text:
Henry Jones

Henry Jones may refer to:

Arts

 * Henry Jones (poet) (1721–1770), poet and dramatist, born Drogheda, Louth
 * Henry Jones (photographer) (1826–1911), commercial photographer in Victoria and South Australia
 * Henry Arthur Jones (1851–1929), English playwright
 * Henry B. Jones (1887–1971), African American artist
 * Henry Festing Jones (1851–1928), author
 * Henry Jones Thaddeus (1859–1929), Irish painter
 * Henry Stuart Jones (1867–1939), British academic, professor ancient history
 * Henry Jones (actor) (1912–1999), American stage, film and television actor
 * Henry Wanton Jones (1925–2021), Canadian painter
 * Henry Z Jones Jr. (born 1940), genealogist and actor
 * M. Henry Jones (1957–2022), American visual artist

Business and charity

 * Henry Jones (B'nai Brith), founder of B'nai Brith in 1843
 * Henry Jones (baker) (1812–1891), creator of self-raising flour
 * Henry Jones (entrepreneur) (1862–1926), Australian entrepreneur
 * Henry Uliomereyon Jones, better known as Dr. Henry Jones, convicted of a fraudulent Ponzi scheme through Tri Energy

Military

 * Sir Henry Jones of Oxfordshire (died 1673), English army officer
 * Henry Mitchell Jones (1831–1916), Irish soldier

Politics and law

 * Henry Jones (lawyer) (died 1592), Welsh lawyer and clergyman
 * Henry Jones (Upper Canada politician) (1790–1860), politician in Upper Canada
 * Henry Frank Jones (1920–1964), Canadian politician
 * Sir Henry Haydn Jones (1863–1950), Welsh Liberal Party politician, MP 1910–1945
 * Henry Jones (MP) (died 1792), British member of parliament for Devizes, 1780–1784
 * Henry Cox Jones (1821–1913), Alabama politician
 * Sir Henry Jones (MP for Carmarthenshire) (?1532–1586), Welsh MP for Carmarthenshire, Cardiganshire and Old Sarum

Science and social science

 * Henry Bence Jones (1813–1873), English physician and chemist
 * Sir Henry Jones (philosopher) (1852–1922), Welsh philosopher and academic

Sports and games

 * Henry Jones (second baseman) (1857–1955), 19th-century baseball second baseman
 * Henry Jones (pitcher), 19th-century baseball pitcher
 * Henry Jones (cricketer) (born 1989), English cricketer
 * Henry Jones (writer) (1831–1899), authority on card games and tennis; wrote under the pseudonym Cavendish
 * Henry Jones (American football) (born 1967), National Football League defensive back

Others

 * Henry Jones (bishop) (c. 1605–1681), Church of Ireland bishop of Clogher and then of Meath
 * Henry Cadman Jones (1818–1902), English law reporter
 * Henry Church Jones (1870–1941), Church in Wales priest
 * Henry Lee Jones (born 1963), American criminal, spree killer and suspected serial killer

Characters

 * Henry Jones, Jr., better known as Indiana Jones
 * Henry Jones Sr., the father of Indiana Jones
 * Henry Jones, III, better known as Mutt Williams, Indiana Jones' son

Companies

 * Henry Jones IXL, a manufacturer of jams, conserves and sauces in Australia

title: Henry Jones


text:
Nikolayev (surname)

Nikolayev, also spelled Nikolaev (Николаев), or Nikolayeva (feminine; Николаева), is a Russian last name that is derived from the male given name Nikolay and literally means Nikolay's. It may refer to:

 * Aleksey Nikolayev (disambiguation)
 * Alexander Fedorovich Nikolayev, Soviet Air Force officer, test pilot and Hero of the Soviet Union
 * Alexander Nikolayev, Red Army officer and Hero of the Soviet Union
 * Andrian Nikolayev, Soviet cosmonaut
 * Aysen Nikolayev, Russian politician of Yakut ethnicity, Head of the Sakha Republic
 * Igor Nikolayev, Russian pop singer and composer
 * Konstantin Nikolaev, Russian billionaire, Russian investor in American Ethane & financial supporter of Maria Butina
 * Leonid Nikolaev, Russian communist, the assassin of Sergei Kirov
 * Leonid Vladimirovich Nikolayev, Russian pianist, composer, and pedagogue
 * Mikhail Nikolayev, Russian politician and deputy of the State Duma
 * Mikhail Arkhipovich Nikolayev, Soviet sergeant and posthumous Hero of the Soviet Union
 * Mikhail Vasilyevich Nikolayev, Soviet army officer and Hero of the Soviet Union
 * Nikita Nikolayev, Russian association football player
 * Nikolay Nikolaev — several people
 * Olga Nikolaeva, Russian volleyball player
 * Sergei Nikolayev (disambiguation)
 * Tatiana Nikolayeva, Russian pianist
 * Vadim Nikolaev, Russian politician
 * Victoria Nikolaeva, Russian politician
 * Viktor Arsenievich Nikolaev (1893–1960), Russian and Soviet geologist
 * Vladimir Nikolayev (disambiguation), several people
 * Yelena Nikolayeva (disambiguation), several people
 * Yevgeni Nikolayev, Soviet army officer and Hero of the Soviet Union

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Nikolayev (surname)


text:
Matrix of domination

The matrix of domination or matrix of oppression is a sociological paradigm that explains issues of oppression that deal with race, class, and gender, which, though recognized as different social classifications, are all interconnected. Other forms of classification, such as sexual orientation, religion, or age, apply to this theory as well. Patricia Hill Collins is credited with introducing the theory in her work entitled Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. As the term implies, there are many different ways one might experience domination, facing many different challenges in which one obstacle, such as race, may overlap with other sociological features. Characteristics such as race, age, and sex, may intersectionally affect an individual in extremely different ways, in such simple cases as varying geography, socioeconomic status, or simply throughout time. Other scholars such as Kimberlé Crenshaw's Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color are credited with expanding Collins' work. The matrix of domination is a way for people to acknowledge their privileges in society. How one is able to interact, what social groups one is in, and the networks one establishes are all based on different interconnected classifications.

Theory applied
Though Collins' main focus of the theory of the matrix of domination was applied to African-American women, there are many other examples that can be used to illustrate the theory. Other examples include Log Cabin Republicans, female criminality, and African-American Muslim women. One of the key concepts of the matrix of domination is that the different categories, like race and gender, are separate groups, rather than a combination. This is a problem that can be seen in the law as well when it comes to discrimination because the courts fail to view discrimination as an overarching umbrella of intersectionality.

A way in which the matrix of domination works with regards to privilege can be if two people all have the same classification, except one person has an education and one does not have as high of an education. Their gender, race, sexuality, educational attainment all intersect to identify who they are. However, compared to other people one classification can point out privilege and, in turn, open more opportunities for one individual over the other.

One of the main aspects of the matrix of domination is the fact that one may be privileged in one area, yet they can be oppressed in a different aspect of their identity. Some people believe that racial discrimination is on its way to being eradicated from the United States when they look as people like Colin Powell, a very successful, African-American, middle-aged man. Although Powell obtains the characteristics of a person that may not face oppression (upper-class, middle-aged, male), he is still discriminated against because of his race. This shows one of the key components of the matrix of domination; the idea that one cannot look at the individual facets of someone's identity, but rather that they are all interconnected.

Historical background on the matrix of domination
In Collins' Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, she first describes the concept of matrix thinking within the context of how black women in America encounter institutional discrimination based upon their race and gender. A prominent example of this in the 1990s was racial segregation, especially as it related to housing, education, and employment. At the time, there was very little encouraged interaction between whites and blacks in these common sectors of society. Collins argues that this demonstrates how being black and female in America continues to perpetuate certain common experiences for African-American women. As such, African-American women live in a different world than those who are not black and female. Collins notes how this shared social struggle can actually result in the formation of a group-based collective effort, citing how the high concentration of African-American women in the domestic labor sector in combination with racial segregation in housing and schooling contributed directly to the organization of the black feminist movement. The collective wisdom shared by black women that held these specific experiences constituted a distinct viewpoint for African-American women concerning correlations between their race and gender and the resulting economic consequences.

Moolman points out the main issue concerning matrix thinking is how one accounts for the power dynamics between varying identifying categories that are ingrained in both oppression and domination instead of the traditional approach, reducing experiences to a single identity. For instance, black women's experiences with society are used to illustrate how even though white scholars have attempted to use intersectionality in their research, they may still be inclined to default towards single-identity thinking that often fails to address all aspects of black women's experiences, thus ignoring the organization the matrix objectively offers.

The matrix of domination in the colonial era and white society has also been carefully examined. The societal hierarchy determined by race and implemented under apartheid locates different racial populations in regards to their privilege, with African Americans usually at the bottom of the ladder. Dhamoon argues that on a global scale, the spot occupied by African Americans in such context is interchangeable with indigenous populations, as marginalized peoples are systematically working both within and across a matrix of interrelated axes of "penalty and privilege". The interconnectivity of different identities in regards to power in racial structures in post-colonial era societies help illustrate what changes make a difference. The framework setup of the matrix of domination connects its origin theory and thought to existing struggles in the political and social spheres of society. A closer look at both specific and broader aspects of matrix thought will shed more light on the inner-workings and mechanisms that determine how different relationship dynamics influence matrix categorizations.

