El día 23 de febrero a las 10 horas realizamos en la FH una reunión informativa de la asignatura.
Nuestra primera clase, completa, será el 9/3 a las 10 horas.
Por el momento, pueden encargar los materiales (menos el programa y guía de TPs que subimos aquí abajo) en New Copy por la mañana. Tels. 4752827; 155219483.
Pueden ahora descargar de este blog el programa y cronograma de la asignatura 2011.
http://www.megaupload.com/?d=MQEA3LDW
Descargar programa
Descargar instrucciones TPs
http://www.megaupload.com/?d=59IEOS33
Les recordamos a l@s alumn@s que utilizan el blog por primera vez que nos servimos de programas gratuitos para subir los archivos, programas que no siempre funcionan bien en sus versiones gratis. Si no pueden bajar los documentos por favor insistan hasta lograrlo.
Asimismo, para quienes no estén habituados a esta modalidad, les informamos que la cátedra y los estudianets utilizan el blog casi a diario una vez que la cursada está por comenzar y ya en marcha.
En cuanto al CD de bibiografía, pueden utilizar el del año pasado pero la información que tenemos ahora cabe sólo en un DVD. Debemos superar nuestro desconocimiento personal para grabar un DVD de datos que nos permita poner a disposición de los estudiantes el material electrónico. Como ven, los docentes tenemos mucho que aprender...
Hacia fines de febrero/principios de marzo podrán ver este programa desplegado en nuestro Calendario Google de actividades para el primer cuatrimestre 2011.
Les solicitamos que toda consulta o comentario respecto de la cátedra se realice únicamente a través de este blog.
¡Nos vemos el 9/3!
El equipo docente
Este es el calendario académico correspondiente al primer cuatrimestre de 2011, aprobado por el H. Consejo Académico de la Facultad de Humanidades:
INSCRIPCION A CURSADAS: 7 de marzo al 18 de marzo, todas las carreras.
REINSCRIPCION ANUAL: 7 de marzo al 18 de marzo, todas las carreras.
INICIO DE CLASES PRIMER CUATRIMESTRE: 9 de marzo de 2011.
FECHA LIMITE PARA PEDIDO DE ALTAS Y EXCEPCIONES: 31 de mayo de 2011.
TURNOS DE EXAMENES DE ABRIL S/ SUSPENSION DE CLASES:11 de abril al 15 de abril: INGLES
TURNOS DE EXAMENES DE MAYO S/ SUSPENSION DE CLASES: 16 de mayo al 20 de mayo: INGLES
FINALIZACION DEL PRIMER CUATRIMESTRE: 8 de julio de 2011.
lunes, 20 de diciembre de 2010
jueves, 9 de diciembre de 2010
History of England and US 2011 (IH1): Welcome
2011 Tentative Syllabus Download
Written & writing assignments Download
The printed materials are all available in New Copy (tels. 4752827; 155219483) and will not suffer substantial changes. We will leave a new Data DVD before Xmas with all the new materials we downloaded this year.
You can start looking back at the entries we made last year although we didn`t start the course with this blog from the very beginning.
The schedule will probably be the same we´ve had for the past 3 years or so
Sarasa Mon 10-14 whole group with lunch break in class at 12
Calvete Fri 8-10 whole group
Siccardi Wedn 10-12 and 12-14: 2 groups if there are many students. If there are few students: class 10-12 + short lunch break and optional tutorial 12-14
If in doubt, we´ll keep in touch through this blog. We will be holding a preliminary meeting in late February. We look forward to seeing you there.
Have a great vacation.
Marcela, Ana & Cristina
Written & writing assignments Download
The printed materials are all available in New Copy (tels. 4752827; 155219483) and will not suffer substantial changes. We will leave a new Data DVD before Xmas with all the new materials we downloaded this year.
You can start looking back at the entries we made last year although we didn`t start the course with this blog from the very beginning.
The schedule will probably be the same we´ve had for the past 3 years or so
Sarasa Mon 10-14 whole group with lunch break in class at 12
Calvete Fri 8-10 whole group
Siccardi Wedn 10-12 and 12-14: 2 groups if there are many students. If there are few students: class 10-12 + short lunch break and optional tutorial 12-14
If in doubt, we´ll keep in touch through this blog. We will be holding a preliminary meeting in late February. We look forward to seeing you there.
Have a great vacation.
Marcela, Ana & Cristina
martes, 7 de diciembre de 2010
IHI Midterm
Thanks everybody for participating in the course and the exam today. We enjoyed your oral presentations very much.
The ff students need to take the test again this Friday at 10am: Peralta, Ortiz, Luchetti (will receive an email right after I finish posting this comment)
All the rest have passed the oral & will start receiving emails with grades tomorrow Wednesday (this will take some time).
If you want to have your own IHI drinks session, pls start planning it.
Last but not least, if you want to take History of England and the US 2011, pls read this blog tomorrow.
Keep in touch
The ff students need to take the test again this Friday at 10am: Peralta, Ortiz, Luchetti (will receive an email right after I finish posting this comment)
All the rest have passed the oral & will start receiving emails with grades tomorrow Wednesday (this will take some time).
If you want to have your own IHI drinks session, pls start planning it.
Last but not least, if you want to take History of England and the US 2011, pls read this blog tomorrow.
Keep in touch
viernes, 3 de diciembre de 2010
History in MC & Wind by P. Erdicoborda
Jordan’s Michael Collins represents events in Irish history from 1916 to 1923 by exploring the birth of the Irish Free State and the struggle for Independence through the life of its most representative leader. For its part, Loach’s production The Wind that Shakes the Barley examines the War of Independence and the onset of the Civil War though the private life of two brothers. As Jordan and Loach belong to different historical traditions, they illustrate historical events differently: while Jordan stresses the role of individuals, Loach conceives history as an impersonal process that shapes the life of individuals.
In Michael Collins, the focus is on the character. At the beginning of this cinematographic production the audience is told that the period covered in the film was defined by Michael Collins. In this light, the changes in history are presented as the result of the Irish leader’s actions. Moreover, in Jordan’s work, Collins, Bolland, and De Valera are portrayed as the ones who struggle in order to make Ireland free from the British Empire. After the Anglo-Irish Treaty is signed, this political triangle is broken since Collins favors the Treaty and Bolland and De Valera disapprove of it. Even after this rupture, the main focus of the film is still on Michael Collins who is portrayed as the principal causal agent in the fighting for Irish Independence.
