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| By A.Rodríguez & G.Cocozza |
An Independent Student Newspaper
Monday, January 12, 2015
Impromptu Speech Testing: How We are doing it Wrong
Impromptu Speech Testing: How We are doing it Wrong
by B.A. Umaña
There is no denying that among the tests we take as En-
glish and English Teaching majors, the exam model that strikes
the most fear into our hearts is the impromptu speech test.
Semester after semester, I have had to encounter an endless
number of worried glances and tight throats, all belonging to
distressed students that hope their speech will go according
to plan. As they wait outside the testing room, many look over
pages and pages of information about two topics that they
have chosen beforehand, knowing that the evaluating commit-
tee may choose either for them. Being there myself, I know we all make an attempt to remember as many sources and ci-
tations as mentally possible, because if we forget anything of importance, the outcome could be tragic.
As I got ready for the impromptu speech I presented this se-
mester, I started thinking. Sitting there, looking at the infor-
mation for my speech, I wondered: are these tests fair from
-an educational standpoint, that is-?
Well, according to the research I did about impromptu speech testing, it isn’t. According to Stephen Lucas, author of the book The Art of Public Speaking, an impromptu speech “is delivered with little or no immediate preparation” (2008). Boundless Learning, that writes an article on Impromptu speeches, also states that “when called to speak ‘off the cuff’ on the ‘spur of the moment,’ it is usually because the speaker is quite knowledgeable about the subject.” (N.D) Keeping this in mind, we can already say that our school’s method of testing faulty. We are told by teachers to prepare two topics two weeks in advanced, but based on my experience –as well as the experience of many others- this amount of time provided is not enough to become “knowledgeable about the subject.” We are merely introduced to the topic, and must resort to having the information we have gathered in hand in order to take our test. This leads me to believe that these tests don’t even ask for an impromptu speech, but rathera poorly prepared extemporaneous presentation of recently gathered knowledge.
Well, according to the research I did about impromptu speech testing, it isn’t. According to Stephen Lucas, author of the book The Art of Public Speaking, an impromptu speech “is delivered with little or no immediate preparation” (2008). Boundless Learning, that writes an article on Impromptu speeches, also states that “when called to speak ‘off the cuff’ on the ‘spur of the moment,’ it is usually because the speaker is quite knowledgeable about the subject.” (N.D) Keeping this in mind, we can already say that our school’s method of testing faulty. We are told by teachers to prepare two topics two weeks in advanced, but based on my experience –as well as the experience of many others- this amount of time provided is not enough to become “knowledgeable about the subject.” We are merely introduced to the topic, and must resort to having the information we have gathered in hand in order to take our test. This leads me to believe that these tests don’t even ask for an impromptu speech, but rathera poorly prepared extemporaneous presentation of recently gathered knowledge.
According to Boundless Communication, in their article on impromp-
tu speeches, “Impromptu speaking is rarely appropriate for occasions
which require more reasoned discourse with supporting ideas or more
formal events.” Our impromptu speech tests should therefore be
about topics that require little reasoned discourse and no supporting
ideas. If this cannot be the case, then students should at least be al-
lowed to prepare as they should for any extemporaneous speech.
Students’ Voices are Boiled Down
Students’ Voices are Boiled
Down
The Cult News| October 2014
by G.Garro
The Cult News| October 2014
by G.Garro
Article 19, from the Universal
Human Rights Declaration:
Everyone has the right to
freedom of opinion and
expression; this right in-
cludes freedom to hold
opinions without interfer-
ence and to seek, receive
and impart information
and ideas through any
media and regardless of
frontiers.
We are all entitled to express our thoughts and emotions freely; however, what happens when you are censored in class- room?
Today’s class was about Human Rights and their universal quali- ty. Most of students agrees with Prof. Jack, who has explained that this set of moral principles apply to every human being in the world, regardless of their ethnic background, skin color, sex, religion, or any other in- dividual characteristics. Later on, group discussion opens.
The professor starts wandering around, listening carefully and giving feedback accordingly. Sud- denly, he approaches quickly to one group when he hear Dolly stating, “Human Rights are not universal; they are relative.” Con- sternation fills up every single
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| Illustration by A.Ugalde. |
We are all entitled to express our thoughts and emotions freely; however, what happens when you are censored in class- room?
Today’s class was about Human Rights and their universal quali- ty. Most of students agrees with Prof. Jack, who has explained that this set of moral principles apply to every human being in the world, regardless of their ethnic background, skin color, sex, religion, or any other in- dividual characteristics. Later on, group discussion opens.
The professor starts wandering around, listening carefully and giving feedback accordingly. Sud- denly, he approaches quickly to one group when he hear Dolly stating, “Human Rights are not universal; they are relative.” Con- sternation fills up every single
soul as soon as Mr. Jack blows
out in dissent, making clear for
anyone that Human Rights are
universal.
Fortunately, Dolly does not stay quiet, and they begin a debate arguing their points of view, while everyone else decides to put cellphones aside, sit back straight, and tighten up their dropped jaws. Dolly tries her best to not let her beliefs be trampled underfoot, but of course her po- sition as a student doesn’t ben- efit her. Shortly, Jack takes over the discussion and concludes Human Rights are universal..., but are they? If Human Rights were universal, then you should be able to express your opinion in class, without anyone, regardless of their authority, trying to ban and to manipulate your thoughts.
I really wonder how healthy it
is for an academic environment to find out that students cannot share their thoughts freely in college, at least not with every professor, that people don’t mind transgressing by all means your position, and that a lesson of Hu- man Rights actually mirrors the lack of its practice in our educa- tional system. How enriching!
Fortunately, Dolly does not stay quiet, and they begin a debate arguing their points of view, while everyone else decides to put cellphones aside, sit back straight, and tighten up their dropped jaws. Dolly tries her best to not let her beliefs be trampled underfoot, but of course her po- sition as a student doesn’t ben- efit her. Shortly, Jack takes over the discussion and concludes Human Rights are universal..., but are they? If Human Rights were universal, then you should be able to express your opinion in class, without anyone, regardless of their authority, trying to ban and to manipulate your thoughts.