May cites that an important implication that matrix thinking inspires is that it directly goes against what is often described as the socially inclusive ‘add and stir’ approach. This is often used when describing the addition of one or more identity group to existing epistemological approaches, political strategies or research methodologies. This accounts for the proper weighing of power dynamics and their impact on different groups of people. Intersectionality centers power in a multi-pronged way as shifting across different sites and scales at the same time. Therefore, it is not neutral but evolved out of histories of struggle that pursue multidimensional forms of justice.

Historical background on intersectionality
Kimberlé Crenshaw, the founder of the term intersectionality, brought national and scholarly credential to the term through the paper Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics in The University of Chicago Legal Forum. In the paper, she uses intersectionality to reveal how feminist movements and antiracist movements exclude women of color. Focusing on the experiences of Black women, she dissects several court cases, influential pieces of literature, personal experiences, and doctrinal manifestations as evidence for the way Black women are oppressed through many different experiences, systems and groups.

Though the specifics differ, the basic argument is the same: Black women are oppressed in a multitude of situations because people are unable to see how their identities intersect and influence each other. Feminism has been crafted for white middle-class women, only considering problems that affect this group of people. Unfortunately, this only captures a small facet of the oppression women face. By catering to the most privileged women and addressing only the problems they face, feminism alienates women of color and lower-class women by refusing to accept the way other forms of oppression feed into the sexism they face. Not only does feminism completely disregard the experiences of women of color, it also solidifies the connection between womanhood and whiteness when feminists speak for "all women". (Crenshaw:154) Oppression cannot be detangled or separated easily in the same way identities cannot be separated easily. It is impossible to address the problem of sexism without addressing racism, as many women experience both racism and sexism. This theory can also be applied to the antiracist movement, which rarely addresses the problem of sexism, even though it is thoroughly intertwined with the problem of racism. Feminism remains white, and antiracism remains male. In essence, any theory that tries to measure the extent and manner of oppression Black women face will be wholly incorrect without using intersectionality.

Patricia Hill Collins wrote a book entitled Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment, which articulated "Black Feminist Thought" in relation to intersectionality with a focus on the plight of Black women in face of the world, the white feminist movement, and the male antiracism movement. Collins references Crenshaw's concept of intersectionality and relates it to the matrix of domination, "The term matrix of domination describes this overall social organization within which intersecting oppressions originate, develop, and are contained.".

Intersectionality and the matrix of domination
Both intersectionality and the matrix of domination help sociologists understand power relationships and systems of oppression in society. The matrix of domination looks at the overall organization of power in society while intersectionality is used to understand a specific social location of an identity using mutually constructing features of oppression.

The concept of intersectionality today is used to move away from one dimensional thinking in the matrix of domination approach by allowing for different power dynamics of different identity categories at the same time. Researchers in public health are using Intersectionality-Based Policy Analysis (IBPA) Framework to show how social categories intersect to identify health disparities that evolve from factors beyond an individual's personal health. Ferlatte applied an IBPA framework and used structural interviews to identify barriers to the allocation of HIV prevention funding for gay men. He highlighted policy more likely to cause harm than reduce the epidemic stemming from policy makers missing the ‘intersections of oppression, sex panic, and medicalization’.

Intersectionality can also be used to correct for the over-attribution of traits to groups and be used to emphasize unique experiences within a group. As a result, the field of social work is introducing intersectional approaches in their research and client interactions. At the University of Arkansas, the curriculum for a Master of Social Work (MSW) is being amended to include the Multi-Systems Life Course (MSLC) approach. Christy and Valandra apply an MSLC approach to intimate partner violence and economic abuse against poor women of color to explain that symbols of safety (such as police) in one population can be symbols of oppression in another. By teaching this approach to future social workers, the default recommendation for these women to file a police report is amended and an intervention rooted in the individual case can emerge.

Implications of the matrix of domination
Many approaches have been used that consider the concepts of identity, societal structures, and representation to be mutually exclusive, but the introduction of Patricia Hill Collins’ matrix of domination addresses the interlocking patterns of privilege and marginalization along the lines of race, class, gender, and class inside social institutions as well as at the community level. With this work has come greater recognition of the various effects that each identity holds in different societal contexts, in both the micro- and macro-level structures within the systems of oppression that exist.

In female criminality
In April Bernard's article, "The Intersectional Alternative: Explaining Female Criminality", Bernard applies Patricia Hill Collins’ work to the study of feminist criminology, as a means of explaining the cumulative effects of identity in a system of oppression on women's decisions to commit a crime. Bernard employs an intersectional approach to dissect the complexities that act as determinant factors in a woman's decision to partake in criminal activities, and more specifically, the limiting pressures of a patriarchal society. In particular, this article is framed in response to Robert Merton's claims about deviance as a response to a lack of adequate resources to achieve cultural goals, as Bernard employs an intersectional paradigm model that explores female criminality as an expression of constraint and circumscription, rather than a "strained reality". With this alternative framework, Bernard suggests that societal goals are not unanimous, and are instead shaped by individuals’ experiences in economic, political, and social spaces; for marginalized women, access to the means through which they build success are impacted by micro- and macro-level norms and histories that have created indicators of class (e.g. racial, economic, political, sexual) and subjugated them to limited networks. Thus, identity makes women with marginalized identities more vulnerable in the legal system, subjugates to oppressive states within multiple institutions, and creating a need for policies that move toward creating an equitable reality for them.

Nancy A. Heitzeg's article, "'Whiteness', criminality, and double standards of deviance/social control" focuses on the construct of white racial framing and the impact that has on constructing Blackness with criminality. In doing so Heitzeg speaks on the methods of social control, placed on those who are deviant from the norm of society. Mechanisms of social control find themselves helping to categorize those who are not cis-gendered and white as the "Other". Heitzeg, using Patricia Hill Collin's "matrix of domination" explores how shapes access to social control as well as opportunity. Deviating from the social control base that finds itself at the intersections of race, gender, and class among other differences helps to solidify who is categorized as the "Other".

Markers associated with race, class, gender, etc., argues Heitzeg allows for stereotypes that allows for mitigation of a "redeemable" white middle class and criminalization for poor Black people and other people of color. White racial framing creates a space for constructing storylines of white deviance, simultaneously creating storylines of Black criminality. This extends itself to the "medicalization" of whiteness, allowing for racial framing around whiteness to allow for associations of purity and redeem-ability. The opposite is imposed upon Black people. The identifiers associated with whiteness and Blackness allow for a framework in which subjects Blackness to something that is accepted as criminal.

In the context of criminality, the Matrix of Domination, may best present itself in the statistics:

Currently the number of women imprisoned in the United States is more than one million, making them the fastest growing population in the prison industrial complex. The number of women in prison has massively increased from statistics found in the 1980s, more than eight times as many women have been reported to be either in prison, or are at the control of the criminal justice system.

Within these numbers, Black and brown women are an overrepresented population. Black women represented roughly thirty percent of the prison population while only representing thirteen percent of the female population in the United States. In addition, Hispanic women currently make up roughly sixteen percent of the prison population, while only making up eleven percent of the female population in the United States.

The facts surrounding the cases for Black and brown women who are incarcerated show a pattern of these women being from urban areas, with an emphasis on their alleged crimes being ones of involvement or association, as opposed to being the sole perpetrator. Scholars have attributed these numbers to the over-policing of these neighborhoods in which house an almost exclusively minority population. Other attributes come from the variations in arrest and sentencing policies and practices, prison expansions, especially with for profit prisons being on the rise.

In the welfare state
In the United States, especially, the matrix of domination has implications within the welfare state. Several sociological studies on the welfare state take note of state-market relations while ignoring the salient roles held by other identities such as gender, race, class, language, and age, among others. Due to the nature of the welfare state, there has not been much regard for exploring the existence of multiple axes of oppression which has led to lineation of categories of race, class, and gender. In Politics, Gender, and Concepts, Gary Goertz and Amy Mazur assert that literature about the welfare state should focus on the relationship between social positions and social policies, as well as provide a framework for investigations into the causal effects of class, gender, and race. As such, using the idea of a matrix of domination in these kinds of studies provides a basis for empirical research on the relationship between social positions and policies, and also, for a comparison between the outcomes of social policies on marginalized and privileged women.

Benefits among class
The benefits that upper-class citizens receive from their employer are far different from that of working-class employees. This is due to the upper class taking jobs that give them a higher status or position, whereas the working class take jobs with lower status such as retail and blue-collar jobs. The most obvious benefit that differs between classes is the amount of money made. Upper-class workers receive significantly more pay than the working class, and while the upper class receive salaries, the lower class typically receive their pay based on hourly wages. Moreover, the chance of getting a raise is greater for the higher-ups. More benefits that the upper class enjoy over the working class are vacation time, flexible hours, retirement savings, and greater coverage of healthcare and insurance.

Benefits among gender
When it comes to workplace benefits such as health insurance coverage, pensions, sick leave, and disability plans, there are gender differences in whether or not these benefits are offered. Women are less likely to be offered pensions, health coverage and disability plans. In fact, high poverty rates among elderly women have been linked to lack of pension coverage. Additionally, many female heads of household remain on welfare because they cannot find jobs with adequate health insurance coverage. When it comes to union contracts, men are also twice as likely to be covered. This gender gap in benefits coverage may be due to the fact that women tend to have higher medical expenditures than males of the same age. As a result, some of the observed gap in wages between males and females in the United States could be the result of employers compensating for the higher cost of employer-sponsored health insurance. This further perpetuates gender discrimination because it means that firms who offer ESI (Employer Sponsored Insurance) will prefer to hire males. Another effect of women generally having greater healthcare expenses than men is that they are likely to place a higher value on insurance and be more inclined to pass up jobs for insurance-related reasons. This lowers the probability of obtaining jobs that pay higher wages directly and decrease a woman's bargaining power with her current employer. Indeed, health insurance has a larger (negative) effect on the job mobility of women, which they attribute to women's elevated healthcare expenses.