For its part, The Wind that Shakes the Barley exhibits a conception of history as a process in which the characters’ lives are shaped by their context. For instance, Damian – one of the main characters – sacrifices his professional career as a doctor in order to join his brother Teddy in the struggle for freedom. Then, after the Anglo-Irish Treaty is signed, the brothers find themselves confronted in a Civil War since Teddy favors the Treaty and Damian rejects it. Therefore, these two men who had fought side by side during the struggle for independence become enemies in the Civil War. In this light, The Wind that Shakes the Barley portrays how history changes the life of individuals and how their choices are shaped by the historical context they live in.
In brief, even though both cinematographic productions revisit Ireland`s past, the way in which history is conceived by the directors is different. Michael Collins highlights the role of the individual in the making of history while The Wind that Shakes the Barley shows how historical events transform community life.
In Michael Collins, the focus is on the character. At the beginning of this cinematographic production the audience is told that the period covered in the film was defined by Michael Collins. In this light, the changes in history are presented as the result of the Irish leader’s actions. Moreover, in Jordan’s work, Collins, Bolland, and De Valera are portrayed as the ones who struggle in order to make Ireland free from the British Empire. After the Anglo-Irish Treaty is signed, this political triangle is broken since Collins favors the Treaty and Bolland and De Valera disapprove of it. Even after this rupture, the main focus of the film is still on Michael Collins who is portrayed as the principal causal agent in the fighting for Irish Independence.
For its part, The Wind that Shakes the Barley exhibits a conception of history as a process in which the characters’ lives are shaped by their context. For instance, Damian – one of the main characters – sacrifices his professional career as a doctor in order to join his brother Teddy in the struggle for freedom. Then, after the Anglo-Irish Treaty is signed, the brothers find themselves confronted in a Civil War since Teddy favors the Treaty and Damian rejects it. Therefore, these two men who had fought side by side during the struggle for independence become enemies in the Civil War. In this light, The Wind that Shakes the Barley portrays how history changes the life of individuals and how their choices are shaped by the historical context they live in.
In brief, even though both cinematographic productions revisit Ireland`s past, the way in which history is conceived by the directors is different. Michael Collins highlights the role of the individual in the making of history while The Wind that Shakes the Barley shows how historical events transform community life.
jueves, 2 de diciembre de 2010
For Everybody...
OUP's Free Student Researcher Toolkit. Online at:
http://www.oup.com/uk/orc/bin/9780199202959/01student/toolkit/page_01.htm
http://www.oup.com/uk/orc/bin/9780199202959/01student/toolkit/page_01.htm
Imelda`s Silence by P. Pereira
In William Trevor´s novel, Fools of Fortune, Imelda, Willie and Marianne´s daughter, is portrayed as a special child. On the one hand, the girl can be seen as the flawed offspring of these two cousins. On the other hand, she can also embody the virtues of a saint who has a holy mind. Her immersion in past tragic events could have caused her mental condition and subsequent muteness. However, her very same handicaps seem to be responsible for her gift of performing miracles, according to the view of her local community and of her parents. In this light, Imelda´s silence can be considered as “positive, even redemptive and saintly.”
From an early age, Imelda had been exposed by her mother to a flow of stories related to Irish political and religious conflicts. These tales mingled wars, family tragedies, historical accounts, and Celtic mythodology. As a result, Imelda became so overwhelmed and obsessed with these past atrocities, that she eventually became deeply deranged. When she felt that she could no longer escape her reality, Imelda became silent for life. At this point, her family and the local community virtually canonized her as a saint, even those at her Catholic school who had used to despise her for being a Protestant.
From then on, Imelda was seen as holy child, who had the power to perform miracles. For instance, she would cure a woman of dementia and a man of cataracts. Her serene smile was considered as an indication of her joy and her silence as the healer of collective atrocities of the past—of Willie´s guilt for his own act of violence and abandonment of his family, and of her family´s past wounds. In this way, Imelda´s silence would mitigate other people´s suffering caused by public and private tragedies.
In short, Imelda can be seen as having sacrificed her life so as to heal deep wounds inflicted on Ireland and her family by political and religious confrontations. In this light, Imelda´s silence can be considered as positive, redemptive and saintly.
From an early age, Imelda had been exposed by her mother to a flow of stories related to Irish political and religious conflicts. These tales mingled wars, family tragedies, historical accounts, and Celtic mythodology. As a result, Imelda became so overwhelmed and obsessed with these past atrocities, that she eventually became deeply deranged. When she felt that she could no longer escape her reality, Imelda became silent for life. At this point, her family and the local community virtually canonized her as a saint, even those at her Catholic school who had used to despise her for being a Protestant.
From then on, Imelda was seen as holy child, who had the power to perform miracles. For instance, she would cure a woman of dementia and a man of cataracts. Her serene smile was considered as an indication of her joy and her silence as the healer of collective atrocities of the past—of Willie´s guilt for his own act of violence and abandonment of his family, and of her family´s past wounds. In this way, Imelda´s silence would mitigate other people´s suffering caused by public and private tragedies.
In short, Imelda can be seen as having sacrificed her life so as to heal deep wounds inflicted on Ireland and her family by political and religious confrontations. In this light, Imelda´s silence can be considered as positive, redemptive and saintly.
miércoles, 1 de diciembre de 2010
Imelda´s Silence by M.G. Díaz
In Trevor´ s novel Fools of Fortune every single character, event and circumstance conspire with silence. The unspoken is the recurrent motif that pervades the story of the Quintons and of those who share their lives from the beginning of the tale right until the end. Even the narrative structure of the novel conveys the idea of a gradually decreasing verbalization of accounts since the different sections of the book show the largest number of pages in the first part and a diminishing number in the folowing sections until we are left with only a few pages in the final part. In this way, silence is the most important – yet invisible – character in the story. A more visible one is Imelda: the mute child that is the offspring of two sinful parents and who becomes the venerated saint of her community, a middle- aged woman who will remain an eternal child. Imelda´ s silence has often been regarded as a sign of her sanctity and her complete devotion to God by many literary critics. It has more than once been perceived as a positive and saintly consequence of her – and her parents´- actions in life. However, as Richard Russell puts forward in his essay “The Tragedy of Imelda´ s Terminal Silence” her muteness “suggests her unhappiness… and her parents´ perverse mythologizing project (which would be part of) the structural trajectory of the novel toward silence.”