I really wonder how healthy it
is for an academic environment to find out that students cannot share their thoughts freely in college, at least not with every professor, that people don’t mind transgressing by all means your position, and that a lesson of Hu- man Rights actually mirrors the lack of its practice in our educa- tional system. How enriching!
Edgar Allan Poe’s Daguerreotype
Edgar Allan Poe’s
Daguerreotype
The Cult News| October 2014
℘ Edgar Poe adopted the last name “Allan” from
his foster parents, John and Frances Allan. The
father-son bond was not close, especially for his
involvement in gambling. John Allan decided to
stop sponsoring his bad habits.
℘ Allan Poe, the major exponent of Dark Romanti- cism, unlike his extraordinary work in literature, his life compares to the life of ordinary men, drowning and clashing over debts. He gets involved into corruptive activity since college, where he saves money to pay college tuition.
℘ Poe was not the most hard-working person. In fact, in 1827 he aimed to attend West Point Military Academy, but failed. After 4 years of camp-training, he was dismissed as “Gross ne- glect of duty.”
℘ Edgar Allan Poe did not believe in job security. In 1835, he worked for 2 years as an editor for the Southern Literary Messenger magazine, in Baltimore. In 1839, Poe works for the Burton’s Gentleman’s magazine and keeps this job until 1840. Later, for another year, he works at Gra- ham’s magazine.
℘ Poe’s brightness is often associated with mild autistic tendencies. He was responsible for many of his dismissals that were related to his quick temper and emotional attacks.
℘ As many famous public figures whose works are more worth dead than alive, Edgar Allan Poe was not the exception. The Raven cost $4 to $10. However, in 1929, 100 years later, the man- uscript was worth $100,000.
The Cult News| October 2014
 |
| Illustration by A.Rodríguez |
℘ Allan Poe, the major exponent of Dark Romanti- cism, unlike his extraordinary work in literature, his life compares to the life of ordinary men, drowning and clashing over debts. He gets involved into corruptive activity since college, where he saves money to pay college tuition.
℘ Poe was not the most hard-working person. In fact, in 1827 he aimed to attend West Point Military Academy, but failed. After 4 years of camp-training, he was dismissed as “Gross ne- glect of duty.”
℘ Edgar Allan Poe did not believe in job security. In 1835, he worked for 2 years as an editor for the Southern Literary Messenger magazine, in Baltimore. In 1839, Poe works for the Burton’s Gentleman’s magazine and keeps this job until 1840. Later, for another year, he works at Gra- ham’s magazine.
℘ Poe’s brightness is often associated with mild autistic tendencies. He was responsible for many of his dismissals that were related to his quick temper and emotional attacks.
℘ As many famous public figures whose works are more worth dead than alive, Edgar Allan Poe was not the exception. The Raven cost $4 to $10. However, in 1929, 100 years later, the man- uscript was worth $100,000.
Nymphomaniac Final Cut
Nymphomaniac Final Cut
The Cult News| October 2014
By A.Guillén.
Danish film director and screenwriter Lars Von Trier is polarizing, polemic and bigmouthed. Despite he was declared persona non-grata at Cannes 2011 due to some anti-Semitic comments, his latest film ti- tled Nymphomaniac (2013), featured at Cine Magaly, on September of this year, inspired Costa Rican visual artist Mariana den Hollander’s art exposition “Asexual”, a series of experimental pieces portraying naked female bodies. The exhibition took place in Cine Magaly as well.
The transgressive sexual imagery is quite groundbreaking. It is com- pletely explicit and unapologetic, even to the point in which critics such as David Denby, film critic for the New Yorker’s magazine, labeled the movie as pornography. The film makes a point out of its nudity, though. Nymphomaniac and Asexual approach the topic of sexuality through “shock value” images that depict female sexuality as grotesque and confront the practice of female masturbation, a topic that remains a taboo in today’s society. Thus, their work can be eye-opening.
In Part I, the rather graphic sex scenes outstand all other aspects of the film, but by the time the viewer reaches Part II, the nudity blends with the rest of visual elements. The nudity scenes become ordinary, in contrast to the image of Joe in command of her sexuality. This is one of the biggest achievements in the movie. All characters accept her high sexual drive and support her. In the case of Asexual, Hollander strives to emulate that message through her illustrations. The exhibition main- ly depicts female bodies being comfortable with their genitalia.
Besides, as expected from Von Trier’s work, Nymphomaniac direction is superb and cast features flawed characters. Earlier Lars’ distinctive films include, Forbrydelsens element (1984), Epidemic (1987) and Euro- pa (1991).
Nymphomaniac is still available at Sala Garbo movie theater, every week from 1 to 9 PM. Although Hollander’s Asexual exposition is over, you can visit her facebook page named madenho Art to check out her artwork, including the collections Asexual, Crisis, My Bodies, and more.
The Cult News| October 2014
By A.Guillén.
Danish film director and screenwriter Lars Von Trier is polarizing, polemic and bigmouthed. Despite he was declared persona non-grata at Cannes 2011 due to some anti-Semitic comments, his latest film ti- tled Nymphomaniac (2013), featured at Cine Magaly, on September of this year, inspired Costa Rican visual artist Mariana den Hollander’s art exposition “Asexual”, a series of experimental pieces portraying naked female bodies. The exhibition took place in Cine Magaly as well.
The transgressive sexual imagery is quite groundbreaking. It is com- pletely explicit and unapologetic, even to the point in which critics such as David Denby, film critic for the New Yorker’s magazine, labeled the movie as pornography. The film makes a point out of its nudity, though. Nymphomaniac and Asexual approach the topic of sexuality through “shock value” images that depict female sexuality as grotesque and confront the practice of female masturbation, a topic that remains a taboo in today’s society. Thus, their work can be eye-opening.