Wage gap among class
In the United States there is an unequal distribution of income between social classes for multiple reasons. Level of education has a great influence on average salaries. The higher the socioeconomic status (SES) of an individual the more likely they are to graduate from high school and potentially obtain a college degree, which in return increases their chances of a larger salary. The average salary of an individual with a high school diploma is about $35,000, but increases to about $60,000 by obtaining a bachelor's degree after. The gap in salary increases with each additional level of education received. Those in the lower class face more obstacles and have less opportunities to pursue additional education due to their lack of resources. The wage gap is even larger for individuals affected by poverty and racial barriers. Whites have a median income of about $71,000 while blacks have a median income of about $43,000. Statistics show that blacks make up 16% of public high school graduates, 14% of those enrolling in college, and only 9% of those receiving a bachelor's degree. At the same time, whites make up 59%, 58%, and 69%, respectively. That is a 61% difference between blacks not obtaining a bachelor's degree and whites graduating with one. Individuals in poverty already face a disadvantage in obtaining the same level of income as their upper class coworkers, but when also affected by racial barriers the chances of reaching the same income are even fewer.

Wage gap among gender
There is definitely intersectionality and inequality with women and men when it comes to wage gaps. Careers that pay well are often male dominated, and do not tolerate women and their personal needs. There has been a stable "pay gap" between men and women which has remained between 10–20% difference in their average earnings. (Women, careers and work life preferences). When discussing wage gaps between genders, scientists takes into account two questions, the first being "is there differential access jobs on the basis of gender?" and the second being, "is women’s work perceived to have less value than comparable work done by men?". When women begin to increase their numbers in certain job positions the status or value of the job decreases. Conceptualizing intersectionality through class, gender and race then identifying the barriers that create inequality in Work organizations is found in the idea of "inequality regimes". Workplaces are prominent locations to analyze the continuous efforts of inequalities because many societal inequality issues stem in such areas. In the works of Inequality Regimes: Gender, Class, and Race in Organizations, inequality in gender, race, class are examined through intersectionality in organizations. Joane Acker discussed Inequality Regimes: Gender, Class, and Race in Organizations in Sociologists for Women in Society Feminists Lecture through studies conducted using Swedish Bank. Studies have shown in the 1980s depict that wage gaps were increasing between genders. Men were being rewarded the higher paying positions such as local managers, and believed fair wages for men should be higher than fair wages for women.

Representation among class
Social class plays a large role on people's everyday life, yet their representation is not always fair. In television and popular culture, those who fall into the lower class are often portrayed differently based on if they are a woman or a man. If they are a woman, they often are portrayed as being more intelligent and responsible than their husbands, almost acting as their mothers. The male head of the household is typically portrayed as being less intelligent, with some redeeming qualities, but typically is not respected. Together they can be shown in a light that makes them seem lazy or dishonest. The upper class however, does not face these same issues with representation in the media. The man of the household takes on stereotypical male qualities, while the woman takes on stereotypical female qualities. The children in this upper class scenario are what provides entertainment value, rather than focusing on the unintelligent and unorganized adults as in the lower class model. Overall, in the upper-class family unit, they are portrayed as organized and put together, while the lower class model are portrayed as lazy and unorganized.

Representation among gender
Whether one is a manager of a fast food restaurant or the CEO of a Fortune 500 company, authority is power and power is advantage. But just like the widespread power struggle, there is a widespread equality struggle. One of the largest workplace and societal inequalities is the inequality between genders. A prime example of this is the wage gap. Women in 2016 earned, on average, 82 cents to a man's dollar. This unequal pay is part of the reason that many women are the ones to leave the workforce when it is determined that a stay-at-home parent is required; if women are contributing less to the household income, it will make less of an impact if they quit their jobs. Women are also not granted the same opportunities for employment as men. A clear example is the U.S. military. Women were banned from all combat roles until recently. In 2011, only 14 percent of the armed forces were female, and only 14 percent of officers were female. Another example is the U.S. congress. In 2015, 80 percent of the Senate was male, and only 20 was female. This numbers were similar for the House, at 80.6 percent male and 19.4 percent female. The gender composition of the military and the government, along with the wage gap, shines a lights on the gender inequality experienced right here at home, but this inequality is more greatly felt abroad. Some countries place strict limitations on women, not allowing them to vote or work or even drive a car. While the U.S. is seen as a country of dreams and opportunity, is far easier to see this when compared to an even more unequal country. The United States has been trending toward gender equality in recent years, but it has a while to go.

Research contributions
An article found in the November 1998 issue of Social Problems details the conflict involving racial domination by identifying the complexity African-Americans face. In many cases, sociologists and laypersons alike are often limited in their approach to the problem. Michelle Byng, in "Mediating Discrimination: Oppression among African-American Muslim Women"—the 1998 article—brings to focus new approaches to understanding discrimination, but also, she writes to illustrate the many overlooked opportunities in which the discriminated are able to empower themselves in certain situations.

Intersectionality in court cases
There are certain cases that are widely cited in discussing intersectional discrimination.

In DeGraffenreid vs. General Motors Emma DeGraffenreid and four other black female production workers were laid off, and took it to court claiming that the company was violating Title VII of the Civil Rights Act of 1964 because, "it perpetrated past discriminatory practices of not hiring Black females." The court looked at each of the categories, race and gender, separately therefore they missed the discrimination of a person being both African-American and female. "It was argued, black women can expect little protection as long as approaches, such as that in DeGraffenreid, which completely obscure problems of intersectionality prevail."

Another case, Maivan Lam v. University of Hawai'i, where intersectionality was the core reason behind the problem that emerged. Maivan Lam was not offered a job twice when she applied to be the Director of the Law School's Pacific Asian Legal Studies Program. Two times, the university was looking for a director and when the final offer came around, and she was the best candidate available, the university simply cancelled their search. In the first search, Professor Lam made it to the final round, but was not offered the job before the whole search was simply shut down. The second time, the position was offered to another candidate and the other candidate refused to accept, the search was simply cancelled without it being offered to Professor Lam. When Lam brought this situation up to the Dean, he suggested reopening the search so that male candidates who had not applied on time could submit their applications. It is stated, "Early in the 1989-90 academic year, the new appointments committee reviewed applications for a commercial law position. At one meeting, a male committee member stated that the Law School should not have two women teaching commercial law. This comment was reported to the Dean, who said that he recognized that the professor had difficulty dealing with women but took no action to remove him from the committee or otherwise to remedy the problem.". There was clear intersectionality as Professor Lam was not only arguing regards to race but also how her gender affected her position.

In the case, Jefferies v. Harris County Community Action Association, April 21, 1980, Dafro M. Jefferies claimed that her former employer failed to promote her to a higher position because of her race and sex. In 1967 she was employed by Harris County Community Action Association as a Secretary to the Director of Programs. She was later promoted to Personal Interviewer in 1970. Everything seemed to be moving in a positive direction for her. However, between 1971 and April 1974, Jefferies applied for promotions in various positions and departments without any luck. She realized that her employer was discriminating against her when two Field Representative positions opened. Jefferies immediately applied. However, the positions were already staffed by a white female and black male the same day that she was told about the vacant position. The company had purposefully told her about the open positions knowing that they were already filled by other staff members. After several complaints to the company, on April 23, 1974 Jefferies was placed on probation. In June 1974, she was terminated from the job because she had called the company out for discriminating against her because of her race and sex. There was clear evidence of intersectionality in this case, she argued; she was not promoted to a higher position because she was both black and a female. However, the court ultimately disagreed with her, insofar as there existed zero concrete evidence to support her case.

title: Matrix of domination


text:
User talk:Sether

Welcome!

Hello,, and welcome to Wikipedia! Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! Please sign your name on talk pages using four tildes (~~); this will automatically produce your name and the date. If you need help, check out Where to ask a question, ask me on my talk page, or place  on your talk page and someone will show up shortly to answer your questions. Again, welcome! --Flockmeal 04:43, Dec 13, 2004 (UTC)
 * The five pillars of Wikipedia
 * How to edit a page
 * Help pages
 * Tutorial
 * How to write a great article
 * Manual of Style

Origin of your user name
Can you tell me the origin of your user name. (There is one thing I feel afraid it might be, namely, a combination of Seth (from Seth Ilys) and the -er suffix.) Georgia guy 20:07, 21 May 2005 (UTC)

 * My name is Seth, and one of my friends calls me Sether. No deep meaning or anything. --Sether 20:12, 21 May 2005 (UTC)

Image Tagging for Image:BVaughan.gif
Thanks for uploading Image:BVaughan.gif. The image page currently doesn't specify who created the image, so the copyright status is therefore unclear. If you have not created the image yourself then you need to indicate why we have the right to use the image on Wikipedia (see copyright tagging below). If you have not created the image yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page.

If the image also doesn't have a copyright tag then you must also add one. If you created/took the picture then you can use GFDL to release it under the GFDL. If you believe the image qualifies under Wikipedia's fair use guidelines, please read fair use, and then use a tag such as or one of the other tags listed at Image copyright tags. See Image copyright tags for the full list of copyright tags that you can use. If you want the image to be deleted, tag it as db-unksource.