Imelda´ s silence can be perceived as a clear sign of her unhappiness mainly because her muteness is a mask for the internal battles that are repeatedly fought in her mind: Imelda´ s childhood was pervaded by the terrible accounts of the tragic events that had taken place at Kilneagh; these images of death and horror were the ones paving the way toward her withdrawal . Then, it is also possible to state that part of that unhappiness disguised by her silence could be attributed to Imelda herself, since her inquisitive nature drove her to constantly read her mother´ s secret diaries and to frequently eavesdrop on other people´ s conversations about how her father had killed Sgt Rudkin in cold blood. Moreover, her inability to speak also suggests an inability to talk things out and make amends with her family´ s past. In addition, she is the end of the line for the Quintons while any possible hint of forgiveness will also die with her. In this way, Trevor leaves us readers with a sense of hopelessness since by now it is clear that the circle of violence started up by Imelda´ s ancestors continues in her since her condition has left her forever frozen in time, endlessly returning to the moment when death struck her family.
Yet, Imelda is not the only one to blame for the unhappiness concealed by her silence since both her parents largely contributed to her condition as well. In the final scene of the novel we can see Willie and Marianne reunited. However, they do not speak about the past; they are simply satisfied to see their daughter in a state they would naively consider as peaceful. They are happy just to be safe from all the pain and suffering that had been present in their lives. They both misread their daughter´ s silence as something sacred, a God- given gift, to avoid confronting the more awkward truth: they are to blame for their tragedies as well. Willie avenged his family´ s death by killing his father´ s and sisters´ murderer while Marianne filled up her daughter´ s head with unnecessary brutal details of their sorrows without feeling remorse or considering the consequences. They might find comfort in their daughter´ s silence as a way of justifying their own sins, but their own actions involve something more perverse than their simply thinking that her muteness is an atonement for their behaviour: Imelda´ s silence reflects their own silence as well. Not a word is spoken about the past when they are reunited in the final scene of the novel. It seems that justifying Imelda´s silence as part of her sanctity is less painful than confronting the fact that neither them has – or will ever be- able to forgive but only to forget.
Imelda´ s silence can be perceived as a clear sign of her unhappiness mainly because her muteness is a mask for the internal battles that are repeatedly fought in her mind: Imelda´ s childhood was pervaded by the terrible accounts of the tragic events that had taken place at Kilneagh; these images of death and horror were the ones paving the way toward her withdrawal . Then, it is also possible to state that part of that unhappiness disguised by her silence could be attributed to Imelda herself, since her inquisitive nature drove her to constantly read her mother´ s secret diaries and to frequently eavesdrop on other people´ s conversations about how her father had killed Sgt Rudkin in cold blood. Moreover, her inability to speak also suggests an inability to talk things out and make amends with her family´ s past. In addition, she is the end of the line for the Quintons while any possible hint of forgiveness will also die with her. In this way, Trevor leaves us readers with a sense of hopelessness since by now it is clear that the circle of violence started up by Imelda´ s ancestors continues in her since her condition has left her forever frozen in time, endlessly returning to the moment when death struck her family.
Yet, Imelda is not the only one to blame for the unhappiness concealed by her silence since both her parents largely contributed to her condition as well. In the final scene of the novel we can see Willie and Marianne reunited. However, they do not speak about the past; they are simply satisfied to see their daughter in a state they would naively consider as peaceful. They are happy just to be safe from all the pain and suffering that had been present in their lives. They both misread their daughter´ s silence as something sacred, a God- given gift, to avoid confronting the more awkward truth: they are to blame for their tragedies as well. Willie avenged his family´ s death by killing his father´ s and sisters´ murderer while Marianne filled up her daughter´ s head with unnecessary brutal details of their sorrows without feeling remorse or considering the consequences. They might find comfort in their daughter´ s silence as a way of justifying their own sins, but their own actions involve something more perverse than their simply thinking that her muteness is an atonement for their behaviour: Imelda´ s silence reflects their own silence as well. Not a word is spoken about the past when they are reunited in the final scene of the novel. It seems that justifying Imelda´s silence as part of her sanctity is less painful than confronting the fact that neither them has – or will ever be- able to forgive but only to forget.
martes, 30 de noviembre de 2010
IHI News
Williams, R. Keywords. A Vocabulary of Culture and Society. Google Books http://books.google.com.ar/books?id=KnNWD9EYCGgC&printsec=frontcover&dq=Williams+%2B+keywords&source=bl&ots=YjZNV_s_lR&sig=xhY7T1XVZkO5JuoUs46cYE3Zqfk&hl=es&ei=gy_1TJ30IoL78Aaho6mLBw&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDsQ6AEwAw#v=onepage&q&f=false.
Or Scribd. http://www.scribd.com/doc/27962095/Raymond-Williams-Keywords-A-vocabulary-of-culture-and-society.
Oral Midterm Tues 7th.
10:00: Salandro-Gòmez Ferrante
10:15: Peralta-Ortiz-Luchetti.
10:35: De Marco-Alessandria
10:55: Garnica-Lesca-Zanetto
11:15: Lucas-Lunghi-Martìnez A
11:35: Nario-Gòmez P-Bentivegna
11:55: Casado, Zagame, Jensen
12:15: Reynoso, Malvestitti, Martìnez F.
12:35: Barnech, Fischbach, Parise
12:55: Altamiranda-Goyeneche-Ormazàbal
13:15: Furlan, Arias-Di Virgilio
If you're not on this list, pls write a message below.
Each person will have only 5' (five minutes) to develop his/her part of the presentation. Presentation must include printed list of bibliographical references, while printed handouts are optional.
Keep in touch through the blog
Or Scribd. http://www.scribd.com/doc/27962095/Raymond-Williams-Keywords-A-vocabulary-of-culture-and-society.
Oral Midterm Tues 7th.
10:00: Salandro-Gòmez Ferrante
10:15: Peralta-Ortiz-Luchetti.
10:35: De Marco-Alessandria
10:55: Garnica-Lesca-Zanetto
11:15: Lucas-Lunghi-Martìnez A
11:35: Nario-Gòmez P-Bentivegna
11:55: Casado, Zagame, Jensen
12:15: Reynoso, Malvestitti, Martìnez F.
12:35: Barnech, Fischbach, Parise
12:55: Altamiranda-Goyeneche-Ormazàbal
13:15: Furlan, Arias-Di Virgilio
If you're not on this list, pls write a message below.
Each person will have only 5' (five minutes) to develop his/her part of the presentation. Presentation must include printed list of bibliographical references, while printed handouts are optional.
Keep in touch through the blog
Prof. de Inglés: Ingreso 2011
Ingreso Profesorado de Inglés, UNMDP 2011:
Les informamos que el día martes 7 de Diciembre a las 18 hs. se realizará una reunión informativa para los interesados en ingresar al Profesorado de Inglés. Lugar: Fac de Humanidades, Dpto Lenguas Modernas, FUNES 3350 CUERPO III - NIVEL II lenguasmodernasmdp.blogspot.com
Se agradece su difusión.