In Part I, the rather graphic sex scenes outstand all other aspects of the film, but by the time the viewer reaches Part II, the nudity blends with the rest of visual elements. The nudity scenes become ordinary, in contrast to the image of Joe in command of her sexuality. This is one of the biggest achievements in the movie. All characters accept her high sexual drive and support her. In the case of Asexual, Hollander strives to emulate that message through her illustrations. The exhibition main- ly depicts female bodies being comfortable with their genitalia.
Besides, as expected from Von Trier’s work, Nymphomaniac direction is superb and cast features flawed characters. Earlier Lars’ distinctive films include, Forbrydelsens element (1984), Epidemic (1987) and Euro- pa (1991).
Nymphomaniac is still available at Sala Garbo movie theater, every week from 1 to 9 PM. Although Hollander’s Asexual exposition is over, you can visit her facebook page named madenho Art to check out her artwork, including the collections Asexual, Crisis, My Bodies, and more.
FELAS SGA ELECTIONS FOR 2014-2015
FELAS SGA ELECTIONS FOR
2014-2015
The Cult News| October 2014
On September 18th, the elections for the new FELAS Student
Government Executive Board for the period 2014-2015 took place in
room 419 LE from 1:20 p.m. to 2:20 p.m. Only 11 students, mostly
French majors, attended to vote for the executive body of the new
“Asocia.” The results are as follows:
The elected president Diego Rodriguez has been part of the FELAS SGA, also known as AELM, during the last 3 years. He is the former Treasurer and he already has several projects in mind. He aims to pursue an agreement with director Gilda Pacheco related to the access to books, course packets, and anthologies in digital format. Moreover, he intends to increase the means and efforts to reach out the student community, which as he expressed, it has been one of the biggest challenges that previous administrations have faced in the past. According to Rodríguez, “the problem is that they [lan- guage majors] do not come, we have informed them [about the “Asocia” services], but they do not get closer.”
Currently, “la Asocia” offers free-coffee and free-print-outs. They, also,
spend part of the estimated budget in the purchase of the annual
T-Shirts and in the activities for Semana U.
The budget that AELM receives every year depends on the performance
the Representatives feature in the FEUR Congress, which is broken in 4
tracts. To receive each following tract, the “Asocia” must turn in a de-
tailed report with costs. For more information visit the FELAS SGA office
on the 4th floor, LE or enter to the UCR website Contraloría Estudiantil/
Informes económicos.
The Cult News| October 2014
By A.Angulo.
The elected president Diego Rodriguez has been part of the FELAS SGA, also known as AELM, during the last 3 years. He is the former Treasurer and he already has several projects in mind. He aims to pursue an agreement with director Gilda Pacheco related to the access to books, course packets, and anthologies in digital format. Moreover, he intends to increase the means and efforts to reach out the student community, which as he expressed, it has been one of the biggest challenges that previous administrations have faced in the past. According to Rodríguez, “the problem is that they [lan- guage majors] do not come, we have informed them [about the “Asocia” services], but they do not get closer.”
Estudiadero for Everyone
Estudiadero for Everyone
The Cult News| October 2014
By G.Porras
French and English majors can solve questions about grammar, composition, and pronunciation with the help of ad- vanced students.
In 2013, the CASE (Centro de Asesoría Estudiantil) of Modern Languages School opened the student center named Estudi- aderos for the community, especially to benefit those stu- dents taking LM1001 and LM1002 courses. In fact, Montserrat Quirós, tutor for French, pointed out that this initiative has been useful for many students since it has helped them to im- prove their performance in the language.
In the Estudiaderos, students bring questions, come to prac- tice, and get feedback by tutors that usually are on third or fourth year. Stephanie Collado, tutor for English, mentioned, “One of the goals of the Estudiadero is to identify the stu- dents’ weaknesses and tackle them. Even though the student center is mainly intended for first year students in English and French, students of second year and even of other majors can make use this resource since it is considered a campus ser- vice.”
Many other schools have implemented Estudiaderos for cours- es that are particularly challenging for students such as Calcu- lus III or Physics II. This peer-learning based system has proved to be helpful to enhance their academic performance. FELAS (French and English Arts Students) are encouraged and wel- comed to attend the Estudiadero whenever they need it. This semester French majors can attend the Estudiadero on Mon- days and Thursdays from 1:00 p.m. to 5:00 p.m. in classroom 422, and English majors can come on Wednesdays from 1:00 p.m. to 5:00 p.m. in classroom 153 and on Thursdays in room 422, at same time.
The Cult News| October 2014
By G.Porras
French and English majors can solve questions about grammar, composition, and pronunciation with the help of ad- vanced students.
In 2013, the CASE (Centro de Asesoría Estudiantil) of Modern Languages School opened the student center named Estudi- aderos for the community, especially to benefit those stu- dents taking LM1001 and LM1002 courses. In fact, Montserrat Quirós, tutor for French, pointed out that this initiative has been useful for many students since it has helped them to im- prove their performance in the language.
In the Estudiaderos, students bring questions, come to prac- tice, and get feedback by tutors that usually are on third or fourth year. Stephanie Collado, tutor for English, mentioned, “One of the goals of the Estudiadero is to identify the stu- dents’ weaknesses and tackle them. Even though the student center is mainly intended for first year students in English and French, students of second year and even of other majors can make use this resource since it is considered a campus ser- vice.”
Many other schools have implemented Estudiaderos for cours- es that are particularly challenging for students such as Calcu- lus III or Physics II. This peer-learning based system has proved to be helpful to enhance their academic performance. FELAS (French and English Arts Students) are encouraged and wel- comed to attend the Estudiadero whenever they need it. This semester French majors can attend the Estudiadero on Mon- days and Thursdays from 1:00 p.m. to 5:00 p.m. in classroom 422, and English majors can come on Wednesdays from 1:00 p.m. to 5:00 p.m. in classroom 153 and on Thursdays in room 422, at same time.
Spooky Tales on Campus Grounds
Spooky Tales on Campus Grounds
The Cult News| October 2014
As we slowly approach the month of frights and terrors –the month of Halloween, or Samhuinn, for those who are unaware- thoughts of beasts and ghouls encroach into our minds. Deep in pits of our psyche, we begin to ask ourselves questions we normally consider childishly preposterous: Is the paranormal real? Have I ever seen the paranormal? Are there ghosts where I live or study?
