text: Home- Academics- Departments and Programs- Romance Languages and Literatures- Academic Program Menu Menu The Romance Languages and Literatures (For 2016–2017 academic year) Professors Gallucci, Luciani (Chair), Naughton, Plata, Rojas, Rugg Associate Professors Julien, Riley, Stolova, Zegarra Assistant Professors Barreto, Facchini, Pérez-Carbonell Visiting Assistant Professors Lee, Monsalve, Raducanu, Robles Senior Lecturers Mejía-Barrera, Merklin, Ramakrishnan Lecturer Escudero Moro The aim of this department is to provide students with a solid foundation in the languages, literatures, and cultures of the French-, Italian-, and Spanish-speaking worlds. Language courses work to improve students' abilities in speaking, comprehending, reading, and writing in French, Italian, or Spanish, while providing an introduction to culture. Structured in levels of increasing complexity, literature courses foster the improvement of analytical and critical skills, an enhanced aesthetic appreciation of works of literary art, and a broader understanding of linguistic and cultural diversity. Many of the courses offered in the department may be taken by students who do not plan to major in French or Spanish but who would like to maintain or develop their knowledge of these languages and cultures. Given the multi-cultural nature of the United States today, familiarity with a second language and culture will enhance a student's preparation for a career in any profession. Advanced study of Spanish or French (300 level and higher) makes the student eligible for the intimate contact with a foreign culture available through the department's study groups abroad. A major in French or Spanish can be particularly useful in the fields of law, business, international trade, journalism, education, and public administration. The department offers majors and minors in both French and Spanish, but not in Italian. Courses counting toward these majors are conducted entirely in the appropriate language. The following regulations apply to majors and minors in both languages: With some restrictions, only 300- and 400-level courses in language and literature may be counted. FREN 361 and SPAN 361 may be taken for major or minor credit on campus only. An exception is made for students who have received credit for these courses by scoring 5 on the AP language exam. A student who has completed a 400-level course may not take a 350-level survey course. No course with a grade of less than C– is credited toward a major or minor. For graduation, the minimum GPA required in courses counting toward a major or minor is 2.00 (C); all departmental courses taken in the major are used to calculate this average. No more than two departmental courses counting toward a major or minor may be taken in any one term. Exceptions to this rule can be made only under very unusual circumstances and with the approval of the department chair. Major Program in French or Spanish A major in French or Spanish is a program of study of French or Hispanic language and literature. It consists of a minimum of eight courses at the 300 and 400 levels. It must include FREN 361, or SPAN 361, and five 400-level literature courses. Students majoring in French must take two courses at the 350 level before enrolling in a 400-level literature course. Exceptions to this rule can be made only with the approval of the department chair. The 400-level courses are divided into the following categories: Spanish: Pre-1900 (category 1) and Post-1900 (category 2); French: Pre-1800 (category 1) and Post-1800 (category 2). French: (1) 421, 423, 425, 427, 429, 431, 433, 469; (2) 430, 441, 443, 445, 447, 449, 450, 453, 455 Spanish: (1) 460, 461, 462, 465, 466, 467, 476; (2) 472, 473, 474, 475, 477, 478, 479 French majors must take at least two courses in each category. FREN 401 may be counted toward the French major but may not fulfill the requirement for any category. Spanish majors must take at least two courses from category 1. Independent study courses are permitted only when the above distribution requirements are met. FREN or SPAN 490 is open only to candidates who are studying independently for honors. Majors who qualify are strongly encouraged to participate in the France or Spain Study Group. See below. Minor Program in French or Spanish A minor in French or Spanish consists of a minimum of six courses at the 300 and 400 levels. In French this must include FREN 361, two courses at the 350 level (taken before enrolling in a 400-level literature course), and a minimum of three 400-level literature courses, excluding FREN 401, with at least one course taken from each of the two categories listed above, under "Major Program in French or Spanish." The Spanish minor must include SPAN 361, and at least three 400-level literature courses, including at least one course from category 1. No independent study courses may be credited toward the minor. Students with minors in French or Spanish are strongly encouraged to apply for the France or Spain Study Group. See below. Honors and High Honors Departmental honors requires a cumulative GPA of 3.00 and an average in all major courses of 3.30. After selecting a topic and adviser, the student registers for FREN or SPAN 490 during one of the semesters of the senior year and writes a paper of significant length and depth. The quality of the paper determines whether the student receives honors (A– or higher required). Departmental high honors requires a cumulative GPA of 3.00 and an average in all major courses of 3.70. After selecting a topic and adviser, the student registers for FREN or SPAN 491 in the seventh term in order to compile a bibliography, gather materials, and begin the preparation of a thesis. The student then registers for FREN or SPAN 490 in the eighth term in order to complete the thesis. The final version serves as the basis for an oral examination by three or more members of the faculty. The quality of the thesis and of the oral defense determines whether the student receives high honors (A or higher)or honors (A–). A 490-course registration must be in addition to the minimum major requirement. The expected length of an honors paper or high honors thesis is established by the adviser in consultation with the department chair. Awards See "Honors and Awards: Romance Languages" in Chapter VI. Advanced Placement and Transfer Credit University credit is automatically granted to entering students who achieve a score of 4 or higher on AP examinations in French language and Spanish language or literature. Major credit is granted for a score of 5. The following course equivalents are established: In French, language grade of 4 = 202; language grade of 5 = 361. In Spanish, language grade of 4 = 202; language grade of 5 = 361; literature grade of 4 = 202; literature grade of 5 = 202, and exemption from a major credit at the 350 level. Students with an AP language grade of 3 may take FREN 202 or SPAN 202 or higher. Students with an AP language or literature grade of 4 or higher must register at the 300 level to continue their study of French or Spanish. No more than two AP or transfer credits, or combination of the two, may be counted for a French or Spanish major or minor. No more than one major or minor credit may be transferred from an approved program. To be accepted, such courses must be comparable in quality and scope to courses offered at Colgate. Students who hope to transfer a credit from an approved program must provide the department chair with documentation about the course for approval prior to enrolling in that program, and may be asked to present their work to the chair for evaluation upon return. France and Spain Study Groups Each spring the department sends a study group to the University of Burgundy in Dijon, France. In order to be eligible to participate, students must satisfactorily complete FREN 361 and one literature course at the 400 level. The Spain Study Group operates in Santiago de Compostela and Madrid each fall semester. In order to be eligible, a student must satisfactorily complete at least one 350-level survey and SPAN 361. The study group experience is an integral part of the French and Spanish programs, and all qualified majors are expected to participate. Preference is given to majors and minors, but qualified non-majors are encouraged to apply. The department has established the following policies for its study groups in Dijon and Madrid: two credits toward the French or Spanish major or minor may be earned; students must register for a full load of courses; students may not take a fifth course; all courses must be taken for a standard letter grade. Only in unusual circumstances will the department chair grant exceptions to these rules. For more information, see "Off-Campus Study" in Chapter VI. Italy Study Group Several university departments, including the Department of Romance Languages and Literatures, collaborate in organizing the Venice Study Group. Students who complete one year of Italian are eligible to apply. Eligibility may also be gained in other ways. See "Off-Campus Study" in Chapter VI. La Casa Pan-Latina Americana Students have an additional opportunity for language and cultural study through residence in La Casa Pan-Latina Americana. The house provides a focal point for Latino students and a way for other students to share cultural knowledge and language skills. Language Placement Regulations Students wishing to continue a Romance language studied in secondary school should register for the appropriate courses indicated by the prerequisites in the course descriptions listed below. Credit will not be granted to a student taking a course at a lower level than a course for which the prerequisites have been completed. Written permission from the department chair is required for an exception to this regulation. In all matters of language placement, the department makes the final determination. Course Offerings: French FREN courses count toward the Human Thought and Expression area of inquiry requirement, unless otherwise noted. 