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La estructura temporal en el teatro de Mario Vargas Llosa
(Georgetown University, 2010)
Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments
(Georgetown University, 2010)
La imaginación biográfica: El Inca Garcilaso de la Vega y la formación del campo cultural peruano (1847-1916)
(Georgetown University, 2011)
This dissertation examines the importance of the life and work of the 16th century mestizo writer, Inca Garcilaso de la Vega, in establishing the field of cultural production in Peru. My research analyzes the historiographical ...
Las ficciones del traductor: el traductor como protagonista en la literatura reciente en español
(Georgetown University, 2016)
This dissertation examines the upsurge in the representation of translators and the act of translation in contemporary fiction. In Latin American and Spanish literature of the past three decades, I focus on works that ...
Quijotes en ciernes: Caballeria, genero y autoridad en las cronicas particulares del siglo XV castellano
(Georgetown University, 2011)
QUIJOTES EN CIERNES:
Sleek Words: Art Deco and Brazilian Modernism
(Georgetown University, 2014)
I explore Art Deco in the Brazilian Modernist movement during the 1920s. Art Deco is a decorative arts style that rose to global prominence during this decade and its proponents adopted and adapted the style in order to ...
PUSHING FOR PROCESSING: THE ROLES OF DEPTH OF PROCESSING, WORKING MEMORY, AND REACTIVITY ON COMPREHENSION
(Georgetown University, 2015)
PUSHING FOR PROCESSING:
Dominicanas Unbound: Religion, Culture and Politics in Dominican and Dominican American Women's Literature
(Georgetown University, 2014)
What is the connection between contemporary Dominican literature and Louis Althusser's theories about how the ruling classes are able to maintain power? I conclude that there is a sector of Dominican literature that gives ...
ATTENTION TO FORM AND MEANING: LEARNING WITHOUT AWARENESS? AN INTERPRETABLE AND UNINTERPRETABLE APPROACH
(Georgetown University, 2012)
ATTENTION TO FORM AND MEANING: LEARNING WITHOUT AWARENESS? AN INTERPRETABLE AND UNINTERPRETABLE APPROACH