from one hospital to another, Rame remained with a bullet in her thigh for more than 20 days in Jaya Bharti Hospital, where she told activist Soni Sori and others that she had been intimidated and threatened by the police to say that she had not been shot at by the security personnel, but had rather hurt herself while chopping wood. Meanwhile, the police held a press conference in Sukma declaring Soyam Rame a Naxalite who had been shot at in an encounter operation. After her treatment, Soyam Rame and husband Kama have gone missing. Villagers are convinced that she still has not returned to her village out of the fear of being arrested by the police. Their three children have been left behind.
District Reserve Guard: Another Salwa Judum?
District Reserve Guard (DRGs), first raised in Kanker and Narayanpur districts in 2008, were instituted in Dantewada in 2015. DRGs subsequently spread in the other districts of Sukma, Kondagoan and Bijapur between 2013 and 2014. They are adivasis appointed by the police to weed out the Maoist movement. DRGs known as the "son of soil" are mostly comprised of local youth and surrendered cadres of the Maoists in Bastar division. Explaining the rationale of creating a group staffed by local youth, the infamous ex-Inspector General of Bastar SRP Kalluri told PTI in April 2016 as reported by Scroll.in: "They are emotionally attached to the region as they belong to this place. They are familiar with the culture, ethos and language of people. Having a bond with the tribals, they are better mentally-conditioned to handle them. They are fighting Maoists efficiently because of their inherent motivation for doing so."
Speaking to The Leaflet on phone, Abhishek Meena, the Sukma SP, said there are more than 600 DRG personnel in Sukma currently. "Depending on the need of the operation, we keep changing the composition and numbers of DRGs varying from 10 to 200."
According to Soni Sori, the DRGs are similar to the SPOs (Special Police Officers) as were instituted in Bastar during the Salwa Judum movement and are held unconstitutional by the Supreme Court in Nandini Sundar Vs. State of Chhattisgarh
According to Soni Sori, the DRGs are similar to the SPOs (Special Police Officers) as were instituted in Bastar during the Salwa Judum movement and are held unconstitutional by the Supreme Court in Nandini Sundar Vs. State of Chhattisgarh. Soni Sori says, "Names have changed but their roles remain unaltered. By changing names can you change the mentality, you can't." Many of the villagers said, "we don't want the DRGs." The DRGs have been a notorious lot and have perpetrated gross human rights violations against the Adivasis — their active involvement in the mass sexual violence in Bijapur District, in October 2015 must be recalled here.
The Civil Liberties Committee of Andhra Pradesh Telangana has filled a Public Interest Litigation in the Supreme Court asking the court to take cognizance of what they claim to be a "fake encounter". The Supreme Court has directed both the petitioners and the respondents to file additional information. The case is listed for the next hearing on Wednesday, August 29.
[Editor's note: Kritika Agarwal was a part of a group of journalists accompanying Soni Sori on a fact-finding mission to Gompad village and Nulkatong, near the site of the August 6, 2018 'encounter'.]
Kritika A
Kritika is a practising criminal lawyer in Bombay Sessions Court.
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From there I flew straight out to Italy to join the New division 3 pro team Miche, so was looking forward to getting into the racing over there with fellow Kiwi Geoff Burndred who was also in the team.
Things were interesting from day 1, as soon as I arrived at team HQ the manager suggested I should go out and do a 5 hour ride to �clear the badness from the plane� out of my legs, I had a much better idea of sleeping for the next 16 hours so took that option.
comfortable, only to be told by the manager that my position �is not beautiful to the eye� I told him to get me a bigger frame, and he suggested all my problems would be fixed by getting a bigger fork for the bike? Go figure on that one.
The team house didn�t really hold much joy for us either, there were 3 small bedrooms with 4 riders in each on bunks, a bathroom and a kitchen, so you were always in really close proximity with the other riders and didn�t have a lot of room to yourself which cracked me after 2 weeks.
stealing food and clothing (watch out for that Elden).
The end came for me when I went to see the manager to get my first 2 months pay, and he flat out refused to pay it and told me I wouldn�t see the money for the rest of the years wage either, so I was just fizzing.
Bugger this I thought and started planning my great escape from Italy. I had already conquered all in the house anyway on the PS2 so there wasn�t really much else to accomplish. I got an email from Craig Thompson asking if I wanted to ride with him in a top amateur team called Maximise-Almero in Belgium and took the invitation straight away.
from again. It took the manager 3 days to realise I had gone before he sent me an email asking where in the world I was. Racing here in Belgium suits me a lot better anyway. I�m not really the sort of build that�s made for climbing hills in Italy all day. Gordon McCauley is here in the same team as well, as he got the same sort of treatment from his pro team.
Sydney, followed by a 2 week training camp at the AIS in Adelaide, so there should be some tired boys come out of that when its finished.