If you have uploaded other images, please check that you have specified their source and copyright tagged them, too. You can find a list of image pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "Image" from the dropdown box. Note that any unsourced and untagged images will be deleted one week after they have been uploaded, as described on criteria for speedy deletion.

This is an automated notice by OrphanBot. If you have any concerns, contact the bot's owner: Carnildo. 06:29, 4 March 2006 (UTC)

Image copyright problem with Image:Sether.jpg
Thanks for uploading Image:Sether.jpg. The image has been identified as not specifying the copyright status of the image, which is required by Wikipedia's policy on images. If you don't indicate the copyright status of the image on the image's description page, using an appropriate copyright tag, it may be deleted some time in the next seven days. If you have uploaded other images, please verify that you have provided copyright information for them as well.

For more information on using images, see the following pages:
 * Image use policy
 * Image copyright tags

This is an automated notice by OrphanBot. For assistance on the image use policy, see Image legality questions. 16:36, 27 March 2006 (UTC)

Contravene
A tag has been placed on Contravene, requesting that it be speedily deleted from Wikipedia. This has been done because the article seems to be about a person, group of people, band, club, company, or web content, but it does not indicate how or why the subject is notable (see the guidelines for notability here). If you can indicate why the subject of this article is notable, you may contest the tagging. To do this, please write  on the top of the page and leave a note on the article's talk page explaining your position. Please do not remove the speedy deletion tag yourself.

Please read the criteria for speedy deletion (specifically, articles #7) and our general biography criteria. Feel free to leave a note on my talk page if you have any questions about this. Missvain 04:38, 15 November 2006 (UTC)

Deleted page "Contravene"
Hi. A page you created, or image you uploaded, Contravene, has been [ deleted] in accordance with our speedy deletion policy, as it meets one or more of our criteria for speedy deletion. The relevant criterion is:

 * Unremarkable people, groups, companies and web content. An article about a real person, group of people, band, club, company, or web content that does not assert the importance or significance of its subject.

You are welcome to rewrite your contribution to comply with our content policies and any applicable notability guidelines (you may find this page useful). However, please do not simply re-create the page with the same content; it will be deleted again and may be protected from re-creation. You may also wish to read our introduction to editing and guide to writing your first article. If you have any questions, please contact an administrator for assistance. Thank you – Gurch 05:53, 15 November 2006 (UTC)

Orphaned non-free image (Image:EvilEntity.png)
Thanks for uploading Image:EvilEntity.png. The image description page currently specifies that the image is non-free and may only be used on Wikipedia under a claim of fair use. However, the image is currently orphaned, meaning that it is not used in any articles on Wikipedia. If the image was previously in an article, please go to the article and see why it was removed. You may add it back if you think that that will be useful. However, please note that images for which a replacement could be created are not acceptable for use on Wikipedia (see our policy for non-free media).

If you have uploaded other unlicensed media, please check whether they're used in any articles or not. You can find a list of 'image' pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "Image" from the dropdown box. Note that any non-free images not used in any articles will be deleted after seven days, as described on criteria for speedy deletion. Thank you. BetacommandBot 07:35, 17 June 2007 (UTC)

Articles for deletion nomination of Eterm
I have nominated Eterm, an article that you created, for deletion. I do not think that this article satisfies Wikipedia's criteria for inclusion, and have explained why at Articles for deletion/Eterm. Your opinions on the matter are welcome at that same discussion page; also, you are welcome to edit the article to address these concerns. Thank you for your time.Please contact me if you're unsure why you received this message. Joe Chill (talk) 00:34, 28 April 2010 (UTC)

Orphaned non-free image File:TORCS.jpg
 Thanks for uploading File:TORCS.jpg. The image description page currently specifies that the image is non-free and may only be used on Wikipedia under a claim of fair use. However, the image is currently orphaned, meaning that it is not used in any articles on Wikipedia. If the image was previously in an article, please go to the article and see why it was removed. You may add it back if you think that that will be useful. However, please note that images for which a replacement could be created are not acceptable for use on Wikipedia (see our policy for non-free media).

If you have uploaded other unlicensed media, please check whether they're used in any articles or not. You can find a list of "file" pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "File" from the dropdown box. Note that any non-free images not used in any articles will be deleted after seven days, as described in the criteria for speedy deletion. Thank you. Skier Dude2 (talk) 03:33, 18 April 2011 (UTC)

Nomination of Linux Deepin for deletion
A discussion is taking place as to whether the article Linux Deepin is suitable for inclusion in Wikipedia according to Wikipedia's policies and guidelines or whether it should be deleted.

The article will be discussed at Articles for deletion/Linux Deepin until a consensus is reached, and anyone is welcome to contribute to the discussion. The nomination will explain the policies and guidelines which are of concern. The discussion focuses on high-quality evidence and our policies and guidelines.

Users may edit the article during the discussion, including to improve the article to address concerns raised in the discussion. However, do not remove the article-for-deletion notice from the top of the article. TheChampionMan1234 11:00, 12 April 2014 (UTC)

File permission problem with File:Palisades Highlands.jpg
Thanks for uploading File:Palisades Highlands.jpg. I noticed that while you provided a valid copyright licensing tag, there is no proof that the creator of the file has agreed to release it under the given license.

If you are the copyright holder for this media entirely yourself but have previously published it elsewhere (especially online), please either
 * make a note permitting reuse under the CC-BY-SA or another acceptable free license (see this list) at the site of the original publication; or
 * Send an email from an address associated with the original publication to permissions-en@wikimedia.org, stating your ownership of the material and your intention to publish it under a free license. You can find a sample permission letter here. If you take this step, add OTRS pending to the file description page to prevent premature deletion.

If you did not create it entirely yourself, please ask the person who created the file to take one of the two steps listed above, or if the owner of the file has already given their permission to you via email, please forward that email to permissions-en@wikimedia.org.

If you believe the media meets the criteria at Non-free content, use a tag such as non-free fair use or one of the other tags listed at File copyright tags, and add a rationale justifying the file's use on the article or articles where it is included. See File copyright tags for the full list of copyright tags that you can use.

If you have uploaded other files, consider checking that you have provided evidence that their copyright owners have agreed to license their works under the tags you supplied, too. You can find a list of files you have created in [ your upload log]. Files lacking evidence of permission may be deleted one week after they have been tagged, as described on criteria for speedy deletion. You may wish to read the Wikipedia's image use policy. If you have any questions please ask them at the Media copyright questions page. Thank you. Kelly hi! 13:32, 9 October 2014 (UTC)

ArbCom elections are now open!
MediaWiki message delivery (talk) 12:54, 23 November 2015 (UTC)

Proposed deletion of Aterm

The article Aterm has been proposed for deletion because of the following concern:
 * The coverage (references, external links, etc.) does not seem sufficient to justify this article passing General notability guideline and the more detailed Notability (software) requirement. If you disagree and deprod this, please explain how it meets them on the talk page here in the form of "This article meets criteria A and B because..." and ping me back through WP:ECHO or by leaving a note at User talk:Piotrus. Thank you.

While all constructive contributions to Wikipedia are appreciated, pages may be deleted for any of several reasons.

You may prevent the proposed deletion by removing the notice, but please explain why in your edit summary or on the article's talk page.

Please consider improving the page to address the issues raised. Removing will stop the proposed deletion process, but other deletion processes exist. In particular, the speedy deletion process can result in deletion without discussion, and articles for deletion allows discussion to reach consensus for deletion. Piotr Konieczny aka Prokonsul Piotrus| reply here 10:56, 18 April 2017 (UTC)

Speedy deletion nomination of Loco Linux

A tag has been placed on Loco Linux requesting that it be speedily deleted from Wikipedia. This has been done under section G12 of the criteria for speedy deletion, because the page appears to be an unambiguous copyright infringement. This page appears to be a direct copy from https://dbpedia.org/page/Loco_Linux. For legal reasons, we cannot accept copyrighted text or images taken from other web sites or printed material, and as a consequence, your addition will most likely be deleted. You may use external websites or other printed material as a source of information, but not as a source of sentences. This part is crucial: say it in your own words. Wikipedia takes copyright violations very seriously and persistent violators will be blocked from editing.

If the external website or image belongs to you, and you want to allow Wikipedia to use the text or image — which means allowing other people to use it for any reason — then you must verify that externally by one of the processes explained at Donating copyrighted materials. The same holds if you are not the owner but have their permission. If you are not the owner and do not have permission, see Requesting copyright permission for how you may obtain it. You might want to look at Wikipedia's copyright policy for more details, or ask a question here.

If you think this page should not be deleted for this reason, you may contest the nomination by visiting the page and clicking the button labelled "Contest this speedy deletion". This will give you the opportunity to explain why you believe the page should not be deleted. However, be aware that once a page is tagged for speedy deletion, it may be deleted without delay. Please do not remove the speedy deletion tag from the page yourself, but do not hesitate to add information in line with Wikipedia's policies and guidelines. Sonofstar (talk) 16:34, 27 March 2021 (UTC)

title: User talk:Sether


text:
Austral University of Chile

Austral University of Chile (Universidad Austral de Chile or UACh) is a Chilean research university based primarily in Valdivia, with satellite campuses in Puerto Montt and Coyhaique. Founded on September 7, 1954, it is one of the eight original Chilean Traditional Universities. It operates as a nonprofit self-owned corporation under private law, and receives significant state-funding.