121, 122 Elementary French Staff This course is designed to introduce students to basic skills of understanding, speaking, reading, and writing the French language, as well as to introduce various aspects of Francophone culture. Online tools and resources are integral parts of this course. FREN 121 is primarily for students with no previous study of French. Exceptions are made for students with fewer than two years of secondary-school French or students with two years of secondary-school French who must meet the language requirement. This course is offered in the fall only. FREN 122, while primarily intended for students continuing from 121, may also be taken as a refresher conversation course by students who studied French in secondary school some time ago, as follows: two years of study ending at least one-half year before, three years of study ending at least one and one-half years before, or four years of study ending at least two and one-half years before. This course is offered in the spring only. Written permission is required for seniors. Final decisions on appropriate language placement rests with the instructor, in consultation with the department chair. (Formerly FREN 101-102.) 201 Intermediate French Staff This course is designed to improve students' ability to understand, speak, read, and write French. Class time is devoted to communication activities, to a study of intermediate grammar, conversational vocabulary, and Francophone culture. This course includes an audiocassette and video program. Prerequisite: two or three years of secondary-school French, or a one-year college elementary French course. It may be taken as a refresher course by students who studied French in secondary school some time ago, as follows: three years of study ending at least one-half year before, four years of study ending at least one and one-half years before, or more than four years of study ending at least two and one-half years before. Students with more than three years of secondary school French may not register for FREN 201. Exceptions to this policy are made only by the instructor in consultation with the department chair. 202 Intermediate French: Conversation, Culture, and Literature Staff Designed to increase the student's ability to understand, speak, read, and write French, this course emphasizes development of reading comprehension. A review of the more difficult points of intermediate grammar is included. A major focus is the acquisition of skills necessary for the study of literature. This course includes vocabulary study, conversational practice, and short compositions based on readings. Prerequisite: three to four years of secondary school French, or FREN 201, or the equivalent. Students with more than four years of secondary-school French should not register for FREN 202. Those students should register for the appropriate 300-level courses. Instructors will determine eligibility of students with more than three or four years of secondary school French following review of language background in the student's academic record. Not open to students who have received credit for FREN 202 by scoring 4 on the AP exam. 222 French Literature in Translation Staff This course analyzes some outstanding works of French literature that are available in translation. Works are chosen from various periods and are considered within their historical and cultural context. Taught in English. 223 Introduction to French Cinema Staff This course introduces students to major trends and issues in French cinema, while giving them the necessary tools to perform critical analysis of French films and a wider exposure to French and Francophone culture and history. Students are required to attend weekly screenings in addition to regular class meetings. Taught in English. This course is crosslisted as FMST 223. 226 Interplay of Language, Culture, and Identity in Martinique M. Ramakrishnan, Staff This course explores the history of resettlement and development of cultural identities on the French Caribbean island of Martinique from 1635 to the present. The complex interdisciplinarity of the processes of créolization and cultural hybridization in Martinique is discussed within the context of the cultural narratives of the three major ethnic groups (French, African, and Indian), their reciprocal influences, and most importantly, their respective adaptive strategies to the process of resettlement. The course is taught in English and is crosslisted as ALST 226. 351, 352, 353, 354 Introduction to the Study of Literature in French These four courses form an introduction to the reading and study of French and Francophone literature. Focusing on four crucial eras of literary development, students learn the techniques of close reading and literary analysis, as well as explore the general cultural contexts in which the literary work was created. The focus of each course may vary, but the reading consists of plays, poetry, and prose. The courses may be taken in any order. Students who have taken a 400-level literature seminar may not register for these introductory courses. 351 Introduction to French Literature I: From Chivalry to Versailles J. Gallucci, P. Riley As an introduction, through reading and discussion, to three diverse and formative periods of French literature, this course shows the inspiration and variety of expression that mark each period. Readings include selections from La Chanson de Roland, courtly romance, the fabliaux (all medieval writings are read in modern French versions); prose and poetry of Renaissance France; tragic and comic writers of the French classical theater. Prerequisite: at least four years of secondary-school French or FREN 202. 352 Introduction to French Literature II: Birth of the Modern P. Riley This course studies major works, principal authors, and literary movements of French literature in the 18th and 19th centuries. Prerequisite: at least four years of secondary-school French or FREN 202. 353 Introduction to French Literature III: Literary Innovations in the 20th to 21st Centuries H. Julien This course offers a close reading of some representative works of the 20th and 21st centuries. Selections are chosen from the shorter fiction and essays of outstanding French writers and include such authors as Apollinaire, Gide, Sartre, Camus, Ionesco, Ponge, Ernaux and Modiano. Prerequisite: at least four years of secondary-school French or FREN 202. 354 Introduction to French Literature IV: The Francophone World H. Julien This course offers an overview of various bodies of literature written in French outside of France, focusing on five main geographical areas that historically constituted the French empire: the Caribbean, North Africa, West and Central Africa, Asia, and North America. Full texts as well as excerpts from a variety of genres are studied in the context of the history and geography of those regions. Through the exploration of key literary texts, particular attention is given to the effects of colonialism on language, identity, and artistic creation. Prerequisite: at least four years of secondary-school French or FREN 202. 361 Advanced French Composition, Grammar, and Conversation J. Gallucci This course is structured as a review of grammatical principles with emphasis on correctness in expository composition in French. Assignments include frequent essays as well as translation exercises. Prerequisite: at least one 350-level course. Not open to students who score 5 on the AP language exam, except by special permission of instructor. Students required to take this course may do so only on campus. 401 Stylistics Staff A study of cultural expression through the writing of formal compositions and the analysis and translation of texts. The course is designed to give advanced students a finer feeling for French style, an awareness of shades of meaning, and a mastery of certain difficulties not discussed in lower-level language courses. Enrollment is limited to students participating in the France Study Group (Dijon). 421 The Baroque, Classic, and Romantic Theater in France Staff This seminar traces the development of French theater through close readings of representative works from the 17th through the 19th centuries. Major dramatic genres such as tragedy, comedy, and romantic drama and their development are examined in their historical, intellectual, and literary contexts. Through critical readings of these plays, the course identifies a developing sensibility concerning the definition of the hero, the historical workings of masculine and feminine roles, and the contingencies of fate, love, and personal choice. The course considers as well the shifting set of literary conventions through which playwright and audience negotiated these ideas. Course work includes primary literary works as well as video recordings of selected performances of some of the plays. Authors studied may include Corneille, Racine, Molière, Marivaux, Beaumarchais, Hugo, Vigny, Musset, and Rostand. 423 The 18th-Century Epistolary Novel in France P. Riley This course examines some of the French 18th century's most celebrated "letter novels." Through readings of Montesquieu, Graffigny, Rousseau, and Laclos, the course focuses on the formal and thematic development of the epistolary genre over a period of some 60 years. The novels are read against a historical background stretching from the reign of Louis XIV through the French Revolution. 