Today, I will be your ghastly guide through the tales of horror told on the campus of UCR. Be prepared to be astonished by the urban legends whispered in the schools of Medicine, Architecture, and even Liberal Arts.
The Cult News| October 2014
By B.A. Umaña.
As we slowly approach the month of frights and terrors –the month of Halloween, or Samhuinn, for those who are unaware- thoughts of beasts and ghouls encroach into our minds. Deep in pits of our psyche, we begin to ask ourselves questions we normally consider childishly preposterous: Is the paranormal real? Have I ever seen the paranormal? Are there ghosts where I live or study?
Today, I will be your ghastly guide through the tales of horror told on the campus of UCR. Be prepared to be astonished by the urban legends whispered in the schools of Medicine, Architecture, and even Liberal Arts.
MEDICINE:
It doesn’t take too long to find ghost stories in the school that has a morgue in its backend, particularly when the main of- fice for Graduate Studies is found right next to it. When I first walked into the office, the staff working there told me that a door to the lich-house had been sealed off on their side. They tapped on the door and told me that the only thing that kept them from walking into the morgue was a thin layer of plywood.
“You came to the right place,” said the kind lady who first assisted me, and before I could sit down, they started to speak of their ex- periences.
To start out, the four talking –who asked me to keep them anon- ymous for professional reasons- agreed that they had all heard their names whispered in the wee hours of the night when no one was around. One of them said she was working alone when she heard the sound of someone or something violently stamping pa- pers with the school seal.
“We work with those seals a lot,” she clarified. “I know the sound they make better than anyone.” Looking around nervously, and laughing a little, she said “I was afraid of walking out of my per- sonal office and seeing a ghost on one of the working desks.”
Alongside that, she, and the other staff members have had their computers print out papers that they do not ask for, and have walked towards their desks only to find out the papers on them had been unarranged.
But of all the stories they tell, the one they remember with great- est clarity is that of Dr. Grillo.
Dr. Grillo, was a well known doctor in the school of medicine, and everyone in the staff knew him well. In 2013, on a January morn- ing, the four saw him sitting on one of the chairs outside of their office and greeted him; what none of them knew was that he had
It doesn’t take too long to find ghost stories in the school that has a morgue in its backend, particularly when the main of- fice for Graduate Studies is found right next to it. When I first walked into the office, the staff working there told me that a door to the lich-house had been sealed off on their side. They tapped on the door and told me that the only thing that kept them from walking into the morgue was a thin layer of plywood.
“You came to the right place,” said the kind lady who first assisted me, and before I could sit down, they started to speak of their ex- periences.
To start out, the four talking –who asked me to keep them anon- ymous for professional reasons- agreed that they had all heard their names whispered in the wee hours of the night when no one was around. One of them said she was working alone when she heard the sound of someone or something violently stamping pa- pers with the school seal.
“We work with those seals a lot,” she clarified. “I know the sound they make better than anyone.” Looking around nervously, and laughing a little, she said “I was afraid of walking out of my per- sonal office and seeing a ghost on one of the working desks.”
Alongside that, she, and the other staff members have had their computers print out papers that they do not ask for, and have walked towards their desks only to find out the papers on them had been unarranged.
But of all the stories they tell, the one they remember with great- est clarity is that of Dr. Grillo.
Dr. Grillo, was a well known doctor in the school of medicine, and everyone in the staff knew him well. In 2013, on a January morn- ing, the four saw him sitting on one of the chairs outside of their office and greeted him; what none of them knew was that he had
been hospitalized in November of the year before.
“And on the day he died,” said one of the ladies. “The front door to our office was slammed three times; just like Dr. Grillo would slam the door.”
Near the end of the interview, the first lady to assist me said. “I guess that with exception of Dr. Grillo, the other ghosts scare us late at night to remind us that we have to leave work and go home.”
A fascinating idea, I thought. ---
ARCHITECTURE:
Almost everyone who works in the main secretary office of the School of Architecture knows of “la china”. After asking the lady working at the main window of the office, she brought me inside to speak to one of their “best informed” colleagues.
“According to what has been, la china –the Chinese student-,” said the secretary they sent out, “was a student when we still had the school of Agronomy here. According to the story, the school was throwing a party when this student decided to jump from the third floor of the building onto the street below.
“Eventually, her ghost decided to stay here and has become a common story here in the school.”
After a while, a professor and alumni of the school overheard our conversation, and decided to tell me his side of the story.
“I was around when this school would allow students to stay over- night in the building. Back then, we would all huddle together in the first and second floors of the edifice, because everyone knew la china lived in the third. If you walked around the third floor in the night, she would appear as a beam of light, and would not allow you to enter the bathrooms or leave the floor. I get shivers
“And on the day he died,” said one of the ladies. “The front door to our office was slammed three times; just like Dr. Grillo would slam the door.”
Near the end of the interview, the first lady to assist me said. “I guess that with exception of Dr. Grillo, the other ghosts scare us late at night to remind us that we have to leave work and go home.”
A fascinating idea, I thought. ---
 |
| Illustration by A.Rodríguez |
ARCHITECTURE:
Almost everyone who works in the main secretary office of the School of Architecture knows of “la china”. After asking the lady working at the main window of the office, she brought me inside to speak to one of their “best informed” colleagues.
“According to what has been, la china –the Chinese student-,” said the secretary they sent out, “was a student when we still had the school of Agronomy here. According to the story, the school was throwing a party when this student decided to jump from the third floor of the building onto the street below.
“Eventually, her ghost decided to stay here and has become a common story here in the school.”
After a while, a professor and alumni of the school overheard our conversation, and decided to tell me his side of the story.