Les informamos que el día martes 7 de Diciembre a las 18 hs. se realizará una reunión informativa para los interesados en ingresar al Profesorado de Inglés. Lugar: Fac de Humanidades, Dpto Lenguas Modernas, FUNES 3350 CUERPO III - NIVEL II lenguasmodernasmdp.blogspot.com
Se agradece su difusión.
lunes, 29 de noviembre de 2010
ICI Midterm Results
The ff students will need to take the test again:
Atienza
Figueroa
Fischbach
Tranier
Zanetto
If there are no holidays we'll have the make up Friday 3rd noon. If there is a holiday, we`ll post instructions on this blog so that you can write the test online and cut & paste the body of your test in a virus/error free email.
As to the oral, pls keep in touch through the blog too. Let's hope there is no administrative holiday on Thursday.
The ff people don't need to take the written again: Afonso, Barnech, Campaña, Dìaz, Duràn, Echaniz, Erdicoborda, Grasso, Joglar, Pereira, Perrotta. Quesada, Rodrìguez.
Will leave the texts tomorrow Tuesday in History pigeonhole at 10am. If you have any doubts we can meet tomorrow noon in MM3 after my class. Otherwise keep in touch only through the blog.
These were the instructions for the written, in case you want to check corrections.See you tomorrow or on Thursday.
Page 1. Choose ONE option and explain why you consider Imelda’s silence EITHER “as positive, even redemptive and saintly” OR as “suggest{ing} Imelda's unhappiness… and her parents' perverse mythologizing project {which would be part of} the tragic structural trajectory of the novel toward silence.” (Russell 2006) (300/350 words = 30/35 lines; leave a line in between). 50 p.
Page 2. Loach's and Jordan's productions about the 1916-1922 period are steeped in different historical traditions. While Jordan stresses the role of the individual, Loach puts forward his conception of history as a process, where the characters' choices are shaped by their historical context. Illustrate (do not criticize or compare/contrast we have already stated/already know that the productions are different) how MC and Wind exemplify their makers’ respective conceptions about history. (300/350 words = 30/35 lines; leave a line in between). 50 p.
Atienza
Figueroa
Fischbach
Tranier
Zanetto
If there are no holidays we'll have the make up Friday 3rd noon. If there is a holiday, we`ll post instructions on this blog so that you can write the test online and cut & paste the body of your test in a virus/error free email.
As to the oral, pls keep in touch through the blog too. Let's hope there is no administrative holiday on Thursday.
The ff people don't need to take the written again: Afonso, Barnech, Campaña, Dìaz, Duràn, Echaniz, Erdicoborda, Grasso, Joglar, Pereira, Perrotta. Quesada, Rodrìguez.
Will leave the texts tomorrow Tuesday in History pigeonhole at 10am. If you have any doubts we can meet tomorrow noon in MM3 after my class. Otherwise keep in touch only through the blog.
These were the instructions for the written, in case you want to check corrections.See you tomorrow or on Thursday.
Page 1. Choose ONE option and explain why you consider Imelda’s silence EITHER “as positive, even redemptive and saintly” OR as “suggest{ing} Imelda's unhappiness… and her parents' perverse mythologizing project {which would be part of} the tragic structural trajectory of the novel toward silence.” (Russell 2006) (300/350 words = 30/35 lines; leave a line in between). 50 p.
Page 2. Loach's and Jordan's productions about the 1916-1922 period are steeped in different historical traditions. While Jordan stresses the role of the individual, Loach puts forward his conception of history as a process, where the characters' choices are shaped by their historical context. Illustrate (do not criticize or compare/contrast we have already stated/already know that the productions are different) how MC and Wind exemplify their makers’ respective conceptions about history. (300/350 words = 30/35 lines; leave a line in between). 50 p.
English History Quiz
Pls bring the ff to class tomorrow
1. List down in chronological order the names of invaders/conquerors/settlers of England from 2000BC to AD1066
2. Classify the effects of the Norman Conquest
3. Narrate the main achievements of Henry II's reign
4. Describe the nature of the relationship between the Crown & the barons between the years 1215-1327
5. List down and sum up the crises/catastrophes of the 14th century (you may need to cover disasters in the 15th c., as well)
6. Analyze the causes & effects of the break with Rome.
7. Categorize in chronological order the main issues at stake during Elizabeth's reign
8. Organize conceptually the problems faced by the early Stuarts. What was their outcome?
9. Clarify the causes & effects of the Glorious Revolution.
1. List down in chronological order the names of invaders/conquerors/settlers of England from 2000BC to AD1066
2. Classify the effects of the Norman Conquest
3. Narrate the main achievements of Henry II's reign
4. Describe the nature of the relationship between the Crown & the barons between the years 1215-1327
5. List down and sum up the crises/catastrophes of the 14th century (you may need to cover disasters in the 15th c., as well)
6. Analyze the causes & effects of the break with Rome.
7. Categorize in chronological order the main issues at stake during Elizabeth's reign
8. Organize conceptually the problems faced by the early Stuarts. What was their outcome?
9. Clarify the causes & effects of the Glorious Revolution.
viernes, 26 de noviembre de 2010
lunes, 22 de noviembre de 2010
ICI - Wind - Pre & Post
domingo, 21 de noviembre de 2010
jueves, 18 de noviembre de 2010
ICI Textual Interventions
Download
Cut & paste http://rapidshare.com/files/431603055/TextualIntervention.doc
Cut & paste http://rapidshare.com/files/431603055/TextualIntervention.doc
miércoles, 17 de noviembre de 2010
IHI_ Bill of Rights and other links
Hi guys...here you are two important links for our classes on Bill of Rights...
Bill of Right (document)
“The Bill of Rights, 1689” in The Avalon Project: Documents in Law, History and Diplomacy. Yale Law School. http://avalon.law.yale.edu/17th_century/england.asp
Interesting video on the Glorious Revolution. (Worth watching!)
“1688 - The First Modern Revolution” Prof Steve Pincus interviewed by Marylin Wilkes in The MacMillan Report, Yale University. Online at http://www.youtube.com/watch?v=W-tHvXuIaiw
See you next class and have a nice long weekend. Ana
Bill of Right (document)
“The Bill of Rights, 1689” in The Avalon Project: Documents in Law, History and Diplomacy. Yale Law School. http://avalon.law.yale.edu/17th_century/england.asp
Interesting video on the Glorious Revolution. (Worth watching!)