425 Libertine Fiction of the French 18th Century P. Riley Beginning in the 17th century under the label libertinage érudit, libertine fiction evolves into a major genre in the Enlightenment. The course follows its development through readings of Prèvost, Crébillon fils, Diderot, Denon, and Sade, and explores the following questions: How do philosophy, fiction, and sexual politics coalesce in libertine literature? How can one reconcile libertinage — a way of living and writing frequently reduced to passion and sensuality — with the broader currents of the most "rational" century in French literary history? An exploration of libertine literature thus entails a focus on cultural history, and serves as a point of departure for a broader reflection on the Enlightenment. 427 Literature of the Renaissance J. Gallucci A detailed study of the lyric poetry of Louise Labé, Pierre Ronsard, Joachim du Bellay, and Clément Marot. The course explores how each writer seeks to create his or her own unique poetic style within the context of the intense literary creation and experimentation that characterize Renaissance France. Special attention is given to the themes of love and Classical mythology as sources of poetic inspiration. Some attention to Renaissance painting, to the lyric poetry of François Villon, and to selected prose of Marguerite de Navarre, Montaigne, and Rabelais is given in order to illustrate the enormous and varied impact of humanism and the Italian Renaissance. 429 The Age of Enlightenment P. Riley This course examines some of the relationships between Enlightenment thought and the dominant forms of written expression in the French 18th century. Through readings, students consider a number of the Enlightenment's most pressing concerns, such as moral and political philosophy, religious and civil tolerance, natural law, and the role of literature and the arts in society, among others. Authors read include Voltaire, Rousseau, Diderot, Beaumarchais, and Sade. 430 Literature of Adventure and Quest J. Naughton This course studies the evolution and transmutation of conventions of quest literature from the Middle Ages to the present day. The course examines the significance of the changes within the genre as reflections of the cultures from which they emerge. Readings range from the romances of Chrétien de Troyes to the contemporary French novel. 431 Molière and La Fontaine J. Gallucci The course provides a detailed study of two major comic writers of French classical literature, emphasizing especially the creation of individual comic and satirical styles within the classical tradition. The course examines both specific themes such as the images of king, court, and society, and also more general literary and cultural questions. These include the nature of comedy, the relationship between popular culture and literary art, and the problem of literary translation. Readings are drawn from the farces, short plays, and major works of Molière and from the Fables, the Contes et nouvelles, and selected minor poems of La Fontaine, as well as from La Fontaine's legacy in pictorial art and folklore. 433 The Court of Louis XIV J. Gallucci The theme of the court is used to explore the major works in prose and poetry of classical France, reading these works as examples both of insightful social analysis and of outstanding achievements in literary style and art. Readings are drawn primarily from the works of Madame de Sévigné, Racine, Pascal, La Rochefoucauld, Madame de Lafayette, and La Bruyère. Key topics include the relationship between writer and society in 17th-century France, Versailles as a theatrical setting for the Sun-King, and literature as both social commentary and divertissement. The seminar also studies the theme of the court as it is expressed in 17th-century painting and music. 440 Contemporary French Civilization Staff This course examines, by means of lecture and discussion, the impact of geography, demography, history, politics, economics, patterns of behavior, and the French cultural heritage on contemporary France. Enrollment is limited to students participating in the France Study Group (Dijon). 441 Readings in French Poetry I J. Naughton This course focuses on some of the major poets of the 19th century, by studying their work in the context of the greater political, social, and historical events of the time. Readings concentrate on representative texts of the following poets: Lamartine, Alfred de Vigny, Marceline Desbordes-Valmore, Hugo, Baudelaire, Rimbaud, Mallarmé, and others. 443 Readings in French Poetry II J. Naughton This course analyzes some major poets of the 20th century in the context of greater artistic, political, and social movements. Readings focus on representative texts of the following poets: Apollinaire, Claudel, Valéry, Breton, Jouve, Emmanuel, Bonnefoy, Ponge, Jaccottet, and others. 445 20th-Century French Autobiography H. Julien This seminar examines the development and specificities of 20th-century autobiographical texts. While the main focus is on the texts themselves, some related theoretical problems are also considered, such as the conditions and possibility of writing the "self", autobiography's link to other types of personal writings, its relationship to fiction, and its role in our modern definition of "humanity." This genre being rooted in questions of the emergence of the "self," particular attention is given to women, homosexuals, and francophone writers, who were traditionally regarded as "other." Authors read may include Proust, Gide, Sartre, Beauvoir, Sarraute, Leiris, Yourcenar, Bigras, Laye, Leduc, and Roy.) 447 The French Novel in the Romantic Period Staff This course focuses on the novel in the first half of the 19th century. The texts selected for discussion, as well as the visual materials used in the course, are centered on the representation of the hero in crisis in post-revolutionary France. The course examines critically such issues as le mal du siècle, changing conceptions of the self and gender relations in the wake of the French Revolution, social ambition and the desire to succeed, and the impact of the city on the individual. Works by such authors as Chateaubriand, Mme de Duras, Hugo, Sand, Constant, Stendhal, and Balzac are studied in the context of the dominant literary mode of Romanticism and the changing political and social scene under the Restoration and the July Monarchy. 449 The Realist and Naturalist Novel Staff This seminar focuses on the novel in the second half of the 19th century. Works by such authors as Dumas fils, Flaubert, Maupassant, Daudet, and Zola are studied in the context of the literary modes of realism and naturalism, and their reaction against Romanticism. The texts selected for discussion, as well as the visual materials used in the course, are usually centered on the representation of women, changing definitions of femininity and masculinity, and leading social and ideological issues of the time. 450 20th-Century French Literature H. Julien This seminar examines some of the most important novels and plays of the first half of the 20th century, until World War II. Authors read generally include Gide, Proust, Breton, Malraux, Giraudoux. The following questions are discussed: How did these writers see their role in the rapidly changing social and political climate of the period? How did they transform the two dominant literary modes of the end of the 19th century (naturalism and symbolism) to express more modern concerns? How is one to understand the emergence of an introspective hero who so often searches for his or her identity on the margins of society? 453 Contemporary French Literature H. Julien This seminar examines how questions of identity, agency, intersectionality, and individual and collective responsibility inform major works of French literature of the late 20th and 21st centuries, and how literature can be used to make sense of them. Authors may include de Beauvoir, Duras, Sarraute, Djebar, Bey, and Cixous. 455 Francophone Voices from North Africa H. Julien This seminar examines the literature written in French by Maghrebi and Beur women authors since the early 1980s. The product of a colonial and post-colonial history, this is a literature where cultures, histories, identities, genres, and languages intersect. It gives voice to new questions of identity and self-definition through the exploration of traditional as well as innovative forms of writing. In order to establish the historical and cultural contexts in which this body of literature has emerged and is growing, the course includes an overview of the history of Franco-Maghrebi relations and Maghrebi immigration to France. Through the reading of texts by Maghrebi and Beur authors, this course explores and discusses issues such as imperialism and colonialism, post-colonialism, cultural translocation, identity politics, gender and race, religion, multilingualism, sexuality, urban development and design, etc. Prerequisites: two 350-level literature courses. 469 Topics in French Literature Staff This course is taught at the University of Burgundy and limited to France Study Group participants. 485 Words into Paintings: Paintings into Words Staff The course focuses on the way in which painters often paint subjects taken from literature and on the way writers, particularly poets, are fascinated by images from the visual arts. We will explore the interrelated topics of "poets on painting and paintings on poetry" and on the transposition of paintings into words and words into paintings. The seminar concentrates on such painters as Poussin, Chardin, Delacroix, Manet, Gauguin and Van Gogh and on a number of writers whose work focuses very specifically on painters and paintings — Diderot, Baudelaire, Yves Bonnefoy, among others. 