“I was around when this school would allow students to stay over- night in the building. Back then, we would all huddle together in the first and second floors of the edifice, because everyone knew la china lived in the third. If you walked around the third floor in the night, she would appear as a beam of light, and would not allow you to enter the bathrooms or leave the floor. I get shivers
from memories I have of la China.” ---
LIBERAL ARTS:
Liberal Arts –known more commonly as “letras” by those who take classes in the school- has a ghost story of its own. To find a lead, yours truly had to ask the cafeteria lady,
a professor, and a secretary to guide me
to the person who would have a haunt- ing tale to tell. At last, I spoke to Eduardo Vargas, a school custodian, who, when asked to tell me his story, gave me a great, glimmering smile.
“I am responsible for opening the building up in the mornings. Five years ago, when I was walking down from the third floor to the second floor hall on the outer wing, I saw a ghostly shadow of sorts. I noticed the shadow and decided that I wanted
to know what it was. As I got closer, the shadow disappeared and I suddenly felt a bone-shaking chill run through my body. It also felt like I had a terrible weight on me that I could not shake off.”
Astounded, I was unable to speak; but I did not need to. Giving me an even wider smile –most likely caused by my look of surprise, he said. “Before I knew it, the keys I had in my pocket were gone.”
Then I looked at him with a cocked head. The first part of the story shocked me, but the second spurred my curiosity. I asked him, “Are you sure you didn’t lose them before?” He nodded.
“I guarantee that I had them on me when the shadow crossed my body; I could feel them as I disappeared. In fact, I was in such disbelief that I looked in the custo- dian office and all the classrooms before I was sure it happened.”
---
Be it a door-slamming doctor, a ghoulish student, or a key stealing shad- ow, the school is laden with tales of the paranormal; and even if you are unable to believe in these stories, talking about these legends can be a great way to start a conversation.
Boo.
Liberal Arts –known more commonly as “letras” by those who take classes in the school- has a ghost story of its own. To find a lead, yours truly had to ask the cafeteria lady,
a professor, and a secretary to guide me
to the person who would have a haunt- ing tale to tell. At last, I spoke to Eduardo Vargas, a school custodian, who, when asked to tell me his story, gave me a great, glimmering smile.
“I am responsible for opening the building up in the mornings. Five years ago, when I was walking down from the third floor to the second floor hall on the outer wing, I saw a ghostly shadow of sorts. I noticed the shadow and decided that I wanted
to know what it was. As I got closer, the shadow disappeared and I suddenly felt a bone-shaking chill run through my body. It also felt like I had a terrible weight on me that I could not shake off.”
Astounded, I was unable to speak; but I did not need to. Giving me an even wider smile –most likely caused by my look of surprise, he said. “Before I knew it, the keys I had in my pocket were gone.”
Then I looked at him with a cocked head. The first part of the story shocked me, but the second spurred my curiosity. I asked him, “Are you sure you didn’t lose them before?” He nodded.
“I guarantee that I had them on me when the shadow crossed my body; I could feel them as I disappeared. In fact, I was in such disbelief that I looked in the custo- dian office and all the classrooms before I was sure it happened.”
---
Be it a door-slamming doctor, a ghoulish student, or a key stealing shad- ow, the school is laden with tales of the paranormal; and even if you are unable to believe in these stories, talking about these legends can be a great way to start a conversation.
Boo.
On Passport Stories: Mónica Barquero Molina
Mónica Barquero Molina is a 22 years-old senior stu-
dent of the BA of English with a focus on Translation at the
University of Costa Rica, in the Liberia, Guanacaste campus.
Last year, Mónica received a generous opportunity of having
earned the Mount Holyoke Fellowship Program.
Mount Holyoke College is a private institution of higher education in Liberal Arts, located half an hour West from Boston in a small town named South Hadley. This college part of the Seven Sisters Colleges, also, belongs to the Five College Corsortium, where students can attend classes at the five different campuses around, including Amherst College, Smith College, Hampshire College and the University of Massachusetts. It stands as one of the best home institutions for women. The following is an account of her experience living abroad.
Mónica, why did you decide to go abroad?
I decided to study abroad after a professor talked to me about this program. One of my main goals was to improve my communication skills in English, which I have achieved during my stay here. Studying in the United States has been the most intensive En- glish practice that I have ever had. Now, I feel much more confident when using the language.
I was also really interested in knowing more in depth about the culture of the United States with the purpose of enriching not only my personal de- velopment, but also my field of study. In fact, this is the first time that I am living a real cross-cultur- al experience because Mount Holyoke College has students from different parts of the world, which makes it an incredibly cultural diverse community. The 2300 students in total are from 46 states and nearly 80 countries.
How did you hear about MHC Fellowship?
Last year, professor Ronny Ruiz made me aware of the University of Costa Rica-Mount Holyoke Col- lege Foreign Fellows’ program. I honestly had nev- er heard about this college before. He explained to me that it was a prestigious women’s college, which sounded interesting to me but unusual at the same time, being that I have always studied in a coed environment. Based on his advice, I applied to the program following the corresponding process. To my surprise, on the afternoon of October 31st, 2012 I received an e-mail announcing my acceptance to the program. I was about to get a scholarship for one academic year to study and live in the U.S. I honestly could not believe it.
So you traveled to MHC on the Fall of 2013, what vvwas your first impression?
The first thing that I thought when I saw this place was, “I can’t believe that I am already at Mount Holyoke College.” I was astonished with the beauty of the place. It seemed like a dream. Also, most of the people are very nice and welcoming, which is something that I honestly did not expect. As a mat- ter of stereotypes, I expected people to be colder. I have been very fortunate for meeting wonderful people, which makes me feel good, especially when your are far from home. Also, the daily life in resi- dence halls has been a new experience, too. I enjoy it because it is like living in a neighborhood, where you know that you have more than one person to count on, or it’s nice that you can get together and spend some time at meals, for a movie, or just for a little chat. It is like having a big family.
For how long have you been living in New England? How would you describe the courses, professors and students at MHC?