“1688 - The First Modern Revolution” Prof Steve Pincus interviewed by Marylin Wilkes in The MacMillan Report, Yale University. Online at http://www.youtube.com/watch?v=W-tHvXuIaiw
See you next class and have a nice long weekend. Ana
lunes, 15 de noviembre de 2010
IHI Tuesday Notes
Fourth Time lucky?
Here´s the reuploaded repaired file
Fingers crossed...
Download
Link working fine
Cut & paste just in case http://www.megaupload.com/?d=NMTLUEL3
Here´s the reuploaded repaired file
Fingers crossed...
Download
Link working fine
Cut & paste just in case http://www.megaupload.com/?d=NMTLUEL3
viernes, 12 de noviembre de 2010
jueves, 11 de noviembre de 2010
IHI_TP4_Reformation_Break with Rome_Henry VIII_Elizabeth
Here you are all the final versions of TP4 received by 2pm today.
See you,
Ana
http://www.megaupload.com/?d=QKHY3A0U
http://www.megaupload.com/?d=QKHY3A0U
See you,
Ana
http://www.megaupload.com/?d=QKHY3A0U
http://www.megaupload.com/?d=QKHY3A0U
martes, 9 de noviembre de 2010
Final Checking IHI Assignments
Let's see if it's all right now...
Ormazábal, Ortiz: e-mail corrected TP4 to Ana ASAP
Marcela has already assigned topics for TP5 to be delivered in oral & written form during the first part of nexr Tuesday class (presentation of assignments will take no more than 45' (10' each assignment at most), the remainder 75' will be a lecture on Charles II--see Google calendar)
Students who take TP5 (again: written as usual + 10' presentation all in all)
Antía, De Marco, Fernández Leo, Luchetti, Ortiz, Ormazábal, Peralta, Reynoso.
Thank you very much
Ormazábal, Ortiz: e-mail corrected TP4 to Ana ASAP
Marcela has already assigned topics for TP5 to be delivered in oral & written form during the first part of nexr Tuesday class (presentation of assignments will take no more than 45' (10' each assignment at most), the remainder 75' will be a lecture on Charles II--see Google calendar)
Students who take TP5 (again: written as usual + 10' presentation all in all)
Antía, De Marco, Fernández Leo, Luchetti, Ortiz, Ormazábal, Peralta, Reynoso.
Thank you very much
lunes, 8 de noviembre de 2010
Checking IHI Assignments
Could the ff students pls bring all their assignments (TPs--i.e. all versions, drafts, copies for uploading, etc) to class tomorrow? We´ll take some 15' minutes after class updating/checking our records. If you sent electronic version pls print them together w/mails & comments
Antía
Bentivegna
De Marco
Fernández, Leo
Garnica
Gómez Ferrante
Jensen
Luchetti
Malvestitti
Martínez Flor.
Nario
Ormazábal
Ortiz, Lucas
Parise
Peralta
Reynoso
Salandro
Zagame
Zanetto
Thanks in bunches
Antía
Bentivegna
De Marco
Fernández, Leo
Garnica
Gómez Ferrante
Jensen
Luchetti
Malvestitti
Martínez Flor.
Nario
Ormazábal
Ortiz, Lucas
Parise
Peralta
Reynoso
Salandro
Zagame
Zanetto
Thanks in bunches
IHI_Deadline for editing & re-writing TP4
Hi everyone,
Deadline for sending me final copy of TP4 for uploading: Thursday Nov 11 at 2pm.
See you,
Ana
Deadline for sending me final copy of TP4 for uploading: Thursday Nov 11 at 2pm.
See you,
Ana
sábado, 6 de noviembre de 2010
Teaching and Acting
English teachers as frustrated actors download
Writing topics (edit carefully before emailing)
Maybe these lines from W.H. Auden's poem "September 1 1939" can help you with cyclical & transgenerational violence in Fools:
.....................
I and the public know
What all schoolchildren learn,
Those to whom evil is done
Do evil in return.
....................
Writing topics (edit carefully before emailing)
Maybe these lines from W.H. Auden's poem "September 1 1939" can help you with cyclical & transgenerational violence in Fools:
.....................
I and the public know
What all schoolchildren learn,
Those to whom evil is done
Do evil in return.
....................
miércoles, 3 de noviembre de 2010
ICI Roleplay Friday
This is the roleplay we will be doing in class. Pls bring all your reading materials.
Thank you.
Download
Thank you.
Download
martes, 2 de noviembre de 2010
More Fools of Fortune
Download
I'm rather pressed for time this week (ditto next).
Pls do not email any more writings about "fools of fortune." We already have three samples online.
I'll be gladly receiving those textual interventions that only require minor editing (as I have indicated to their authors).
As for new textual interventions & writings about Imelda´s condition or cyclical / transgenerational violence pls edit the form, content and logical/conceptual organization of your texts really really carefully to see if they truly fulfill the requirements that have been requested or address the issues under discussion. It takes a lot of time + loads of visual and psychomotor effort on my part to correct your electronic drafts on screen. Let's all make sure we make the most of our time, a highly underrated commodity.
Thanks a lot, keep up the good work
I'm rather pressed for time this week (ditto next).
Pls do not email any more writings about "fools of fortune." We already have three samples online.
I'll be gladly receiving those textual interventions that only require minor editing (as I have indicated to their authors).
As for new textual interventions & writings about Imelda´s condition or cyclical / transgenerational violence pls edit the form, content and logical/conceptual organization of your texts really really carefully to see if they truly fulfill the requirements that have been requested or address the issues under discussion. It takes a lot of time + loads of visual and psychomotor effort on my part to correct your electronic drafts on screen. Let's all make sure we make the most of our time, a highly underrated commodity.
Thanks a lot, keep up the good work
domingo, 31 de octubre de 2010
ICI - Ken Loach
I include here an interesting file that Silvina Joglar organized with information about Ken Loach's work, including an interview with the director.
download
download
sábado, 30 de octubre de 2010
IHI- Wednesday 3rd
Do work on the brief guide for "Petition of Right" as scheduled. We'll discuss your answers in class. Kagan's text "England and France in the Seventeenth Century" may also be helpful. It's included in your course pack.