Foundation and early years (1942-1968)
In 1942, the Sociedad de Amigos del Arte (Society of friends of art) was formed in the city of Valdivia. Aside from promoting culture, one of the society's main goals was to establish a university in the city. The idea of creating a university was presented to the national congress in the 1950s by the senator for Valdivia, Carlos Acharán Pérez de Arce, who later succeeded in consolidating the project. In a meeting held on 16 February 1954 supporters of installing a university created a directory and proclaimed Eduardo Morales Miranda as president of it. The initial founding depended on donations from private persons including some industrial businessmen. After have been founded by decree on 7 September 1954 the university was inaugurated on 12 March 1955 by president Carlos Ibáñez del Campo. The inauguration was also attended by the rectors of the University of Chile and the States Technical University as well as the ambassadors of Venezuela and Argentina and representatives of the Netherlands, Germany and the United States.

The first degree programmes to be taught at the university were fine arts, agronomy, forestry engineering and veterinary medicine, each of which had also its own faculty.

On June 3 of 1968 UACh was granted autonomy from the University of Chile as law 16.848 was enacted. The autonomy did that UACh became allowed to decide its own plans and study programs and put the university out of the tutelage of the University of Chile.

Development (1969-1999)
During the military regime's privatization of higher education in the 1980s UACh incorporated the successor regional see of Universidad Técnica del Estado, the Instituto Profesional de Valdivia. By doing this, UACh prevented an offshoot university from being created there as it happened around the country with regional sees of major universities. With the incorporation of Instituto Profesional de Valdivia, that corresponds to present day 'Campus Miraflores, UACh started to grant bachelor degrees in engineering and got its Engineering Faculty.

In 1993 the university held the Valdivia International Film Festival for the first time to celebrate the 30th anniversary of its cinema Cine Club which has since then developed to one of the most important film festivals in Chile.

Recent history (2000-present)
With the arrival of Centro de Estudios Científicos (CECS) to Valdivia in 2000 the city was further outlined as a research center, as CECS brought expertise on biophysics, molecular physiology, theoretical physics, glaciology and climate change to the city. The arrival of CECS was seen as positive by UACh's administration since CECS research do not overlap UACh's main research areas and, as a scientific research corporation, do not compete in student enrollment. However, in 2007 UACh and CECS got involved in a controversy when the Regional Council of Los Lagos Region granted regional funds that had been put into tender to CECS without attending to the meeting where UACh's and University of Los Lagos joint project was presented. Deputy Gabriel Ascencio (DC) accused Claudio Bunster, director of CECS, of using his personal influence among politicians and the Council of Innovation for Competitiveness (of which he is member of) to gain more resources.

On Monday 3 December 2007 the Emilio Pugín building of the Faculty of Sciences caught fire. The building, located on Teja island Campus housed considerable amounts of chemicals and scientific equipment which could not be saved. Several research projects had to be halted or aborted due to loss of equipment, samples and data. Due to the spreading of toxic smoke the police had to evacuate a total of 10,000 people from Isla Teja. Firefighting companies from the neighboring cities of Osorno, La Unión and Paillaco had to come to assist to control and extinguish the fire. The building hosted the institutes of chemistry, physics, zoology, microbiology and botanics, including some laboratories. The cost of the damage was estimated at 5000 million Chilean pesos (about 10 million US dollars). Finally, 22% of the damage were not covered by the according insurances, but directly financed by the Chilean government.

On May 13 of 2008 the student federation of UACh decided to go on strike since they considered that a request list sent to the university administration was answered in too loose terms. The strike and occupation of the university by students ended in late June when the rector Victor Cubillos and the directory ceded on several points but was however still heavily criticized both from students and from sectors of the faculty where they considered that he had ceded too much to students. In April 2010 the reconstruction of the Emilio Pugin building of the Sciencie Faculty, started the competitive bidding. And in this year it would start the reconstruction. Cubillos won the 2010 election with 229 votes, 13 less than the prior election. the second term ended in June 2014.

Campus
UACh main campus, Isla Teja Campus, occupies the whole northwest of Isla Teja in Valdivia. Campus Isla Teja is the home of UACh's administration, Cine Club, botanical garden and most faculties. The botanical garden is a recreational area as well as a place of study with a total of around 950 plant species growing in its 12 ha. Most plants in the botanical garden belong to Valdivian temperate rain forest but there are others with exotic origins. The waters of Cau-Cau River that flows through the northern parts of the botanical garden allows a section of wetland plant species included in the garden.

The engineering faculty operates in Campus Miraflores located along Valdivia River south of Valdivia's Plaza de Armas. A third campus exists in Puerto Montt where business administration, speech and language pathology and aquaculture are studied. UACh has several other properties spread through Los Ríos and Los Lagos Region such as Parque Arboretum in northern Isla Teja, the Calfuco field station in the coast near Niebla and the forests of San Pablo de Tregua in the Andean foothills. A much smaller campus known as Campus Patagonia is located in Coyhaique.

Research
UACh is one of the leading universities of Chile in matters of scientific research. It was ranked second only to the University of Chile in scientific research by El Mercurio and was the third university to receive most of government Mecesup research funds in 2008. Some of the fields where UACh scientists have made contributions include:

 * Archaeology: In archeology university scientist Tom Dillehay, led the excavations of at Monte Verde, one of the earliest archaeological sites in the Americas. Another site investigated by university scientists is Chan-Chan a site that gives name to the Archaic Chan-Chan Complex.
 * Dairy technology and science: The university's Centro Tecnológico de la Leche (lit. Milk Technology Centre) have been credited by scholar Paulina Rytkönen for being behind the higher dairy productivity in Los Ríos Region when compared with adjacent Los Lagos Region.
 * Dendrochronology: Scientists at the Dendrochronology Laboratory of UACh has set up the longest dendrochronology in the Southern Hemisphere going back 5666 years. Researchers have also reconstructed the temperatures of the last 3622 years with tree rings from Fitzroya and have used a dendrochronology network of Lenga Beech, spanning from Talca to Navarino Island, to investigate global warming in the recent decades.
 * Mapudungun language: UACh is one of the main sites of Mapudungun linguistic studies and teaching. This is partly due to Professor María Catrileo Chiguailaf, who received in 2009 the Provincial Prize for Conservation of National Monuments for her studies. Her work has focused on the phonology and morpho-syntax of the Mapudungun language and especially the verb forms. Catrileo may be the only living Mapuche to have mastered Spanish, English, and Mapudungun.
 * Palaeontology: Palaeontological studies at Southern Chile have involved several UACh academics among them geoarchaeologist Mario Pino who participated at the excavation of the Quaternary fossil site of Pilauco Bajo in Osorno where the remains of a species of Gomphotherium were discovered. Two other Gomphotherium fossil sites in Los Ríos Region are planned to be excavated by university scientists in the future.
 * Virology: Researchers from the Faculty of Medicine and Faculty of Science led a series of joint medical, viral and zoological research on the transmittance of Hantavirus between rodents and humans. Hantavirus was first detected in Chile in 1995 but is believed to have been present much time before. According to Dr. Luis Zaror the most important UACh discovery regarding Hantavirus was made in 2005 when Hanta antigens were found on the salivary glands of deceased persons. UACh academics working at the Laboratory of Virology had contributed to diminish the initial mortality of Pulmonar Hantavirus with 60% in Los Ríos Region below the national average of 37%.

Scientific journals
The university publishes several scientific journals three of them, Bosque, Archivos de Medicina Veterinaria and Estudios Filológicos are part of ISI's bibliographic database. BOSQUE is published by the Faculty of Forest Science. BOSQUE's first number was published in 1975 and was yearly issued until 1985. From 1985 to 2003 it was issued twice a year and from 2003 on thrice a year. The topics covered in BOSQUE are management and production of forestry resources, wood science and technology, silviculture, forestry ecology, natural resources conservation, and rural development associated with forest ecosystems. Contributions are articles, notes and opinions, both in Spanish and English. BOSQUE became part of ISI's bibliographic database in 2009.

In matters of literature, communication science and linguistics the university has published the journal Documentos Lingüísticos y Literarios (DLL) since 1977. Documentos Lingüísticos y Literarios has two sections, one dedicated to articles and comments on literature, linguistics and communication science and another were original literary pieces are published. DLL is one of the few journals containing native Mapudungun literature and linguistic articles.

Museum network
Universidad Austral de Chile runs through its museology department several museums in Valdivia and southern Chile, including; UACh's Contemporary Art Museum, Philippi Museum on the 19th century exploration and settlement of southern Chile and Maurice van de Maele Museum on history and anthropology. The museology department has collections of indigenous artifacts including early indigenous ceramics as well as Mapuche silverwork and textiles. In addition to this there is a collection of objects from the early human settlement of Monte Verde. Other collections include 19th century clothing and toys and an extensive photographical archive dating back to 1850.

Rankings
In a 2011 university ranking of Quacquarelli Symonds the Austral University of Chile was ranked 30th among Latin American universities, 5th among Chilean universities and second among Chilean universities outside Santiago.

In El Mercurio's 2006 ranking of the "Best Universities in the Country", UACh received the highest score in "teaching quality" of any Chilean university. The same article also listed UACh second only to Universidad de Chile in research quality, and ranked the Valdivia-based university third place overall among Chilean universities. As both universities that earned higher rankings are located in Santiago (U. de Chile and Pontifical Catholic University of Chile), UACh thus became the highest ranking university in Chile outside of the nation's capital.