I have been here for 6 months already. In terms of academic life, I have enjoyed my classes a lot. I have taken courses of Education, English, Portuguese and Dancing. Actually, when I was about to come here, I was thinking of only taking classes that match with my field of studies, but then I decided to try new things that I do not have at my university. For in- stance, I am taking a class of Belly Dance this semes- ter, which is something that I have wanted to learn
I decided to study abroad after a professor talked to me about this program. One of my main goals was to improve my communication skills in English, which I have achieved during my stay here. Studying in the United States has been the most intensive En- glish practice that I have ever had. Now, I feel much more confident when using the language.
I was also really interested in knowing more in depth about the culture of the United States with the purpose of enriching not only my personal de- velopment, but also my field of study. In fact, this is the first time that I am living a real cross-cultur- al experience because Mount Holyoke College has students from different parts of the world, which makes it an incredibly cultural diverse community. The 2300 students in total are from 46 states and nearly 80 countries.
How did you hear about MHC Fellowship?
Last year, professor Ronny Ruiz made me aware of the University of Costa Rica-Mount Holyoke Col- lege Foreign Fellows’ program. I honestly had nev- er heard about this college before. He explained to me that it was a prestigious women’s college, which sounded interesting to me but unusual at the same time, being that I have always studied in a coed environment. Based on his advice, I applied to the program following the corresponding process. To my surprise, on the afternoon of October 31st, 2012 I received an e-mail announcing my acceptance to the program. I was about to get a scholarship for one academic year to study and live in the U.S. I honestly could not believe it.
So you traveled to MHC on the Fall of 2013, what vvwas your first impression?
The first thing that I thought when I saw this place was, “I can’t believe that I am already at Mount Holyoke College.” I was astonished with the beauty of the place. It seemed like a dream. Also, most of the people are very nice and welcoming, which is something that I honestly did not expect. As a mat- ter of stereotypes, I expected people to be colder. I have been very fortunate for meeting wonderful people, which makes me feel good, especially when your are far from home. Also, the daily life in resi- dence halls has been a new experience, too. I enjoy it because it is like living in a neighborhood, where you know that you have more than one person to count on, or it’s nice that you can get together and spend some time at meals, for a movie, or just for a little chat. It is like having a big family.
For how long have you been living in New England? How would you describe the courses, professors and students at MHC?
I have been here for 6 months already. In terms of academic life, I have enjoyed my classes a lot. I have taken courses of Education, English, Portuguese and Dancing. Actually, when I was about to come here, I was thinking of only taking classes that match with my field of studies, but then I decided to try new things that I do not have at my university. For in- stance, I am taking a class of Belly Dance this semes- ter, which is something that I have wanted to learn
of her experience living abroad.
since I was in high school.
Besides being a student at Mount Holyoke, I am also working as a Teaching Assistant in the Department of Spanish, Latina/o, and Latin American Studies. I can say that my goals of challenging myself and learning in an international context have been reached in unimaginable ways.
How is the lifestyle different from the Guanacaste campus?
I actually feel more active and productive here than when I am at home. Something that has really called my attention is seeing people with their laptops and iPads studying and working in coffee common areas. That is unusual to me because I never go to study to a coffee shop, and I honestly have not seen people in my hometown doing that, either. I only like to go there with my friends to have some coffee and talk.
How often do students ask you if you are an Inter- national Student? What are their reactions when you tell them that you come from Costa Rica?
When I say that I come from Costa Rica, I would say that most people (if not all of them) have a positive reaction. They always say things like, “Oh wow! Cos- ta Rica, such a beautiful country!” or “¡Pura vida!,” or “I really want to go to Costa Rica!” When I came here last semester, I did not know that Mount Holy- oke College has an exchange study program in Mon- teverde, located in the Tilarán region. I have met students who have had the opportunity of doing community service and working in the Environmen- tal Studies field, and they come back, literally, in love with Costa Rica. It is very rewarding when peo- ple say positive things
about your country.
What is the best les- son or a funny story that you have experi- enced so far that you will never forget?
I have a funny story that happened to me in McDonald’s once, and that made me remember the docu- mentary called Super size me. I was ordering some food and I asked the salesperson for a small drink, so he gave me the paper cup, but that paper cup was too big, so I repeated to him, “No, I asked for the small size,” and he told me, “Yes, this is the small size.” I was very surprised because that size is actually the large one in my country, it made laugh, though. I’m sure other people have ex- perienced the same.
Besides being a student at Mount Holyoke, I am also working as a Teaching Assistant in the Department of Spanish, Latina/o, and Latin American Studies. I can say that my goals of challenging myself and learning in an international context have been reached in unimaginable ways.
How is the lifestyle different from the Guanacaste campus?
I actually feel more active and productive here than when I am at home. Something that has really called my attention is seeing people with their laptops and iPads studying and working in coffee common areas. That is unusual to me because I never go to study to a coffee shop, and I honestly have not seen people in my hometown doing that, either. I only like to go there with my friends to have some coffee and talk.
How often do students ask you if you are an Inter- national Student? What are their reactions when you tell them that you come from Costa Rica?
When I say that I come from Costa Rica, I would say that most people (if not all of them) have a positive reaction. They always say things like, “Oh wow! Cos- ta Rica, such a beautiful country!” or “¡Pura vida!,” or “I really want to go to Costa Rica!” When I came here last semester, I did not know that Mount Holy- oke College has an exchange study program in Mon- teverde, located in the Tilarán region. I have met students who have had the opportunity of doing community service and working in the Environmen- tal Studies field, and they come back, literally, in love with Costa Rica. It is very rewarding when peo- ple say positive things
about your country.
What is the best les- son or a funny story that you have experi- enced so far that you will never forget?
I have a funny story that happened to me in McDonald’s once, and that made me remember the docu- mentary called Super size me. I was ordering some food and I asked the salesperson for a small drink, so he gave me the paper cup, but that paper cup was too big, so I repeated to him, “No, I asked for the small size,” and he told me, “Yes, this is the small size.” I was very surprised because that size is actually the large one in my country, it made laugh, though. I’m sure other people have ex- perienced the same.