MONTREAL — Dec. 10, 2015 — Matrox® Video and Matrox Graphics Inc. will be sharing stand 11-F48 at ISE 2016 (Amsterdam RAI, Feb. 9-12). In a series of interactive demonstrations, Matrox Video will showcase the Monarch™ HDX dual-channel broadcast streaming and recording appliance and the VS4Recorder Pro™ multi-camera recording app. Matrox Graphics Inc. will feature Mura IPX Series 4K capture and IP encoder/decoder cards, C-Series™ multi-display graphics cards, Matrox Maevex™ AV-over-IP encoders/decoders and Matrox Mura™ MPX video wall controller cards.


In recognition of Literacy being the cornerstone of educational and global success and the foundation upon which all learning is built, at Our Lady of the Rosary Parish School we place an emphasis on Literacy with careful planning and teaching, followed up with thorough assessment and feedback procedures throughout all year levels.
Digital technology proficiencies are therefore also prioritised throughout the curriculum, so that learners can confidently access, understand, analyse and evaluate ideas and information. Children have daily opportunities to engage with language, through reading, writing, listening and speaking and teachers have high expectations for all learners to make appropriate progress and achieve their full potential as literate individuals.


Have a look at the following quizzes and materials.
Try this short writing exercise comparing Miami and Seattle.
More difficult Comparisons quiz based on Chapter 8 in the Interactions textbook by Pavlik and Segal.
This online writing template from Readwritethink.org might help!
Should college be free? Should college education be free, or should university students be required to pay tuition fees?


text:
Lego Loco – gra komputerowa dla dzieci na platformę Microsoft Windows, wydana przez Lego. Jest to prosta gra opierająca się na budowaniu drogi dla transportu kolejowego. Cel gry to budowanie miasta, w którym ludzie Lego mogą mieszkać.

Na początku gry gracz ma "skrzynkę z zabawkami", z którego może wybrać budynki z listy i umieścić na bezpośrednio przewidziane miejsce. Gracz może umieścić drogi, tory kolejowe, stacje, skrzyżowania, budynki i krajobraz. Aby zacząć symulację, gracz musi zamknąć skrzynkę z zabawkami, a symulacja miasta się rozpocznie (gracz może otworzyć je ponownie, aby wprowadzić jakieś zmiany). Po chwili figurki Lego zaczną się poruszać do przewidzianych domków (jeżeli jakieś są). Gracz może je nawet przestawiać. To może spowodować zmienienie się humoru figurki, zależnie od tego, gdzie została przeniesiona.

Używając parowozowni, gracz może tworzyć pociągi, aby jeździły po torach. Jeśli pasażer nim podróżuje, zatrzyma się on na jakiejkolwiek stacji jaka została umiejscowiona przy trasie. Gracz może kontrolować prędkość pociągu, kierunek jego ruchu oraz nawet dodać wagon pocztowy, który umożliwia przenoszenie pocztówek, które zostały stworzone przez gracza. Pociąg, lub pociągi mogą też przejeżdżać przez tunele, które może umiejscawiać gracz na krawędzi mapy. Niektóre tunele mogą być używane, aby pomóc wymieniać pocztówki z innymi graczami (pod warunkiem, że sieć została ustanowiona).

Ukryte wiadomości
Jest kilka ukrytych wiadomości w grze, licząc zdolność rozrodu zwierząt w polu, transformacje drapaczy chmur w wielkie roboty, i nawet obiekty sezonowe. Wspomniane obiekty sezonowe będą się tylko pojawiały, kiedy jest właściwy sezon (odnosząc się do zegara w komputerze). Na przykład wielkie jajka ukażą się tylko około Wielkanocy; dzwonki, latający samolot z napisem "Wesołych Świąt" ukaże się tylko w połowie grudnia. Są też wersje pokryte śniegiem normalnych obiektów.

Linki zewnętrzne

1998 w grach komputerowych
Gry w budowę miasta
Komputerowe gry symulacyjne
Lego
Gry na platformę Windows


Facilities A lobby and a reception are available to guests. A lift provides easy access to the upper floors. The establishment features a safe, internet access, wireless internet access, a restaurant, a café and a bar. Shopping facilities are available. Guests arriving in their own vehicles can park in the car park. Rooms All accommodation units feature air conditioning and a bathroom. Among the amenities are a safe and a minibar. Tea and coffee making equipment is included as standard. A washing machine is also available to guests. Additional features, including internet access, a telephone and a TV, contribute to a great stay. In each of the bathrooms, guests will find a shower and a hairdryer. Sports/Entertainment A gym is among the leisure options available to guests. Payment The following credit cards are accepted at the establishment: American Express, VISA and MasterCard.