490 Honors 195, 295, 395 Language Courses Taken Abroad These numbers are used only for language courses taken abroad with a Colgate study group, an approved program, or in a foreign institution of higher learning. 200, 300, 400 Courses Taken Abroad These numbers are used only for courses taken abroad with a Colgate study group, an approved program, or in a foreign institution of higher learning. They designate non-language courses for which there are no exact Colgate equivalents. 291, 391, 491 Independent Study Independent study courses are designed to fulfill individual study needs in languages and literature not otherwise provided in this department. FREN 491 study in literature may not be undertaken until seminar distribution requirements are satisfied. Course Offerings: Italian ITAL courses count toward the Human Thought and Expression area of inquiry requirement, unless otherwise noted. 121 Elementary Italian I Staff This first-semester Italian course is designed for students with no or very little previous knowledge of Italian. Students will be guided in developing the four language skills of listening, speaking, reading and writing in the context of everyday topics. The exclusive use of Italian in dialogue situations and vocabulary building encourages students to develop skills in a personalized context. Mastery of the basic structures, vocabulary and culturally acceptable ways of oral and written communication are stimulated through a vast variety of authentic props. As part of the syllabus movie screenings outside of class are mandatory. Students with a grade of C– or below in ITAL 121 are urged to repeat the course before continuing. 122 Elementary Italian II Staff This course is designed as a second semester Italian course for students who have taken ITAL 121 or an equivalent. ITAL 122 provides students with a thorough grounding in all four language skills: listening, speaking, reading and writing. Students will be guided to fine-tune their oral and written communication skills by incorporating more complex grammatical structures and a wide range of new vocabulary. They will also be introduced to some fundamentals of Italian history, and select current social and political issues. As part of the syllabus movie screenings outside of class are mandatory. Students with a grade of C– or below in ITAL 122 are urged to repeat the course before continuing. 201 Intermediate Italian Staff This course is designed to improve students' ability to understand, speak, read, and write Italian and to expand students' knowledge of Italian culture. It includes review of basic Italian grammar and introduction to new grammar structures, conversational practice, short compositions, cultural and literary readings, and films. Prerequisite: two or three years of secondary-school Italian, or ITAL 122, or the equivalent. Students with a grade below C– in ITAL 122 are urged to repeat the course before continuing. Students with previous secondary-school Italian should consult with instructor for proper language placement. 202 Intermediate Italian: Language and Literature Staff This course is designed to build proficiency in all four language skills (listening, speaking, reading, and writing) and to improve their knowledge of Italian culture. Besides reviewing and improving students' grammar and vocabulary competency, this course aims will focus on the reading of short works of Italian literature, short compositions, and class discussions. Students will engage with a wide variety of literary and nonliterary materials, such as books, newspapers, magazines, and videos. Prerequisite: three to four years of secondary-school Italian, or ITAL 201, or instructor permission. 223 Introduction to Italian Cinema Staff This course is an introduction to major works of Italian cinema from Neorealism to contemporary productions. Students will watch and discuss groundbreaking films by Italian directors such as Rossellini, Fellini, Antonioni, Pasolini, Wertmüller, Benigni, and others. Placing Italian cinema within the context of European art cinema and film theory, we will focus on the ways these films represent diverse Italian historical and cultural situations. Emphasis is placed on the study of cinematic analysis and filmmaking techniques, as well as on the historical and cultural situation in Italy from World War II to the present. Students are required to attend weekly screenings in addition to regular class meetings. Taught in English, with the option of a discussion group in Italian. 280 Dante's Divine Comedy Staff This course covers all three stages of Dante's journey through the afterlife — Inferno, Purgatorio, and Paradiso. Through close reading and by placing the poem within its literary, political, and philosophical contexts, it seeks to provide an informed understanding of one of the greatest works of world literature. Taught In English. 301 Advanced Grammar and Composition Staff This course provides a review of grammatical principles with emphasis on correctness and style in composition in Italian. Assignments include frequent essays, text analyses, and translations. Prerequisite: at least four years of secondary-school Italian or ITAL 202. 353 Introduction to the Study of Italian Literature III: Modern and Contemporary Italian Literature Staff This course offers a close reading of the most representative works of outstanding Italian writers from the early 1900s to the present. The class focuses on questions of aesthetics, national identity, politics, and gender, and race as well as on the special relationship between texts and society. The course will discuss both canonical works of Italian literature from Risorgimento (1860) to present as well as migration literature (from and to Italy), which continually questions the parameters of national identity. Prerequisite: ITAL 201 or at least four years of secondary-school Italian. 354 Modern Italian Culture Staff This course critically introduces students to the very diverse facets of modern and contemporary Italian culture. Students will engage with a wide variety of literary and nonliterary texts, such as books, newspapers, music, theatrical works, films, etc. The course aims at investigating the concept of Italian identity in its relationship to issues of class, gender, race, and ethnicity. Students will enhance their linguistic skills through reading materials, writing compositions, listening activities and oral productions. Prerequisite: ITAL 201 or at least four years of secondary-school Italian. Course Offerings: Spanish SPAN courses count toward the Human Thought and Expression area of inquiry requirement, unless otherwise noted. 121, 122 Elementary Spanish P. Mejía-Barrera This beginning course introduces students to the basic skills of understanding, speaking, reading, and writing the Spanish language. It is designed primarily for students with no previous study of Spanish. Work in the Keck Humanities Resource Center complements class work. Written permission from the instructor is required for seniors. Students with a grade of C– or below in SPAN 121 or D+ or below in SPAN 122 are urged to repeat the course before continuing. Students with previous secondary school Spanish may not register for any 100-level courses in Spanish without prior approval of instructor. Final decisions on appropriate language placement rests with the instructor, in consultation with the department chair. (Formerly SPAN 101-102.) 201 Intermediate Spanish Staff This course is designed to improve the student's ability to understand, speak, read, and write Spanish. It includes a comprehensive review of grammar, regularly scheduled vocabulary study, conversational practice, short compositions, and laboratory exercises. Prerequisite: two or three years of secondary-school Spanish, or SPAN 121, 122. Students with a grade of D+ or below in SPAN 122 are urged to repeat the course before taking SPAN 201. Students with more than three years of secondary school Spanish may not register for this course. Exceptions are made only by the instructor in consultation with the department chair. 202 Intermediate Spanish: Language and Literature Staff This course is designed to improve the student's ability to understand, speak, read, and write Spanish and emphasizes development of reading comprehension. It includes a review of the more difficult points of intermediate grammar and focuses on the acquisition of skills necessary for the study of literature. Vocabulary study, conversational practice, and short compositions based on readings are included. It is recommended for students who have a good background in grammar but need further training in reading before undertaking courses at the 350 level. Prerequisite: three to four years of secondary school Spanish, SPAN 201, or the equivalent. Not open to students who receive credit for SPAN 202 by scoring 4 on the AP language exam or 4 on the AP literature exam. Students with more than four years of secondary school Spanish may not register for this course and should select a 300-level course instead. Instructors will determine eligibility of students with more than three or fou years of secondary school Spanish following review of language background in students' academic records. 225 Modern Latin American Literature in Translation Staff This course is a close study of major modern and contemporary Latin American authors from Borges to García Márquez. The literary works are studied in their socio-cultural contexts. Taught in English. 226 Latin American Women Writers L. Rojas This course is a close study of the literature written by women in modern-contemporary Latin America. Representative authors are studied within the general framework of their socio-literary contexts. Taught in English. 