In the most recent Chilean university ranking released by AméricaEconomía magazine, released in 2009, UACh earned an overall ranking of 7th place, and 4th among universities outside Santiago. In the undergraduate ranking, nursing performed best with 3rd place, then medicine and agronomy at 4th place, then law at 7th place, kinesiology at 8th place and Business Administration (Ingeniería Comercial) at 10th place.

In 2006 UACh's medical students got the second highest marks in Chile in the National Medicine Exam after PUC. In 2007, though, UACh medical students dropped down to fifth place, and by 2008 they were down to sixth place.

title: Austral University of Chile


text:
Temuco Catholic University

Catholic University of Temuco (Universidad Católica de Temuco) is a university in Chile. It is a derivative university part of the Chilean Traditional Universities.

title: Temuco Catholic University


text:
Arturo Prat University

Universidad Arturo Prat is a university in Chile. It is a derivative university part of the Chilean Traditional Universities.

The university was created in 1981 from the former campus of the University of Chile in Iquique. It also has campuses in Arica, Calama, Santiago and Victoria

title: Arturo Prat University


text:
Catholic University of the Most Holy Conception

The Universidad Católica de la Santísima Concepción, translated into English as "Catholic University of the Most Immaculate Conception", is a private catholic university in Chile. It is part of the Chilean Traditional Universities.

History

The Universidad Católica de la Santísima Concepción was founded on July 10, 1991, by ordinance of the bishop of the Archdiocese of the Santísima Concepción, Monsignor Antonio Moreno Casamitjana. The regional branch campus of the Pontificia Universidad Católica de Chile in Talcahuano provided the foundation for the new university.

The university is a legally autonomous, partially state-supported, private entity. It is a member of the Council of Rectors of Chilean Universities, or Council of Rectors of Chilean Universities (Cruch), which is a network of public and private universities whose general function is to coordinate the country's university work, and of the Chilean Chapter of Catholic Universities and the International Federation of Catholic Universities (FIUC).

The Universidad Católica de la Santísima Concepción consists of seven faculties (Law, Science, Education, Engineering, Medicine, Business Management and Communications, History and Social Sciences), an Institute of Theology, and a Technological Institute, with undergraduate and graduate-level courses.

Although the university has branches in the cities of Chillán, Los Angeles, and Cañete, its main campus and administrative offices are located in the city of Concepción.

Notable alumni

 * Frank Sauerbaum, ex deputy.
 * Gonzalo Osses, poet and writer.
 * Alejandro Navarro, politician, current senator.
 * Marcelo Chávez, current deputy.


text:
Catholic University of the Maule

Catholic University of Maule (Universidad Católica del Maule, UCM) is a university in Maule, Chile. It is a derivative university part of the Chilean Traditional Universities.

This university was created in 1991, in what was the former Talca campus of the Pontifical Catholic University of Chile.

It also has a campus in Curico.

title: Catholic University of the Maule


text:
Catholic University of the North

Catholic University of the North (Spanish: Universidad Católica del Norte (UCN)) is a university in Chile. It is part of the Chilean Traditional Universities. It is located in Antofagasta, Chile. The Catholic University of the North was founded on May 31, 1956.

The current rector is Rodrigo Alda Varas.

Organization
The Catholic University of Norte has 7 faculties, 20 departments, 8 schools, 3 institutes, 7 research centres and a Scientific and Technological Park that are situated in four main locations:

 * Campus Casa Central in Antofagasta
 * Campus Guayacán in Coquimbo
 * Museum and research centre in San Pedro de Atacama
 * Sierra Vicuña Mackenna, Taltal (for astronomy purposes)

Other locations: Museums:
 * Center of MBA de la facultad de economía y administración, Calama
 * Oficinas Santiago (Representación ante el DEMRE y postulaciones)
 * Departamento de Clínicas - Facultad de Medicina
 * Al interior del Hospital San Pablo de Coquimbo
 * Frente al Hospital San Juan de Dios de La Serena
 * Museo Geológico Professor Humberto Fuenzalida V.
 * Museo Arqueológico R. P. Gustavo Le Paige de San Pedro de Atacama
 * Museo del Desierto de Atacama, Sector ruinas de Huanchaca (Alianza Enjoy-UCN Bicentenario)

Technical Training Centers:
 * Centro de Educación y Capacitación de la Universidad Católica del Norte (CeducUCN)
 * Sedes Coquimbo (Casa Central), Antofagasta y Lebu.

Faculties and Educational Programs

 * Facultad de Ciencias
 * Pregrado
 * Carrera de Química y Farmacia
 * Carrera de Licenciatura en Física. Mención en Astronomía
 * Carrera de Licenciatura en Matemática
 * Carrera de Química Ambiental - Química en Metallurgia Extractiva
 * Carrera de Analista Químico
 * Carrera de Licenciatura en Química
 * Postgrado
 * Magíster en Ciencias Mención en Matemáticas
 * Doctorado en Ciencias Mención en Matemáticas
 * Facultad de Humanidades
 * Carrera de Periodismo
 * Carrera de Psicología
 * Carrera de Pedagogía en Ingles y/o Traducción Bilingüe
 * Escuela de Derecho
 * Escuela de Arquitectura
 * Pregrado
 * Carrera de Arquitectura
 * Postgrado
 * Magíster en Arquitectura
 * Facultad de Ciencias del Mar
 * Facultad de Economía y Administración
 * Facultad de Ingeniería y Ciencias Geológicas
 * Pregrado
 * Carrera de Geología
 * Carrera de Ingeniería Civil en Computación e Informática
 * Carrera de Ingeniería Civil Industrial
 * Carrera de Ingeniería Civil Metallurgia
 * Carrera de Ingeniería Civil Química
 * Carrera de Ingeniería Ejecución en Computación e Informática
 * Carrera de Ingeniería Ejecución en Procesos Químicos
 * Carrera de Ingeniería Ejecución en Metallurgia
 * Carrera de Ingeniería Civil Ambiental
 * Postgrado
 * Magíster en Geología Económica. Mención Exploración
 * Magíster en Applicaciones de Ingeniería Ambiental
 * Programa de Doctorado en Ciencias. Mención Geología
 * Facultad Ciencias de Ingeniería y Construcción
 * Carrera de Ingeniería en Construcción
 * Carrera de Ingeniería Civil

title: Catholic University of the North


text:
University of Antofagasta

The University of Antofagasta (also referred to as UA) is a public research university located in Antofagasta, Chile. It is a derivative university part of the Chilean Traditional Universities.

History
The university was formed in 1981 via the fusion of two regional campuses of the nationwide state universities Universidad de Chile and Universidad Tecnica del Estado.

The University was founded as an extension of the mining education imparted in the region since the nineteenth century. Its objectives have been to create, promote and divulge the region's scientific, technological, cultural and artistical advancements.

title: University of Antofagasta


text:
University of Atacama

University of Atacama (Universidad de Atacama) or UDA is a university in Chile. It is part of the Chilean Traditional Universities. UDA is in Copiapó, in the Third Region, Atacama.

The university was created in 1981, as a fusion of the old Mines School of Copiapo, founded in 1857 and very prestigious in the minerals industries. This school was integrated in 1947 in early founded Universidad Técnica del Estado, being the new U.T.E. until 1981 the most important Chilean university in applied sciences and the Normal School of Copiapó, founded in 1905.

UDA has four faculties: Humanities and Education, Law, Engineering, and Natural Sciences, as well as five institutes: the Technological Institute, the Language Institute, the Center for Technical Education (CFT), the Institute for Scientific and Technological Research (IDITEC), and INSAMIN.

The University of Atacama campus houses several historical monuments, including the first steam engine to traverse Chile, between Copiapó and the port city of Caldera, in 1851.

title: University of Atacama


text:
University of Concepción

Universidad de Concepción (UdeC) is a traditional Chilean private university. The work of the Penquista community, it is one of the most prestigious in its country, and considered complex due to its extensive research in the various areas of knowledge. Founded on May 14, 1919, it is the third oldest university in Chile, and one of the 25 universities belonging to the Council of Rectors of Chilean Universities.

Its headquarters are located in the city of Concepción, and also has two other campuses in Chillán and Los Ángeles. In a citizen survey carried out in 2012, it was chosen as the symbol that most identifies Penquistas.

It was the first University created in the center-south zone of the country. Besides being the 1st to be constituted as a private law corporation and belong to the Cruz del Sur University Network, it also belongs to the G9 University Network. The University of Concepción also had a pioneering role in the reform movement of Chilean universities that took place at the end of the 1960s. It was the first Chilean university that approved the University Reform in that period (1968), giving greater participation to students in university management. The origins of the MIR (Chile) is also found amid the student movement at the University of Concepción in that period.

The main promoter of the foundation of the university was Chilean educator and lawyer Enrique Molina Garmendia, who sought to create the 1st secular university in Chile. As part of its educational line, the University of Concepción devotes a large part of its budget to academic research. It has in its facilities the most complete museum of Chilean art in the country, several sports centers and a network of 11 libraries, the main one occupying an area of 10,000 m2 with a total of 100,000 volumes.

By 2012, the total number of graduates of this house of studies amounted to 57,000. It also teaches 23,700 students, 2,166 of them graduate programs; 72% of its professors have doctorates or master's degrees; and its infrastructure, with 243,556 m2 built, is one of the largest in Chile.