Have a nice week-end. See you, M
Have a nice week-end. See you, M
viernes, 29 de octubre de 2010
jueves, 28 de octubre de 2010
IHI_Class on Civil Wars: Causes
Hi everyone,
Please, print and read these primary sources for our class on Wed (10-12 and 12-14). You also have to bring your copies on Morgan and Kishlansky. We will devote our class to the causes of the Civil Wars and the analysis of these primary sources that may lead us to understand such event better.
http://www.megaupload.com/?d=CIZHKTCR
See you,
Ana
Please, print and read these primary sources for our class on Wed (10-12 and 12-14). You also have to bring your copies on Morgan and Kishlansky. We will devote our class to the causes of the Civil Wars and the analysis of these primary sources that may lead us to understand such event better.
http://www.megaupload.com/?d=CIZHKTCR
See you,
Ana
IHI Assignment 4
These are the assignments we have received
Alessandria-De Marco
Altamiranda-Goyeneche
Arias-Di Virgilio-Furlan
Barnech-Fischbach
Bentivegna-Nario-Gómez
Casado-Jensen-Zagame
Fernández, Leo-Reynoso
Garnica-Lesca-Zanetto
Gómez Ferrante-Salandro
Lucas-Lunghi-Martínez Maca
Malvestitti-Martínez Flor
Ormazábal-Ortiz
Alessandria-De Marco
Altamiranda-Goyeneche
Arias-Di Virgilio-Furlan
Barnech-Fischbach
Bentivegna-Nario-Gómez
Casado-Jensen-Zagame
Fernández, Leo-Reynoso
Garnica-Lesca-Zanetto
Gómez Ferrante-Salandro
Lucas-Lunghi-Martínez Maca
Malvestitti-Martínez Flor
Ormazábal-Ortiz
Asueto en la UNMdP
Miércoles, 27 de Octubre de 2010. http://www.mdp.edu.ar/
Asueto en la UNMdP
Teniendo en cuenta el fallecimiento del ex presidente de la República Argentina, Néstor Kirchner, la Universidad Nacional de Mar del Plata decreta asueto para el día jueves 28 de octubre y adhiere al duelo nacional.
A short language lesson:
Public mourning (duelo) is not the same as a short holiday/day off/day's holiday (holy day--asueto)
There are three decreed days of federal mourning, while the UNMDP has decreed a holiday only for today, the first day of mourning. If in doubt, check the UNMDP homepage as we did yesterday.
Asueto en la UNMdP
Teniendo en cuenta el fallecimiento del ex presidente de la República Argentina, Néstor Kirchner, la Universidad Nacional de Mar del Plata decreta asueto para el día jueves 28 de octubre y adhiere al duelo nacional.
A short language lesson:
Public mourning (duelo) is not the same as a short holiday/day off/day's holiday (holy day--asueto)
There are three decreed days of federal mourning, while the UNMDP has decreed a holiday only for today, the first day of mourning. If in doubt, check the UNMDP homepage as we did yesterday.
ICI Writing
Explain the following quote adapted from Beards’ review of Fools of Fortune: All characters, “[e]ven minor [ones…] fall victim to [larger, historical] forces they neither understand nor control, "fools of fortune" to the end.”
Congratulations, Silvina!!!
Download
Congratulations, Silvina!!!
Download
martes, 26 de octubre de 2010
ASUETO ACADEMICO JUEVES 28
A LA COMUNIDAD UNIVERSITARIA DE LA FACULTAD DE HUMANIDADES:
A raíz de constatar que muchos de nuestros docentes están afectados al Censo Nacional se comunica que el Jueves 28 de noviembre hay asueto académico en la Facultad de Humanidades.
Atte,
Dr. LUIS PORTA
Secretario Académico
Esto significa que la tarea grupal de intervención textual debe ser enviada por mail.
Saludos, Marcela
A raíz de constatar que muchos de nuestros docentes están afectados al Censo Nacional se comunica que el Jueves 28 de noviembre hay asueto académico en la Facultad de Humanidades.
Atte,
Dr. LUIS PORTA
Secretario Académico
Esto significa que la tarea grupal de intervención textual debe ser enviada por mail.
Saludos, Marcela
lunes, 25 de octubre de 2010
jueves, 21 de octubre de 2010
miércoles, 20 de octubre de 2010
IHI--Assignment N° 4
Hi everyone: Pls email assignment 4 to mcsarasa@hotmail.com exactly as you did with the midterm/makeup.
The time limit is Wednesday 27th at 14:00. However, if you complete your assignment before that day, or even on Tuesday 26th, you can email it all the same. In other words, you can email it any time you are ready provided you do so before Wednesday 27th at 14.
See you next week.
PS: If, aided by some form of supernatural agency, you perform a miracle and finish the assignment during the weekend, you can email it then too.
The time limit is Wednesday 27th at 14:00. However, if you complete your assignment before that day, or even on Tuesday 26th, you can email it all the same. In other words, you can email it any time you are ready provided you do so before Wednesday 27th at 14.
See you next week.
PS: If, aided by some form of supernatural agency, you perform a miracle and finish the assignment during the weekend, you can email it then too.
martes, 19 de octubre de 2010
sábado, 16 de octubre de 2010
Fools of Fortune: in-class summary
Hi, this is Estefi's contribution (with my editing).
Beards has a very nice summary of his own.
Textual interventions and other different versions more than welcome.
Happy Family Day
Download
Beards has a very nice summary of his own.
Textual interventions and other different versions more than welcome.
Happy Family Day
Download
viernes, 15 de octubre de 2010
Protestant Reformation
This PP corresponds to the Chapter from McNall Burns, E. Western Civilizations as cited in our syllabus + matching study guide in printed coursepack.
Have a nice weekend with your families
Download
Have a nice weekend with your families
Download
ICI Writing
Explain the following quote adapted form Beards’ review of Fools of Fortune: All characters, “[e]ven minor [ones…] fall victim to [larger, historical] forces they neither understand nor control, "fools of fortune" to the end.”
IHI Assignments
I keep a record of assignments passed or below standard but our lecturer (Jefe de Trabajos Prácticos) is Marcela. Ana sometimes administers the assignments because of schedule arrangements.
If you've had a BS in the first/second/third assignment it means you have to rewrite it (regulations lay down that students should be given the chance of redrafting/reediting their work). If you did so for uploading it's OK. Sometimes we don't write the words BS to be polite and write euphemistically instead "rewrite."
As to assignments 1 & 2, your time for handing in written versions is over because they have been uploaded. No use crying over spilt milk. We trust students rewrite their assignments and improve them for uploading and sharing with their classmates. Since everyone will be using those texts for studying no one wants to share poor versions. Uploading is Ana's task. No mean accomplishment, that.
Even if your 3rd assignment is P, it also needs editing before uploading. Much more so if it's BS or just reads "rewrite." Assignments are instances of learning and meant to help you study for the midterms. The better you work, the easier the midterm. Many students understand they need to work harder because that showed in their midterms and makeups, so keep on toiling and prepare for assignment 4.