351, 352, 353, 354, 355 Spanish and Latin American Literature Surveys These courses may be taken in any order. Reading assignments in these 350-level courses are made on the assumption that most registrants are first-year students taking their first course at this level. These courses are for students who have both good grammar training and a year of reading in secondary school, or who complete SPAN 202 or the equivalent. Students who complete a 400-level course may not register for these surveys. 351 Spanish Literature: Knights and Troubadours in Medieval Spain N. Stolova This course offers an introduction to Spanish literature from its medieval origins through the 15th century, with emphasis on the relations among literature, culture, and civilization. Works from different genres are studied, including epic poetry, Hispano-Arabic poetry, folk ballads, early theater, historical works, and short stories. The course explores issues of authorship, as well as the cultural, religious, and historical contexts that produced each work. Prerequisite: at least four years of secondary-school Spanish, or SPAN 202. 352 Spanish Literature: Love and Honor in the Golden Age F. Plata This survey examines the interrelated notions of love, sex, and honor as they appear in the prose, theater, and poetry of Spain. Emphasis is placed on the Renaissance and the Baroque, the so-called Golden Age of Spanish literature (16th and 17th centuries); readings, however, may include works from the Middle Ages and/or the 18th century. Prerequisite: at least four years of secondary-school Spanish, or SPAN 202. 353 Spanish Literature: Modern Spain in Crisis M. Rugg Beginning with the loss of the empire in the 19th century and moving through a series of political upheavals, including civil war and fascism, the history of modern Spain has been one of turmoil and continual conflict. The numerous political crises both resulted from and resulted in larger crises of a social, spiritual, and moral nature. Questions of national identity, religious faith, and moral values, as they appear in Spanish literature from the late 19th century to the present day, are the focus of this course. Readings include works of prose, theater, and poetry drawn from a range of literary movements, and emphasis is placed on the socio-historical context and its relationship to literary innovation. Prerequisite: at least four years of secondary-school Spanish, or SPAN 202. 354 Latin American Literature: Illusion, Fantasy, Magical Realism F. Luciani Through a survey of Latin American literature from its pre-Columbian origins through the 20th century, this course examines the many forms of alternative reality that Latin American writers have created and explored. The course relates those realities to the cultural and sociological history of Latin America as well as to larger Western literary modes, such as the baroque, romanticism, and surrealism. Prerequisite: at least four years of secondary-school Spanish, or SPAN 202. 355 Latin American Literature: The Many Voices of Latin America L. Rojas The course explores the diversity of literary voices in Latin America, from pre-Columbian texts to the contemporary writings of Castellanos, Rulfo, and García Márquez. This survey introduces students to the most important developments in Latin American literary history as it examines questions of cultural, ethnic, gender, and class identities. Prerequisite: at least four years of secondary-school Spanish, or SPAN 202. 361 Advanced Composition and Stylistics Staff This course is structured as an intensive composition class. Emphasis is placed on mastering the fine points of Spanish grammar in order to improve writing skills. In addition to regular class meetings, students are required to attend a series of cultural events, which may include film, theater, etc. Prerequisites: at least four years of secondary-school Spanish, or SPAN 202. Not open to students who score 5 on the AP language exam, except by special permission of instructor. Students required to take this course may do so only on campus. 460 The Spanish Renaissance F. Plata This seminar studies the poetry of the 16th and 17th centuries. Particular attention is paid to three currents: the Petrarchan tradition of love poetry, neostoic moral poetry, and the burlesque. Emphasis is placed on the works of Garcilaso, Fray Luis de León, Góngora, Lope de Vega, and Quevedo. 461 Theater of the Golden Age F. Plata This seminar studies the techniques and themes of the comedia as exemplified primarily in the works of Lope de Vega, Calderón de la Barca, and Tirso de Molina. 462 Cervantes' Don Quijote F. Plata This seminar is an undergraduate introduction to Cervantes' masterpiece, based on an analytical study supported by critical bibliography. 465 19th-Century Spanish Literature M. Rugg This course first explores the historical and literary circumstances surrounding the rise of realism in 19th-century Spain, paying particular attention to aspects of the tradition that are peculiar to the Spanish tradition. Representative works from the height of Spanish realism are examined, and the course ends with the study of texts from the last decades of the century that sought to transcend the limitations inherent in the realist movement. 466 Colonial Latin American Literature F. Luciani This course studies selections from the major genres of the colonial period through the end of the 17th century: the chronicles of the discovery and conquest, lyric and epic poetry, and colonial theater. The course pays particular attention to the diverse literary representations of the encounter between Spanish and indigenous cultures, and to the writings of Sor Juana Inés de la Cruz. 467 19th-Century Latin American Literature F. Luciani This course examines literary works in prose and verse through about 1870, with an emphasis on the varied manifestations of romanticism in Latin America. These works are studied in the context of the continent's struggle for political and cultural independence and the project of nation-building. 468 Visions and Re-visions of the Spanish Conquest: An Interdisciplinary Perspective F. Luciani This course combines historical and literary approaches to examine early representations and interpretations of the Spanish discovery and conquest of the Caribbean and Mexico. The first half of the course compares texts produced by indigenous and Spanish actors during the Conquest period. The analysis of letters, chronicles, treatises, codices and other documents offers insight on the diverse Spanish and Native understandings of the events and ways of portraying them, and on the fierce legal and moral debates that the Conquest engendered among Spaniards. The second half of the course focuses on retrospective representations of the Conquest during the established colonial regime. The analysis of plays, poetry, works of art, and other texts of the 16th and 17th centuries reveals how the Conquest and its aftermath were reimagined by Spanish and Creole subjects, enabling them to articulate new forms of power, authority and hybrid identity. 472 From the Generation of '98 to the Contemporary Period M. Rugg From the turn of the century until the Civil War, Spanish literature enjoyed an artistic explosion the likes of which had not been seen since the Golden Age. A profusion of literary movements — including the Generation of '98, modernism, and the avant-garde — reflected the creative vibrancy of the nation even as it slipped into political and social chaos. This course analyzes the novels of this period, both in terms of literary innovation and relationship to ideological trends and social reality in 20th-century Spain. 473 Post-Civil War Spanish Novel Staff In post-Civil War Spain, the prolonged tenure of Franco and strict censorship seriously crippled the process of cultural regeneration. For literature, the repression was particularly severe, forcing most promising writers into political exile. Those who remained, however, cloaked their literary discourse on war, repression, and other themes, in an array of new narrative forms and languages. This course analyzes the most significant works of this period, both in terms of their literary innovativeness and their relationship to the sociocultural context. 474 Contemporary Spanish Theater Staff Through close study of representative dramatists and their respective artistic visions, this course acquaints the student with major formal and thematic developments in contemporary peninsular Spanish theater. Dramatic texts of the pre- and post-war periods are studied within the general framework of their sociocultural context. 475 Spanish as a Global Language N. Stolova This course explores the historical, social, and cultural elements represented in the dialectical diversity of the Spanish language. Some of the issues studied are the development of Spanish as the national language of Spain; the contemporary status of regional languages and dialects within Spain; the spread of Spanish in the Americas, Africa, and Asia through conquest and colonization; language policies toward indigenous languages in Latin America; and the future of the role of Spanish as a minority language in the United States. Emphasis is put on the role of language in cultural and social identity as well as in political power and conflict. Although primarily a linguistics course, this course counts toward the Spanish major and minor. Taught in Spanish. 