It is currently accredited by the National Accreditation Commission (CNA-Chile) for the maximum period of seven years, from November 2016 to November 2023. Figure in the third position within the Chilean universities according to the webometric classification of the CSIC (July 2017) and in the third position according to the AméricaEconomía 2017 ranking as well as national and international rankings. Within the Chilean universities, it is also among the 11 that figure in the QS 2017 world university ranking, among the 10 that appear in the Times Higher Education 2017 ranking, and among the 25 that appear in the ranking of Scimago Institution Rankings (SIR) 2017, with the 3rd position nationally and 572th worldwide.

Its Concepción campus was declared a National Heritage in 2016 by the Council of National Monuments of Chile; it is the 1st and only University in Chile to have this recognition due to the design and architectural style of its environment that has been implemented in its buildings and campus-level environment since its foundation. The proclamation grants the university special protection and conservation of the campus and its space by the state; therefore, any intervention to the same has to be reported to the Council of Monuments, while any damage and type of vandalism that jeopardizes the integrity and security of the campus will be seriously penalized according to the law that regulates and covers the National Monuments, as well as the prompt construction of the 1st and only Bío Bío Technological Science Park (PACYT) in all of Chile located in the Bío-Bío Region, near the campus of the Universidad de Concepción; which at the same time will be in charge of the administration, organization, and projection of new ideas with a view to the future of it together with the Government of Chile; this initiative is going to be projected as a productive space of the future and a relevant pole of the development of the country, the place where all the creative potential will be housed, knowledge and innovations of high impact will be generated.

Background
In the late 19th and early 20th centuries, many scholars from Concepción started to plead for the construction of a university for the south of Chile where it would be possible to study professional degrees outside the capital, Santiago. However, a project of this magnitude required a high level of organization, which as yet did not exist. In February 1917, the newspaper El Sur reported: "The idea of creating a university cannot yet be possible because of 'the lack of organization of those who want to create it'."

Committee Pro-University
On March 23, 1917, the first official meeting took place to realise two goals of the citizens of Concepción: a clinical hospital and a university.

After debate, a committee was named to take charge of the construction of these two projects. The projects were closely related because the hospital would become the base of the new university's medical school. Some notable members of the committee included Enrique Molina Garmendia, Pedro Nolasco, Edmundo Larenas and Virginio Gómez.

Foundation
The commission then presented the documentation to Congress that would officially create the university. These were sent and approved, and on May 14, 1919, Enrique Molina Garmendia founded the university and became its first rector.

Nowadays, the university is funded by various organisations belonging to the "University of Concepción Corporation". The Lottery is one of the main organisations. With this funding, the University of Concepción has become one of the most modern and important universities in Chile.

Organization
The University of Concepción is divided into three campuses, located in Chillán, Los Ángeles and Concepción. The latter is the main and most important campus.

Concepción Campus
The university is located in the University District. The whole campus comprises what is known as the Ciudad Universitaria (University City), which also contains museums, sculptures and parks. Today, the campus has an area of 1,425,000 m2, of which 239,856 are built upon. It is the knowledge, science, culture, technology and research centre of the city of Concepción. The Presencia de América Latina mural by Jorge González Camarena is within the Casa del Arte on the university campus.

In 2010, the University of Concepción campus was named one of Chile's most important architectural works from the first half of the 20th century. The "Obra Bicentenario" award distinguishes works that, in the last 100 years, have changed the face of Chile's cities and most improved the quality of life of its inhabitants.

Chillán Campus
The Chillán campus was founded in 1955 with the support of many institutions such as the United Nations, the OAS, American and European universities, and others. It mainly focuses on agricultural sciences and has approximately 2,000 students, more than 100 academic staff and 250 administrative staff.

Los Ángeles Campus
The Los Ángeles campus was founded in 1962 at the request of the people of the province to the university rector, David Stitchkin Branover. Currently, it has 1,300 students and 35 full-time teachers, plus other part-time academic staff.

Schools and Departments
The University of Concepción is made up of 19 schools and departments:

 * Department of Agronomy.
 * Department of Architecture, Urban Planning and Geography.
 * Department of Biological Sciences.
 * School of Economics and Business Administration.
 * Department of Physical Sciences and Mathematics.
 * Department of Forestry.
 * School of Law and Social Sciences.
 * Department of Natural and Oceanographic Sciences.
 * Department of Chemical Sciences.
 * Department of Nursing.
 * Department of Social Sciences.
 * School of Veterinary Science.
 * School of Education.
 * Department of Pharmaceutical Chemistry.
 * School of Humanities and Arts.
 * Department of Engineering.
 * Department of Agricultural Engineering.
 * School of Medicine.
 * School of Dentistry.
 * School of Pharmacy.
 * School of Environmental Sciences

Administration
The university's current rector is Carlos Saavedra Rubilar. The university belongs to the Council of Rectors of Traditional Chilean Universities. The rectors that have directed the university have been:

title: University of Concepción


text:
University of Magallanes

University of Magallanes (UMAG) is a university in the southern Chilean city of Punta Arenas. It is a public state university and it is part of the Chilean Traditional Universities. The University of Magallanes was established in 1981 during the neoliberal reforms of the Chile's military regime as the successor of Universidad Técnica del Estado's Punta Arenas section. Universidad Técnica del Estado had established the Punta Arenas section in 1961. The University of Magallanes have campuses in Punta Arenas and Puerto Natales as well as a university centre in Puerto Williams. University of Magallanes publishes the humanities and social sciences journal Magallania twice a year.

Accreditation
The university has full accreditation in all areas and ranks among upper-middle range of universities within the country. In December, 2015 the University of Magallanes was notified by the National Accreditation Commission (CNA) of the positive evaluation in all obligatory areas (institutional management and undergraduate teaching) and electives (research, teaching graduate and interaction with medium). The University is accredited by four years until December 2019.

Faculty and institutes
Currently there are five faculties, two autonomous schools and one interdisciplinary institute which perform academic tasks (undergraduate, graduate, research and extension).
 * Faculty of Sciences
 * Faculty of Engineering
 * Faculty of Education and Social Sciences
 * Faculty of Health Sciences
 * Faculty of Law, Economy and Business
 * School of Medicine
 * Technological School
 * Patagonia Institute

History
University of Magallanes, a member of the Honorable Council of Rectors of Chilean Universities, is a corporation of public law, autonomous, with legal personality and own patrimony.

The university registers its origin in 1961, giving its first courses in Mechanics and Electricity. Through the following 50 years, it developed through various stages and denominations. It was originally created as a campus of the Technical State University. Three years later in 1964 it was denominated University College of Punta Arenas. In March 1981 it became the Magellan Professional Institute and finally on October 3 of the same year it acquired its actual formalization as University of Magallanes. Since then, it legitimizes and consolidates its position as the only state institution of higher education in the Magallanes region, with a strong tradition in the Chilean university system and quality accreditation from the time when universities were summoned to participate in these processes at the country level.

The Faculty of Engineering was one of the first to be created. The Faculty of Economics and Law was created in late 2002 as a result of academic reorganization of the former Faculty of Humanities and Social Sciences.

More recently, the Faculty of Health Sciences and the Faculty of Education and Social Sciences were created in May 2014, as a result of the reorganization of the former Faculty of Humanities, Social Sciences and Health. The School of Medicine was established in January 2014 being Dr. Marcelo Navarrete Signorile its founding director.

Curriculum innovation and the Bologna process
In 2004 the ALFA Tuning Latin America Project aimed to 'fine tune' the educational structures that exist in Latin America, initiating a debate whose aim were to identify and improve co-operation between higher education institutions, so as to develop excellence, effectiveness, and transparency. This was an independent project, promoted and coordinated by universities in many different countries, both Latin American and European.

Since 2008 to date, the university started a process of curriculum redesign to focus on competences, skills development and learning outcomes. During the redesign process the university ascribed to the Credit Transfer and Accumulation System for its graduate and postgraduate courses. As to 2015 80% of the courses are redesigned and denominated in credits.

title: University of Magallanes


text:
University of Los Lagos

The University of Los Lagos (Universidad de Los Lagos) is a university in Chile. It is a derivative university part of the Chilean Traditional Universities. It currently operates various campuses: the main campus in Osorno, and others in Ancud, Castro and Puerto Montt.

title: University of Los Lagos


text:
Playa Ancha University

Playa Ancha University of Educational Sciences (Universidad de Playa Ancha de Ciencias de la Educación), mostly known as Playa Ancha University or UPLA, is a public university in Valparaíso, Chile. It is part of the Chilean Traditional Universities, belonging to the Council of Rectors, a select group of twenty-five chilean universities. The university has two campuses: the major one in Playa Ancha, Valparaíso, and the second one in San Felipe.

History
The university was founded in 1948 as the Pedagogical Institute of the University of Chile with the intention to enhance the study of languages.

The Creation of the Pedagogical Institute (1948–1973)
The Pedagogical Institute of Valparaíso was founded in 1948, as the initiative of Oscar Guzmán Escobar, a lawyer and professor at the then Valparaíso Law School of the University of Chile, with the intention of promoting the study of Spanish and some foreign languages. It was initially located on Calle Colón in Valparaíso, in the former campus of the current School of Law of the University of Valparaíso, currently the School of Social Work of the same university. It was supported in its initiative by the professors of Valparaíso Emilio Muñoz Mena, Juan Montedónico Napoli and Pedro Contreras Valderrama, among others.

In 1950, due to the quality of its activity, and after inspection by the members of the Faculty of Philosophy and Education of the University of Chile, it received by Supreme Decree the status of State cooperator in education, its exams being valid and rendered before the official commissions designated by the Casa de Bello.