If you've had a BS in the first/second/third assignment it means you have to rewrite it (regulations lay down that students should be given the chance of redrafting/reediting their work). If you did so for uploading it's OK. Sometimes we don't write the words BS to be polite and write euphemistically instead "rewrite."
As to assignments 1 & 2, your time for handing in written versions is over because they have been uploaded. No use crying over spilt milk. We trust students rewrite their assignments and improve them for uploading and sharing with their classmates. Since everyone will be using those texts for studying no one wants to share poor versions. Uploading is Ana's task. No mean accomplishment, that.
Even if your 3rd assignment is P, it also needs editing before uploading. Much more so if it's BS or just reads "rewrite." Assignments are instances of learning and meant to help you study for the midterms. The better you work, the easier the midterm. Many students understand they need to work harder because that showed in their midterms and makeups, so keep on toiling and prepare for assignment 4.
miércoles, 13 de octubre de 2010
viernes, 8 de octubre de 2010
IHI_TP2._2nd drafts without editing
Hi everyone, here you are the second drafts(TP2)I received today by 2pm. Bare in mind that these second drafts haven´t been edited by our staff. If you have questions, let us know next week. Have and nice long weekend.
(This is the link, it seems that Megaupload is not working properly. Be careful when cutting and pasting. Don´t miss any letter to avoid problems when downloading.)
Download
Or cut & paste: http://www.megaupload.com/?d=XHOO15LD
(This is the link, it seems that Megaupload is not working properly. Be careful when cutting and pasting. Don´t miss any letter to avoid problems when downloading.)
Download
Or cut & paste: http://www.megaupload.com/?d=XHOO15LD
IHI News
This is the PP presentation for our Tuesday class
Download
I (Cristina) have already corrected and emailed the results of the ff makeups:
Antia, Arias, Biasco, de Marco, Furlan, Gomez Ferrante, Goncalvez, Jensen & Lopez, Cecilia.
I also have a number of Assignments N° 3 to correct for next week.
NB: This weekend I will be unavailable out of town.
Ana has also already corrected and emailed the results of the ff makeups: Olguin, Ormazabal & Ortiz.
She will be uploading Assignment N° 2 without editing it since we are all short of time. If you have doubts about the form and contents you read, pls check with us.
Ana will also take a well deserved rest during this long weekend.
Marcela, for her part, will email sometime before Tuesday the ff makeups: Luchetti, Malvestitti, Martínez, Flor, Masone & Mendoza.
This is the way we have organized our work and have completed it as our different schedules have allowed us.
Keep up the good work. Have a nice weekend
Download
I (Cristina) have already corrected and emailed the results of the ff makeups:
Antia, Arias, Biasco, de Marco, Furlan, Gomez Ferrante, Goncalvez, Jensen & Lopez, Cecilia.
I also have a number of Assignments N° 3 to correct for next week.
NB: This weekend I will be unavailable out of town.
Ana has also already corrected and emailed the results of the ff makeups: Olguin, Ormazabal & Ortiz.
She will be uploading Assignment N° 2 without editing it since we are all short of time. If you have doubts about the form and contents you read, pls check with us.
Ana will also take a well deserved rest during this long weekend.
Marcela, for her part, will email sometime before Tuesday the ff makeups: Luchetti, Malvestitti, Martínez, Flor, Masone & Mendoza.
This is the way we have organized our work and have completed it as our different schedules have allowed us.
Keep up the good work. Have a nice weekend
jueves, 7 de octubre de 2010
ICI Fools of Fortune
Pls use materials in course pack.
Reference texts for Michael Collins' historical context apply here too.
Same comment as Marcela's: Historical background essential for making most of (and understanding!!!) book. Fools covers the same period as MC, naturally. That's precisely why we chose this novel.
Reference texts for Michael Collins' historical context apply here too.
Same comment as Marcela's: Historical background essential for making most of (and understanding!!!) book. Fools covers the same period as MC, naturally. That's precisely why we chose this novel.
miércoles, 6 de octubre de 2010
ICI - MICHAEL COLLINS
Be ready to discuss Pre-viewing activities.
Historical background essential to make the most of the film.
Historical background essential to make the most of the film.
martes, 5 de octubre de 2010
IHI Makeups received
These are the tests I have received. If you're not on the list contact the blog ASAP
Antia
Arias
Biasco
de Marco
Furlan
Gomez Ferrante
Goncalvez
Jensen
Lopez Cecilia
Luchetti
Malvestitti
Martínez, Flor
Masone
Mendoza
Olguin
Ormazabal
Ortiz
By next Tuesday at the latest, you will all receive your corrected versions at different times, depending on each teacher's schedule.
Sincerely hope to see you all again next Tuesday
Antia
Arias
Biasco
de Marco
Furlan
Gomez Ferrante
Goncalvez
Jensen
Lopez Cecilia
Luchetti
Malvestitti
Martínez, Flor
Masone
Mendoza
Olguin
Ormazabal
Ortiz
By next Tuesday at the latest, you will all receive your corrected versions at different times, depending on each teacher's schedule.
Sincerely hope to see you all again next Tuesday
Make up IHI
Here is the test.
Time your performance
Best of luck
IHI—MU-Oct10 Write your name on all pages
Instructions
By 9:30 today you will see the makeuo posted on our blog and will almost simultaneously receive the same text in your emails.
You will have until 12:45 to email back the written test to mcsarasa@hotmail.com
When you email the midterm write in the mail topic: “IHI Midterm—your surname.”
If during the test you have any doubts or problems do not hesitate to contact us through the blog or the email. We will be available online for the duration of the test.
You will receive an email confirming reception, while a list of all received mails will also be posted on the blog. This procedure can take about 60’ after the test.
You will start receiving your corrected versions via the email some time before Tuesday 12th.
Format:
Save file as “your surname.doc” Word 2003 or earlier version
Page size: A-4 Paper
Paragraph indentation 1.25 cm. Do not use cursor for indenting
Font: Times New Roman 12
Spacing: One space and a half (1.5).
Align right hand side margins
Include questions; keep their numerical order to answer them.
Write one answer per page and skip pages, do not use Enter for skipping pages
Write your name on all pages on the top right hand corner.
Number pages on the bottom right hand corner
Page 1. Explain the following excerpt: “The spirit of the age is typified by the great villas of fourth century Britain. Socially and economically, the Late Empire in the West marked by a polarization of wealth and to some extent power” (Salway:41). (150 words = 15 lines) 25 p.