Law 9028 that embraces Smo- king-free Areas in Campus stri- kes Controversy in Smokers and Nonsmokers Wrangles
Law 9028 that embraces Smoking-free Areas in Campus strikes Controversy in Smokers and
Nonsmokers Wrangles
The Cult • October 2014
By A. Angulo.
Nonsmokers Wrangles
The Cult • October 2014
By A. Angulo.
In March 2012, Costa Rica ap-
proved the law 9028 that regulates
the consumption of tobacco in public
areas, including the greens at the Uni-
versity of Costa Rica. During the past 2
years, the UCR has invested in a cam-
paign named UCR 100% Tobacco-Free
(100% libre de humo de tabaco), plac-
ing banners all across campus. In spite
of the latest Costa Rican law enforce-
ment and UCR pro-environmental ef-
forts, some UCR students, faculty and
visitors seem to defy it.
Last August, in one of the green areas at Letras school, a group of students were having a good time, smoking right in front of the long banner that drops from the 4th floor to the 2nd floor of wing B. Besides the failed attempt of the banner to discourage students to smoke, nearby there is an- other group of bold students about to request them to respect their rights. To such request, the group of smokers answered not to being smoking tobac- co, but “weed.” As expected, campus police comes into action and only re- quests them to leave. No infraction or behavior fine was issued.
UCR 100% Tobacco-Free is clearly healthy beneficial for both smokers and nonsmokers. However, since the law 9028 does not prohibit either smoking or trading cigarretes, then this ambivalent law may repre- sent a discriminatory enforcement. Movements like Smokers Against Discrimination, found in Face- book, defend theirs right of smoking in public areas under a democratic principle of free-choice. They denounce, “The smoking ban is a manifestation of the uncompromising, arrogant and intrusive nature of government into the everyday lives of citizens. The result is the removal of choice and persecution of smokers exercising their own free will in consuming a legally available product.”
vent employers from discriminating
against employees for using tobacco
products,” during working hours. In
the form of an analogy, the Rectoría
should avail the rights of all community members. Opening restrictive areas
for smokers is the most democratical
solution.
Last August, in one of the green areas at Letras school, a group of students were having a good time, smoking right in front of the long banner that drops from the 4th floor to the 2nd floor of wing B. Besides the failed attempt of the banner to discourage students to smoke, nearby there is an- other group of bold students about to request them to respect their rights. To such request, the group of smokers answered not to being smoking tobac- co, but “weed.” As expected, campus police comes into action and only re- quests them to leave. No infraction or behavior fine was issued.
UCR 100% Tobacco-Free is clearly healthy beneficial for both smokers and nonsmokers. However, since the law 9028 does not prohibit either smoking or trading cigarretes, then this ambivalent law may repre- sent a discriminatory enforcement. Movements like Smokers Against Discrimination, found in Face- book, defend theirs right of smoking in public areas under a democratic principle of free-choice. They denounce, “The smoking ban is a manifestation of the uncompromising, arrogant and intrusive nature of government into the everyday lives of citizens. The result is the removal of choice and persecution of smokers exercising their own free will in consuming a legally available product.”
As long as cigarettes are legal, to pro-
tect the rights of citizens equally as
well as to sustain free-smoking areas
for nonsmokers, public smoking areas
should be restored. In a similar con-
text, Smoker Protection Law, enforced
in many states of the USA, “pre-
Moldeando Talentos Program
 |
Carolina Zumbado enrolled Moldeando Talentos since 2012. |
The Cult News October 2014
By G.Porras
Moldeando Talentos
offers guitar, bass, clarinet,
In addition, instructors who
carry out the music lessons
are undergraduates of the BA
in Music since this program
emerged as part of a com-
plementary academic expe-
rience of the curricula in the
Music programs. Courses include a complete
study of music theory, in-
strument exercises and
evaluations.
Regarding the last point, Alvarado referred to evaluations as a required process to give feedback and to assess progress, especially because students are encouraged to perform
Regarding the last point, Alvarado referred to evaluations as a required process to give feedback and to assess progress, especially because students are encouraged to perform
for friends and family in
musical recitals, held twicea year. Among the long list of percussion, wind and
stringed instruments, the
program offers singing cours-
es for those students who
desire to learn to express
through their voices. Also,
early musical stimulation and
choral conducting groups are
available.
Students who are curently
taking music courses agree
that Moldeando Talentos has
given them an unique opportunity to learn. “It is an ex-
cellent opportunity; it is to-
tally different playing in your
bedroom than playing for an
audience,” said Jose López,
student of classic guitar. Fur-
thermore, Gerardo Araya,
jazz guitar and Electronic
Engineering student at the
U.C.R stated that “the course
methodology promotes
group learning and practical
knowledge that is comple-
mented with the recitals.”
 |
Nicolás Alvarado, Project Manager of Moldeando Talentos.
|
Undergraduates and the
general public are welcomed
to enroll any of the courses
offered next Dec. 13th. It does
not matter if the student
does not have any previous
experience in music. Enroll-
ment for the 10-level pro-
gram costs are of ¢65.000for the lessons and ¢90.000,
including the instrument’s
loan.
North Carolina Children Learn Folk Stories in Spanish
North Carolina Children
Learn Folk Stories in Spanish
The Cult News • October 2014
By G.Cocozza
By G.Cocozza
 |
Children gathered at the Frank Porter Graham Bilingüe Schoollibrary for some reading time during a book fair. |
University of Costa Rica.
The translated pieces resulted from the course of Translation II, which was taught during the second term, 2013. Pro- fessor Geanette Soto, member of the Trans- lation Studies Depart- ment, explains that the idea emerged from the particular fact that de- spite Leach had found
in the Latin American lands an inspiration for her writing, a Spanish version had never been issued before. “I thought that it would be interesting to have them available in our mother tongue,” she adds.
Maria Leach was raised in Brooklyn, New York, and later she became a Barrington, Nova Sco-
tia based folklorist and
editor. Her most distin-
guished work includes
a large number of chil-
drens’ stories, which
usually discuss themes
about the traditional
life aspects of the de-
scendent Latin Ameri-
can and American tribes.