476 Linguistic History of Spain N. Stolova This seminar provides advanced-level language students with the understanding of the evolution of the Spanish language. It focuses on the external history (i.e., cultural, social, historical, and political factors that contributed to the evolution of Spanish from Latin to early romance, and then to the modern language), as well as the internal linguistic changes (i.e., changes in sounds, word formation, sentence structure, and vocabulary). These external and internal developments are considered within the context of linguistic diversity of pre-modern Iberia. Special attention is paid to historical explanations of "irregularities" found in modern Spanish. Therefore, the course is of interest to students who wish to improve their understanding of the idiosyncrasies of the Spanish language. The class also linguistically analyzes a selection from pre-modern texts. This analysis is of particular interest to students who plan to take courses in medieval, Golden Age, and colonial Spanish literature. The course does not presuppose knowledge of linguistics or languages other than Spanish, but does require interest in them. Taught in Spanish. 477 Women Writing in Latin America L. Rojas An in-depth study of the relationship between gender and genre in literary texts written by women in contemporary Latin America and the Hispanic Caribbean, the course addresses questions of authorship within the development of Latin American women's literary traditions, as well as the relationship between patriarchal societies and women's literary discourses. 478 Literature of the Caribbean L. Rojas This course is a close study of the Hispanic literature of the island nations of the Caribbean, with particular attention to ethnic and cultural diversity. Representative authors in the various genres are studied within the general framework of their social and literary contexts. Emphasis is placed on contemporary writers. 479 Contemporary Latin American Literature L. Rojas This course offers critical study of selected contemporary Latin American texts in the light of current modes of writing and interpretation. The course delineates the major patterns of formal and thematic development within the literary history of Latin American letters, but emphasizes the analysis of structural and linguistic problems posed by the texts. 481, 482 Major Hispanic Authors Staff This seminar, offered on an irregular basis, provides the opportunity for extensive study of the works of the most distinguished authors writing in the Spanish language. It is taught by a staff member who has particular interest and expertise in the literature to be examined. SPAN 481 is a category 1 course and SPAN 482 is a category 2 course. 484 Hispanic Writers and the Spanish Civil War C. Zegarra This seminar will undertake an in-depth study of a wide range of literary texts (including poems, short stories, chronicles, and memoirs) by significant Hispanic writers that demonstrate these authors' literary and political engagement with the Spanish Civil War (1936–39). Other forms of cultural production (such as films, paintings, political speeches, and propaganda posters) will also be analyzed in an exploration of the close connection between literary practice and political commitment in times of war. 490 Honors Staff 200, 300, 400 Courses Taken Abroad These numbers are used only for courses taken abroad with a Colgate study group, an approved program, or in a foreign institution of higher learning. They designate either language or non-language courses for which there are no exact Colgate equivalents. 291, 391, 491 Independent Study Staff Independent study courses are designed to fulfill individual needs in language and literature not otherwise provided in this department. SPAN 491 study in literature may not be undertaken until seminar distribution requirements are satisfied. 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Top Cocktail Recipes for Halloween
Have a spooktacular holiday with our festive Halloween cocktail recipes! Serve these delicious drinks at your next Halloween party -- your guests will be dying to sink their fangs into one of these cocktails!
Are you ready for ghosts, goblins and candy? If you're planning on hosting a Halloween party this year, now is the time to start preparing for a night of fun and thrills! While spooky costumes and creative decorations are a must, don't forget about a menu of delicious Halloween brews. Get creative with your cocktails and entertain guests with these adult-only drinks.
Planning the perfect Halloween party may seem like a frightening task, but don't let that scare you away from throwing what will be most entertaining party of the season! Check out some of our favorite devilish cocktail recipes that will hopefully inspire you to get into the Halloween "spirit."
Candy Corn Martini
Nothing says Halloween quite like candy corn! Try your hand at this delicious martini recipe made with candy corn-infused vodka from We Are Not Martha. With sweet ingredients like Butterscotch Schnapps, who can resist? This delicious option brings a dash of color and a little piece of nostalgia to your grown-up Halloween party.
The Jack-O-Lantern
It's the season of pumpkins! From pumpkin flavored foods to pumpkin carving, there's never enough ways to celebrate with pumpkin during the fall. So try this inventive Halloween cocktail from The Kitchn.com. With a blend of spiced apple cider, pumpkin puree and your favorite whiskey, this delicious recipe lives up to its name: "The Jack-O-Lantern."
Blood Orange Martini
Lighten things up with our Blood Orange Martini recipe. The pumpkin garnish and cinnamon spice ingredients make it the perfect companion for your Halloween party. Simply combine orange vodka, juice and Campari then add a dash of cinnamon, garnish with sliced pumpkin (or a piece of the blood orange). You don't have to be a vampire to enjoy this fruity and festive drink!
Blackberry Bite Cocktail
Our recipe for the Blackberry Bite Cocktail is a perfect dark and sour cocktail option. Let guests sink their teeth into this blackberry drink, complete with chilled blackberry syrup and fresh berry garnish. Yum! This drink is sure to impress with it's gorgeous purple color and beautiful presentation.
A Killer Whiskey Cocktail
For a cocktail with an edge try this Killer Whiskey recipe. Originally created by the food photographer and blogger behind Tokyo Terrace, this simple cocktail is the perfect balance of flavor. By sweetening the drink with honey and adding citrus slices, you can create a refined option for your Halloween party.
Crystal Skull Martini
Looking to add an extra creative touch to your Halloween party bar? Try our Crystal Skull Martini and impress your guests with fun ice cubes to accompany their delicious drink. Add cranberry juice to give this cocktail a deep red color that will really make your skull and crossbones ice cubes pop!
See how Dawn Sandomeno and Elizabeth Mascali elevate the every day with their fantastic recipes and ideas!Read More »

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Employers in California, Illinois Can No Longer Request Facebook Passwords
Tiffany Kaiser
January 1, 2013 7:11 PM
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The law took effect at 12:01 a.m. today
If you were worried about an employer seeing those pictures from the big New Year's party on your Facebook last night, don't fret -- a new law that's taking place this year will
prevent employers from requesting Facebook passwords
The law took effect at 12:01 a.m. today in both California and Illinois. It states that employers can't request social networking passwords or non-public account information from current or potential employees.
Michigan is another state that passed a similar law last month.
However, something that citizens in these states need to keep in mind is that employers can still see any public posts, tweets or photos on the social networks. So unless you set your information to private, it's fair game.
Back in 2011, employees and applicants to the Maryland Department of Corrections were asked to surrender their emails and passwords in order for employers to access their Facebook pages. This resulted in a complaint from corrections officer Robert Collins, who went to the American Civil Liberties Union (ACLU).
The ACLU argued that this was an invasion of privacy. The Department of Corrections has since stopped this practice, but found a loophole -- they just ask the applicant to log onto their Facebook accounts right in front of them, giving employers the freedom to browse photos, comments and Walls right in front of the applicant.
The Maryland Department of Corrections isn't the only establishment searching social networks for clues as to who they're accepting. The University of North Carolina recently revised its handbook to make it so student-athletes must add a coach or administrator to their friends list on their social networks.
In March 2012, some government job seekers and student-athletes complained that the government agency or college in which they were applying to had asked for
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What is your opinion on the Panther's draft?
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Higgs Boson
Joined: 26 Oct 2011
Posts: 695
Posted: Wed Sep 26, 2012 11:07 am
Post subject: What is your opinion on the Panther's draft?
Hey, guys! You'll probably see me post in here a lot. I'm living in Charlotte but originally from Philly... and I cannot stand the sports radio here and you guys really seem to know what's going on.
So what do you think of your draft? (I know it's early)
Well, my Carolina friends hated it, but I can't really trust their football opinions. They don't think you guys addressed needs in the secondary and DLine, and that Silatolu and Adams will be colossal busts. Again, I can't trust their opinions, that's why I'm turning to you.
I just remember liking Kuechly for Philly and you guys (I think) liking Fletcher Cox. But anyway, what are your early thoughts? What would you change?