The first courses taught by the then Institute were Pedagogy in Spanish, French and English, while in 1951 a Philosophy course was created and a year later the first School of Journalism in the country and a Women's Normal School were established. The University of Chile initially contributed with very outstanding professors from Santiago, such as Héctor Castillo, Ricardo Benavides, and Professor Cedomil Goic, among others, together with outstanding professors from the region such as Juan Montedónico, Carlos Pantoja Gómez, and Félix Morales Pettorino, who formed a team that took advantage, together with teachers from the Liceo Eduardo de la Barra in Valparaíso and with people who had begun their professional training in Pedagogy, emerging as assistant professors.

Due to the request of its director and the dean of the Faculty of Philosophy and Education of the University of Chile, Mr. Eugenio Pererira Salas, Decree No. 9,118 of October 13, 1954 was issued, on the basis of which the Pedagogical Institute of the University of Chile in Valparaíso was created, which began to function as such the following year. This document was signed by the President of the Republic, Mr. Carlos Ibáñez del Campo, and his Minister of Education, Mr. Tobías Barros Ortiz.

The Military Dictatorship (1973–1990)
On September 11, 1973, a coup d'état took place, to which, according to various accounts, the University did not offer resistance, being invaded by military assault around 12:15 by the "Maipo" 2nd Infantry Regiment, despite the fact that at that time there were already few students at the University (alerted by the situation in the country). The intervention led to massive arrests of students, academics and officials. In 1981 —by decision of the military dictatorship— the Valparaíso branch of the University of Chile was separated from its main campus (located in the city of Santiago de Chile), creating the University of Valparaíso first. Two months later, in a second split, the Faculty of Education and Letters was transformed into the Instituto Profesional Academia Superior de Ciencias Pedagógicas de Valparaíso (Professional Institute of the Higher Academy of Pedagogical Sciences of Valparaíso). This transition meant the significant loss of its infrastructure and the allocation of a reduced state contribution (0.6% of the total direct fiscal contribution), in addition to other problems arising from the policies and definitions implemented by the authoritarian regime that affected academics, officials and students.

Law 18,434 of 4 September 1985, created the Playa Ancha University, which succeeded the Academia Superior de Ciencias Pedagógicas de Valparaíso and the University of Chile.

The UPLA nowadays (1990–present)
The return to democracy in 1990 brought with it the election of the first democratically elected rector by direct vote of academics, Professor Pedro Norman Cortés Larrieu being elected on that occasion. In 1991, its San Felipe campus began operating. On the other hand, there was an important development of the infrastructure: the Faculty of Arts is built in 1995, the adjacent lands to the central house are acquired, the FEUPLA is put in operation with Confech vote and the kindergarten "Colmenita" is built, with the purpose of providing room to university parents or employees of the University.

With the advent of the year 2000, the changes continue to take place. The new building of Natural and Exact Sciences is inaugurated, as well as the Faculty of Social Sciences, which offers degrees in Sociology (2002), Psychology (2013), Journalism and Library Science. The performing arts hall (for students of Theatre) is created, and moving the casino to a new location next to the Faculty of Arts. In 2008 the new University library is inaugurated.

Towards 2013, the Faculty of Health and Engineering is created, acquiring the Independencia campus. In 2012 two multipurpose domes were acquired, one located in the Patio de los Vientos, next to the Faculty of Arts, and the other in the San Felipe Campus. In 2014 the Nursing laboratories were created, in 2012 the Center for Advanced Studies (CEA) and the Vice-Rector's Office for Research, Innovation and Postgraduate Studies were installed in Viña del Mar.

In October 2014, with 71.5% of the votes in a trystman plebiscite, the elimination of the Board of Directors and the creation of a University Senate, which represents the three estates, students, officials and academics, is approved.

Emblem
The emblem of the Playa Ancha University is a lighthouse illuminating both sectors with a lone star leading the way (in reference to being at night). Its inspiration comes from the Punta Ángeles Lighthouse, created in 1837 under the presidency of José Joaquín Prieto. This is located next to the University.

Faculties and careers
The Playa Ancha University has 36 undergraduate degrees in Valparaiso (of which 3 are dual day and evening courses) and 6 in San Felipe. Additionally, it has 14 technical careers (7 in Valparaíso and 7 in San Felipe)

Humanities

 * Multilingual touristic administration
 * Geography
 * Pedagogy in Spanish language
 * Pedagogy in Philosophy
 * Pedagogy in History and Geography
 * Pedagogy in English
 * English-Spanish Translation and Interpreting

Arts

 * Design draftsman
 * Graphic design
 * Graduate in Arts
 * Pedagogy in Plastic Arts
 * Pedagogy in Musical Education
 * Pedagogy in Technological Education
 * Theatre (Acting)

Education

 * Pedagogy in Special Education
 * Preschool Education
 * Pedagogy in Primary Education
 * Pedagogy in Primary Education, with Mentions of Rural Education and Development

Natural Sciences

 * Pedagogy in Biology and Sciences
 * Pedagogy in Physics and Computing
 * Pedagogy in Mathematics and Computing
 * Pedagogy in Chemistry and Sciences

School of Cs. Physical Activity and Sport

 * Pedagogy in Physical Education, Ladies
 * Pedagogy in Physical Education, Men
 * Technology in Sports and Entertaining

Social Sciences

 * Laws
 * Librarianship
 * Journalism
 * Sociology
 * Psicology

Engineering

 * Environmental Engineering
 * Environmental Civil Engineering
 * Industrial Civil Engineering
 * Engineering in Informatics
 * Statistical Engineering

Health Sciences

 * Nursing
 * phonoaudiology
 * Kinesiology
 * Nutrition and Dietetics
 * Occupational Therapy

Organization
The Playa Ancha University has a campus in San Felipe which has been operating since 1991, in addition to its campus and university district located in Valparaiso.

In 2007 the construction of the new university library began, located near the most important buildings of the institution.

Administration
During its existence, the Playa Ancha University has belonged to the University of Chile, depending directly on the Faculty of Humanities and Letters of Santiago; and, after the 1968 University Reform, to the Valparaíso branch of the Casa de Bello, both as an Area-Faculty of Humanities, at first, and later as a Faculty of Education and Letters. This determined that its superior authorities were named Director, and later, Dean.

As a consequence of the 1981 University Reform, it became an independent entity, either as the Higher Academy of Pedagogical Sciences of Valparaíso, or as the University of Playa Ancha. Here, its superior authority is called Rector.

Directors, Pedagogical Institute of Valparaíso – University of Chile
Oscar Guzmán Escobar (1948–1955) [Private]

Milton Rossel Acuña (1955–1957)

Juan Uribe Echevarría (1957–1961)

Rodolfo Iturriaga Jamett (1961–1965)

Carlos Pantoja Gómez (1965–1969)

Deans, Faculty of Humanities/Education and Literature. Valparaiso Campus – University of Chile
Raúl Páez Boggioni (1969–1972)

Marcelo Blanc Masías (1972–1973)

Victor Leighton Gonzalez (1973–1975)

Olga Arellano Salgado (1976–1981)

Rectors, Higher Academy of Pedagogical Sciences/Playa Ancha University
Olga Arellano Salgado (1981–1987)

Mariana Martelli Ukrow (1987–1990)

Norman Cortés Larreau (1990–1998)

Oscar Quiroz Mejías (1998–2006)

Patricio Sanhueza Vivanco (2006–2026)

Notable alumni

 * Sergio Badilla Castillo
 * Yasna Provoste

title: Playa Ancha University


text:
University of La Serena

The University of La Serena (Universidad de La Serena (ULS)) is a university in Chile. It is part of the Chilean Traditional Universities. It is located 350 miles (460 kilometers) north of Santiago. The university has five campuses: three in La Serena, one in Coquimbo, and one in Ovalle. It was founded in 1981, and approximately 8,000 students are currently enrolled there.

History
The university was formed in 1981 via the fusion of two regional campuses of the nationwide state universities Universidad de Chile and Universidad Técnica del Estado.

The University was founded as an extension of the mining education imparted in the region since the nineteenth century. Its objectives have been to create, promote and divulge the region's scientific, technological, cultural and artistical advancements.

The University consists of a Main Building and 6 campuses located in La Serena, Coquimbo and Ovalle. Ignacio Domeyko arrived from Poland on June 3, 1838 to educate miners, having been hired by the Chilean Government as the Coquimbo Department's Institute of Chemistry and Mineralogy's professor.

title: University of La Serena


text:
University of La Frontera

University of the Frontier (Universidad de La Frontera) or UFRO is a public university in Temuco, Araucanía Region, Chile. It is a derivative university and part of the Chilean Traditional Universities. UFRO boasts a student body with a variety of abilities and from a variety of backgrounds, many of them are Mapuche descent.

Facilities
The university owns a property called Rucamanque, that is used for research, environmental education, and conservation. Rucamanque holds old-growth and second-growth forest.

Notable alumni

 * Pedro Cayuqueo, Mapuche activist and journalist
 * Gloria Dünkler, writer and recipient of the 2016 Pablo Neruda Award
 * Natividad Llanquileo, attorney, Mapuche activist, and member of the Chilean Constitutional Convention (2021–present)

 * Elisa Loncón, academic, Mapuche activist, and President of the Chilean Constitutional Convention (2021–2022)
 * Andrea Parra, member of the Chamber of Deputies of Chile (2018–present) and former Governor of the Malleco Province (2014–2016)

title: University of La Frontera