Also, her role as an ed-
itor in the creation of a
dictionary, named Funk
& Wagnalls Standard
Dictinary of Folklore,
Mythology, and Legend,
greatly contributed to
her fame. This book first
published on September,
1984 compiles a valu-
able source for all those
interested to deepen be-
neath a folk story.
Professor Soto has led this initiative, together with an ESL instructor established in this bilingual and public institution. Both have coordinated from distance in order to include those readings within the Arts & Language Program.
Professor Soto has led this initiative, together with an ESL instructor established in this bilingual and public institution. Both have coordinated from distance in order to include those readings within the Arts & Language Program.
Yet the project is on the
way, the most important
task is complete. During
class time, the professor
assigned the short sto-
ries as a portion of the
final grade. Considering
that after two months
of translating texts with
similar length, the main
challenge this time for
students was that they
were required to con-
template actual readers.
In this instance, the short stories were translated into Spanish for children who learn it as a second language. The folk stories portray the innocence of children, and the parents’ methods to instill values and beliefs, through the tell- ing of scary and charm- ing narratives of mythological creatures and supernatural events.
In this instance, the short stories were translated into Spanish for children who learn it as a second language. The folk stories portray the innocence of children, and the parents’ methods to instill values and beliefs, through the tell- ing of scary and charm- ing narratives of mythological creatures and supernatural events.
 |
The past November 2013, the FGPB held a Book Fair.The Spanish staff welcomed the little ones to its books stand. |
the work of literature or
the preservation of their
traditions, but also an
example of an individ-
ual who has discovered
distinct, but particularly
appealing forms of life.
So far, Frank Porter Gra- ham instructors have en- couraged their students to read in Spanish, but this will be the first expe- rience reading translated Latin American folklore literature. Meanwhile the teaching body moves forward to the arrange- ment of syllabus, Prof. Soto has shown her in- terest in publishing this work in the Letras mag- azine. As for a long-term goal, she aims to seek for an editorial so that the stories will be avail- able at stores.
So far, Frank Porter Gra- ham instructors have en- couraged their students to read in Spanish, but this will be the first expe- rience reading translated Latin American folklore literature. Meanwhile the teaching body moves forward to the arrange- ment of syllabus, Prof. Soto has shown her in- terest in publishing this work in the Letras mag- azine. As for a long-term goal, she aims to seek for an editorial so that the stories will be avail- able at stores.
MLS Faculty & Students Meet to Discuss the Future of the BA in English
MLS Faculty & Students Meet to Discuss the Future
of the BA in English
By G.Cocozza.
Oct 2014
By G.Cocozza.
Oct 2014
On September 4th, some
professors and students attend-
ed a meeting held by the Oficina
de Planificación Universitaria
(OPLAU), at the Roberto Murillo
Auditorium, LE, as part of the
process to re-accredit the BA in
English.
During this session, professors
and students contributed to
the definition of three pillars: the vision, mission and values.
These three constants may en-
dure throughout the next five
years so that the major of English
can turn its weaknesses into
strengths and make wiser use of
its strengths.
Among the opinions that agitated the most were the voices of
students requesting for a degree
that notes their chosen field of
emphasis. With this, they consider they could have a competitive
edge over other graduates from
private institutions, who undergo
study programs that demand less
than 3 years in college and earn
a BA in English Translation, for
example.
They, also, suggested to open an
apprenticeship program so that
future students find a route that
helps them to land a more solid occupation upon graduating.
Many other majors at the UCR al-
ready offer similar programs such
as BA of Science -Mass Commu-
nication, BA in Agronomy, BA in Odontology, and others. On the other hand, professors
were concerned about the need
for technological input and infrastructure. To which many
considerations unfold after.
Prior investing in high-tech, the
school must plan having proper
workshops for the use of these
resources and impelling those
Luddite ones to action-taking.
Also, many professors strongly
agreed, the academic level of
excellency the School of Modern Languages counts on today
results from the in-depth study
in literature as a mean that help
students for the fully under-
standing of a foreign culture and
language. “We prepare future humanists, not only prepare people to become bilingual, ” said
professor Patricia Barquero.
To date, more meetings will be
held in order to discuss the fu-
ture of the MLS and most impor-
tantly, to accomplish the re-ac-
creditation of the BA in English.
Students and faculty are highly
encouraged to participate and
expose their interests and suggestions.
For more information about
coming meetings contact pro-
fessor Alonso Canales, Acred-
itación’s project manager, or visit
the Acreditación BA Inglés UCR
facebook page.
Editorial from 1st Issue
Welcome Readers,
We are glad to present to you the October 2014 -and our first printed issue of The Cult newspaper.
The creation of The Cult results from a combination of three definite goals; first, to create a mean of communication that represents language majors’ leadership; second, to take our language skills further; and third, to counter the stereotypes that frame English majors.
Thus, we found ourselves not only challenged, but also confident and competent to reach out to an audience through the best tools we pos- sess, letters.
Our team of undergraduate students is working incredibly hard in bring- ing to you interesting and provocative information. We want to keep you informed and to give special interest to topics related to our field of study.
Our expected readers are all those who visit and stay. Those who are crit- ical and decide to join the motto, by reading, supporting, spreading the word, collaborating, and most importantly, by giving us feedback.
We are glad to present to you the October 2014 -and our first printed issue of The Cult newspaper.
The creation of The Cult results from a combination of three definite goals; first, to create a mean of communication that represents language majors’ leadership; second, to take our language skills further; and third, to counter the stereotypes that frame English majors.
Thus, we found ourselves not only challenged, but also confident and competent to reach out to an audience through the best tools we pos- sess, letters.
Our team of undergraduate students is working incredibly hard in bring- ing to you interesting and provocative information. We want to keep you informed and to give special interest to topics related to our field of study.
Our expected readers are all those who visit and stay. Those who are crit- ical and decide to join the motto, by reading, supporting, spreading the word, collaborating, and most importantly, by giving us feedback.
Best regards,
The Staff
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