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Joined: 15 Aug 2010
Posts: 3267
Posted: Wed Sep 26, 2012 11:24 am
Post subject:
we're only three games into the season. not going to suggest any changes.
all but one player are getting significant snaps. lots of flashes for big potential. but they, like the rest of the team, are inconsistent.
norman had pretty good games in the first two weeks. amini was an animal in week 2. keek has shown his affinity for getting to screens and being a good tackler. alexander has trees for arms and is already our top guy in the DE rotation. nortman seems like a good coffin corner guy but doesn't have the big time leg. adams has had a couple good punt returns but i dislike him doing kicks and he's gotta fix the whole fumbling thing. dj campbell has been inactive.
i didn't have any preferences heading into the draft so whatever. seemed good to me at the time and i still like it.
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Joined: 21 Nov 2011
Posts: 715
Location: Roma
Posted: Wed Sep 26, 2012 11:28 am
Post subject:
Luke Kuechly- hasn't made a signature play yet but still starting
Amini Silatolu - doing ok, good game vs Saints
Frank Alexander- Bringing the pressure in rotation, few of batted passes
Joe Adams- Had a bad fumble on KR but he's been decent in PR
Josh Norman- starting, still learning but is an improvement
Brad Nortman- punter, doing well
I don't know many teams that are including so many rookies in their game plans. It's good for them, probably indicates something not so good about the rest of the team. I could see four starters that are improvements over the veterans they replaced.
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Joined: 05 Oct 2011
Posts: 171
Location: Newcastle
Posted: Thu Sep 27, 2012 7:17 am
Post subject:
What strikes me is that we drafted a bunch of guys at positions where it often takes rookies a full season or more to get up to speed.
LBs can't all be like Patrick Willis and often only really show up consistently in their second year.
Guards, Receivers, Corners and DEs are often exactly the same - not performing like mega stars / veterans by wk8 isn't a concern for me. Have they shown progression? Have they learnt from anything they've seen or done in the first half of the season? If they have then don't worry. If they're making the same rookie mistakes then you might want to start thinking ahead to the draft/offseason.
Luke, Josh and Joe have certainly looked like rookies at times but we're only three games in! Let's review at wk8 and even then I'd certainly not throw any of these rookies under a bus if they aren't all headline stealing by then.
If they haven't shown the progress you want then maybe decrease their roles and make them focus on fixing whatever's wrong in practice but I'd give all of these guys until into their 2nd season before abandoning them or labelling them as busts simply due to their position.
So in summary, when all is said and done we may not see the true reflection of this draft's crop of players until the start/middle of next season - and I have no worries with that. Draft a few more instant contributors next year and '13 will be awesome. This has all the marks of a rebuilding season already but I'm a patient man.
Still the only UK-based Panthers fan I know...hang on a minute...I might be the only one IN the UK!
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Joined: 05 Oct 2011
Posts: 171
Location: Newcastle
Posted: Thu Sep 27, 2012 7:19 am
Post subject:
Oh, also interested to see what makes you think Amini and Joe will be collossal busts.
Amini was drafted in 2nd round when most of us were screaming for DT help but Joe was drafted in the 4th round so even if he doesn't work out, I wouldn't call that kind of failure a collossal bust.
Still the only UK-based Panthers fan I know...hang on a minute...I might be the only one IN the UK!
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Higgs Boson
Joined: 26 Oct 2011
Posts: 695
Posted: Thu Sep 27, 2012 9:11 am
Post subject:
Oh, I've got no opinion on them. I've only caught one Panthers game this season. It's just what I've heard my friends say, but you guys are so much more insightful, that's why I came here to see what your thoughts are.
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Joined: 24 Aug 2012
Posts: 726
Posted: Fri Sep 28, 2012 1:14 pm
Post subject:
I think this years draft class is going to go down as one of the best ever in the franchise. Josh Norman is a steal is going to be a starter for us for a long time. We also picked up what will be one of the best LB's in the game in addition to mauling road grader in Amini.
Joe Adams is a play maker is going to score points and finally give us the returner we've been waiting for since Steve Smith did it.
However I think last years draft class sucked. The only player we got was Cam and perhaps Brandon Hogan who hasn't proven anything. The 2009 draft class was by far the worst. None of those guys are on the roster anymore except Martin and Munnerlyn who are not starters.
We did okay in 2010. Lafell, Gettis, and Hardy are all contributors.
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Joined: 06 Nov 2011
Posts: 71
Posted: Sun Sep 30, 2012 10:46 am
Post subject:
Keek - hes doing very good as a rookie he plays coverage well and hes a solid tackler!
Amini - He is a freak/beast gonna end up being a pro bowl Guard as our offensive line gets healthy (byron bell) and they all begin to mesh he will grow!
Joe - after he gets over the rookie gitters and adapts to the speed of the nfl he will get back to the super exciting return man that he was in college!
Frank - His motor is EXTREMELY high and with the guys we have now at DE were gonna have a NYG type of D Line we just severly need to find some DT's but keeping a good rotation at DE is really gonna help our D Line and Frank is gonna be a huge part of it!
Josh - Norman could possibly become the best player we drafted this year! hes been tested against top QB's in the league and IMO he has done a very good job against Top WR's! Atlanta game will show alot as he covers julio jones!
Nortman - Glad we went with youth in our Special Teams, Nortman looks like a good young P for the future.
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- 18 February 2016, see all updates
A guide to research programmes and other services funded by the National Measurement System.
The National Measurement System (NMS) provides the UK with an infrastructure of laboratories that deliver world-class measurement science and technology and provide traceable and increasingly accurate standards of measurement.
The UK, along with all developed countries, invests in an infrastructure that allows measurements to be made with integrity and consistency by holding and maintaining internationally-recognised measurement standards and practices.
The NMS is delivered through the Department for Business, Energy and Industrial Strategy (BEIS). The science programmes are delivered by the UK's Measurement Institutes:
- National Physical Laboratory (NPL)
- LGC Ltd
- Regulatory Delivery (part of BEIS)
- National Gear Metrology Laboratory (NGML)
- National Institute for Biological Standards and Control (NIBSC)
These 6 organisations form the UK Measurement Infrastructure, a basis for communication with a wider metrology networks, forming a measurement community.
Measurement has an important role in improving export and trade, increasing productivity, giving confidence to new technology and innovation, and providing solutions to societal challenges. The world leading impact of the UK Measurement Infrastructure gives confidence on an international level to the UK's science and technology capabilities.
NMS science programmes
For the UK to prosper in a competitive world, business must innovate, improve productivity and grow. Measurement is an enabling capability that has been independently proven to be essential to this endeavour. Government invests in the measurement system to ensure a thriving economy – no single company can afford the substantial investment needed to develop and maintain these capabilities. The access to measurement that the NMS funded programmes provides helps support trade and innovation for government, academia and companies large and small and a higher quality of life for UK citizens.
The portfolio of programmes is subdivided into 3 categories:
Knowledge base programmes
Each knowledge base programme deals with national challenges facing the UK, such as growth, energy, health, productivity and sustainability by developing and maintaining a core infrastructure along technology capabilities. They provide core support for the development and maintenance of the International system of Units (SI), including re-definition of those units.
The current programmes include:
- Acoustics and Ionising Radiation Metrology – NPL
- Chemical and Biological Metrology – LGC
- Engineering Metrology – NPL
- Flow Metrology – TUV-NEL
- Materials and Modelling Metrology - NPL
- Optical, Gas and Particle Metrology - NPL
- Quantum, Electromagnetics and Time Metrology - NPL
- Surface Chemistry and Biophysics Metrology - NPL
Longer-term research programmes
Strategic capability
The strategic capability programme is the NMS programme with a longer-term perspective that delivers the major, step-change measurement capabilities for the UK. It is a programme that uses the best science from the measurement infrastructure and academia to deliver capabilities for the UK that are unique and world-leading to accelerate future innovation and productivity growth in important UK economic sectors.
National priorities such as the strategically important industrial sectors and the technologies of greatest importance to the future of the UK have been identified as areas for major government focus. This programme is the National Measurement System's response to the biggest measurement related challenges posed by these national priorities. The investment in this programme is focused where the NMS can have the greatest impact over the long-term, deploying the best of UK science to maximise future benefit for the UK.
Some important focuses for the programme include quantum technologies, graphene and 2D materials, surface and near surface analysis, and, multi-scale materials characterisation.
Innovation, research and development
The innovation, research and development programme covers multi-disciplinary, emerging and disruptive technology challenges with a mid to long-term view. It aims to support and accelerate 'challenge-led' innovation by developing, applying and exploiting new leading edge measurement science and technology to meet emerging industry and societal needs.
The programme has a focus on the important national challenges such as growth, energy, sustainability and health.
Knowledge exchange programme
The knowledge exchange (KE) programme plays a vital role within the portfolio of NMS programmes, ensuring that the knowledge and outputs from the science programmes are disseminated in an effective way to the stakeholders. By delivering the national and international KE activities through a single programme, the NMS ensures that a coherent and joined-up approach is taken across all the programmes. It focuses on 2-way interaction with stakeholder groups, industry sectors and technologies that align with market needs and government strategies to increase the overall impact of the National Measurement System portfolio to the UK.
Statutory and policy obligations
Government Chemist
The Government Chemist programme underpins the statutory role of the Government Chemist. The programme, hosted by LGC, provides expert opinion, based on independent measurement to help avoid or resolve disputes pertaining predominantly to food and agriculture, and advice to government, devolved administrations and the wider community dependent on analytical science.
It also supports a wide range of activities designed to underpin the statutory and advisory functions of the Government Chemist. These include:
- horizon scanning of regulatory and technological developments that have an effect on the provision of referee analysis
- development of analytical capability to address potential future disputes in emerging areas of concern
- developing technology that improves the cost-effectiveness of regulatory compliance and enforcement
- knowledge transfer activities to increase awareness of and improve uptake and benefit derived from knowledge gained under the function
Legal metrology
The legal metrology programme, delivered by Regulatory Delivery, supports manufacturers seeking product certification and assists trading standards officers in their market surveillance and inspection duties. The legal metrology infrastructure underpins trade measurement and confidence in the market, including providing a range of certification services that enable businesses to export their products globally.
The NMS strategy for 2017 to 2020 sets out a framework to deliver leadership in measurement through growth and innovation.
The NMS roadmaps provide a snapshot of the direction and scope of the science programmes and a strategic overview of the NMS. Delivered at theme level they show how the technical content of the programmes will deliver solutions to meet specific challenges and drivers for the UK.
BEIS invests £56 million a year in the NMS. The table below provides a breakdown of how the budget is divided each year across the NMS portfolio.
|Areas where budget is spent
|Percentage of budget
|NMS infrastructure
|Challenge driven research and development
|Strategic capability
|Knowledge transfer
|Long-term SI
|Programme Management
|Statutory and policy obligations
|International obligations
Advisory bodies
BEIS advisory bodies represent the beneficiaries of the NMS programmes. Their advice enables BEIS to act as an intelligent customer and commission and monitor the publicly-funded measurement programmes to deliver optimal impact and benefits to meet industrial and public needs.
Programme expert groups
BEIS runs 9 programme expert groups (PEGs) comprising individuals with an active interest in the development of their area of business or market sector. The group members provide advice on the objectives, priorities and progress of the NMS programmes.
Specific responsibilities will be providing BEIS, as customer for the NMS programme contracted to NPL, with independent advice on:
- the appropriate alignment of NMS programmes and contracted outcomes to the NMS
- the technical delivery of NMS programme outcomes and the value for money they represent
Members have technical knowledge broadly related to the NMS programme and an understanding of the importance of metrology in their sector. Collectively, NMS PEG members cover the breadth of activity in their programme and are nominated on an individual basis.
The NMS shares measurement knowledge and information through research, events, case studies, networks, training, newsletters, advice and guides available to the wider measurement community.
Case studies
Here are some case studies on how measurement science from within the NMS impacts on our economy and environment.
Measurement helps fight against cancer
PDF, 277KB, 2 pages
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Novel 3D imaging to improve type 1 diabetes treatment
PDF, 233KB, 2 pages
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Erosive flow test facility
PDF, 602KB, 1 page
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Economic impact
BEIS and partner organisations previously commissioned 2 studies on the economic impact of the NMS. Up and coming studies, currently in draft version, include a chapter on measurement and metrology in the Edward Elgar 'Handbook of Standards and Innovation', and an econometric analysis of the impact of the NMS and Innovate UK by Frontier Economics.
Find out more about the products and services offered by the laboratories:
EU metrology programmes
European Association of National Metrology Institutes (EURAMET) is jointly funded by the EU and the 22 participating countries. The UK measurement laboratories are involved in European Metrology programme for Innovation and Research (EMPIR) collaborative projects across energy, industry, environment, health, new technologies and the SI units. They are among the most respected in Europe, providing leadership, facilities and expertise to help progress innovative measurement research across Europe.
Horizon 2020 is the biggest EU Research and Innovation programme ever with nearly €80 billion of funding available over 7 years (2014 to 2020) – in addition to the private investment that this money will attract. It promises more breakthroughs, discoveries and world-firsts by taking great ideas from the lab to the market.
See links below for more information:
If you wish to find out more about the NMS or get in contact with a member of the team please telephone +44 (0)20 8943 7272 or write to the address below:
National Measurement System
Stanton Avenue
Document information
Published: 11 March 2014
Updated: 18 February 2016
- Updated with the latest programme information.
- First published.


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Like everything else about the most peculiar Lakers season in recent memory, nothing about Thursday night was really as it seemed.
Yet by the end of a long and frustrating 125-101 loss to the Clippers, a clear picture of the Lakers emerged - even as we viewed it through a distorted lens.
The Lakers probably aren't 24 points worse than their crosshall rivals, but even on their best night they likely aren't much closer either.
And while they might not be as bad as their 25-29 record suggests at the All-Star break, it would be a gigantic stretch to think they are significantly better.
Dwight Howard can't possibly be as ordinary as he's looked through the first half of the season, but he may never be the dominant center everyone assumed when the Lakers traded for last summer.
The playmaker Kobe Bryant evolved into over the last few weeks might make for a good story this late in his career, but considering that's never been who is is, we'd be foolish to think it will continue.
You want a good laugh?
Tell LeBron James that Kobe is turning a new leaf.
Or Chris Paul, for that matter.
Bryant might be fooling the rest of us with his recent metamorphosis, but the two best players in the game aren't buying it.
It's just another odd development in the strangest Lakers season in years.
Mike D'Antoni prefers an up-tempo, running offense, but the Lakers are capable of doing neither.
Steve Nash is the best point guard of his generation, but considering his era is bygone, he's just a pretty good one for the Lakers.
The Lakers bench looked intriguing on paper to begin the year, but in reality it's nothing special.
A club with Howard anchoring the middle was expected to be dominant defensively, yet it's anything but.
The Lakers looked like they were ready to turn a corner while winning eight of 11 games, but in reality they were just padding their record against mediocre teams while losing to good ones.
Everything we assumed about the Lakers turned out to be a presumptuous miscalculation.
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The Lakers are a miscast contender playing for a coach who is imposing a system they're incapable of playing.
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