Page 2. Write a coherent narrative following the concise chronology below that sums up the Norse invasions to England (250 words = 25 lines) 25 p.
1. Viking raids: from late 8th c to early 10th c
2. Danish invasions and subsequent conquest: early 11th c
3. Norman Conquest: 1066-1098 (Rufus died 1100)
Page 3. Discuss the role of castles as instruments of conquest and lordship in the light of Chapters 2 and 3 in The Struggle for Mastery by David Carpenter. (200 words = 20 lines) 25 p.
Page 4. Write a chronological narrative of Henry II’s reign that explains the following quote: “To [Henry II] what really mattered was family politics and he died believing that he had failed. But for over thirty years he had succeeded” (Gillingham:146). (250 words = 25 lines) 25 p.
Time your performance
Best of luck
IHI—MU-Oct10 Write your name on all pages
Instructions
By 9:30 today you will see the makeuo posted on our blog and will almost simultaneously receive the same text in your emails.
You will have until 12:45 to email back the written test to mcsarasa@hotmail.com
When you email the midterm write in the mail topic: “IHI Midterm—your surname.”
If during the test you have any doubts or problems do not hesitate to contact us through the blog or the email. We will be available online for the duration of the test.
You will receive an email confirming reception, while a list of all received mails will also be posted on the blog. This procedure can take about 60’ after the test.
You will start receiving your corrected versions via the email some time before Tuesday 12th.
Format:
Save file as “your surname.doc” Word 2003 or earlier version
Page size: A-4 Paper
Paragraph indentation 1.25 cm. Do not use cursor for indenting
Font: Times New Roman 12
Spacing: One space and a half (1.5).
Align right hand side margins
Include questions; keep their numerical order to answer them.
Write one answer per page and skip pages, do not use Enter for skipping pages
Write your name on all pages on the top right hand corner.
Number pages on the bottom right hand corner
Page 1. Explain the following excerpt: “The spirit of the age is typified by the great villas of fourth century Britain. Socially and economically, the Late Empire in the West marked by a polarization of wealth and to some extent power” (Salway:41). (150 words = 15 lines) 25 p.
Page 2. Write a coherent narrative following the concise chronology below that sums up the Norse invasions to England (250 words = 25 lines) 25 p.
1. Viking raids: from late 8th c to early 10th c
2. Danish invasions and subsequent conquest: early 11th c
3. Norman Conquest: 1066-1098 (Rufus died 1100)
Page 3. Discuss the role of castles as instruments of conquest and lordship in the light of Chapters 2 and 3 in The Struggle for Mastery by David Carpenter. (200 words = 20 lines) 25 p.
Page 4. Write a chronological narrative of Henry II’s reign that explains the following quote: “To [Henry II] what really mattered was family politics and he died believing that he had failed. But for over thirty years he had succeeded” (Gillingham:146). (250 words = 25 lines) 25 p.
domingo, 3 de octubre de 2010
IHI Make-Up. Tuesday 5th Via Email
Hello everyone:
We want to apologize because the instructions on the sample test were dated, since the entry was re-edited in a hurry from a previous one.
Those who have to take the makeup will take it at home through the mail next Tuesday October 5th beginning 9:45 and ending 12:45 when the text will have to be emailed to mcsarasa@hotmail.com.
We will post the test on the blog & you will also receive it by email, exactly as the last time.
We have taken the decision to administer the test via email after giving this choice some serious thought.
This position has been adopted on the following grounds:
1. The uncertainty we feel personally about conditions at the U this coming week. You know, once bitten twice shy--translated as "el que se quema con leche..." Or better safe than sorry...
2. We had scheduled classes on the one hand and, on the other, the make up in another room. Also as a result of the situation last week, we don't know whether finals have been postponed or cancelled. Bedelía is overworked as it is. If finals have been postponed, there will be finals and classes, which means a serious shortage of available classroom space for unscheduled activities such as our makeup. This is not the least of our problems, since it may mean starting the test very late or having to vacate a room in exactly 60' sharp.
3. Finally, we´ve considered it would be much fairer for everyone concerned to exactly reproduce the conditions of the midterm (time available, full use of reference materials, being home alone, everything) in the administration of the makeup.
You can always use the computers at the University Central Library (provided you're a member).
Ana and Marcela will be online on the blog all during the administration of the makeup. I will take over after noon.
You will have the results by October 12th.
Have a great week
We want to apologize because the instructions on the sample test were dated, since the entry was re-edited in a hurry from a previous one.
Those who have to take the makeup will take it at home through the mail next Tuesday October 5th beginning 9:45 and ending 12:45 when the text will have to be emailed to mcsarasa@hotmail.com.
We will post the test on the blog & you will also receive it by email, exactly as the last time.
We have taken the decision to administer the test via email after giving this choice some serious thought.
This position has been adopted on the following grounds:
1. The uncertainty we feel personally about conditions at the U this coming week. You know, once bitten twice shy--translated as "el que se quema con leche..." Or better safe than sorry...
2. We had scheduled classes on the one hand and, on the other, the make up in another room. Also as a result of the situation last week, we don't know whether finals have been postponed or cancelled. Bedelía is overworked as it is. If finals have been postponed, there will be finals and classes, which means a serious shortage of available classroom space for unscheduled activities such as our makeup. This is not the least of our problems, since it may mean starting the test very late or having to vacate a room in exactly 60' sharp.
3. Finally, we´ve considered it would be much fairer for everyone concerned to exactly reproduce the conditions of the midterm (time available, full use of reference materials, being home alone, everything) in the administration of the makeup.
You can always use the computers at the University Central Library (provided you're a member).
Ana and Marcela will be online on the blog all during the administration of the makeup. I will take over after noon.
You will have the results by October 12th.
Have a great week
viernes, 1 de octubre de 2010
IHI Sample test
Hello again everyone, remember that you can practice with last year's mid-term. I´m posting it again
Set 1.
Page 1. Why does Salway claim that the Roman period was a turning point in the story of England? (200 words= 20 lines—leave a line in between) 25 p.
Page 2. Describe the feudal system by referring to its main 3 elements (lordship & vassalage; the fief; private justice) (300 words= 30 lines—leave a line in between) 25 p.
Page 3. Sum up and explain the causes of Henry II’s conflict with Becket (200 words= 20 lines—leave a line in between) 25 p.
Page 4. Read the following excerpt by Carpenter and explain (elucidate the meaning) of the phrases in bold print: “The Anglo-Saxon state had three pillars: a pervasive sense of Englishness which held king and people together (…); a kingship high in status and strong in administrative structures; and a church, gentry and nobility integrated within the king’s government of the realm (62).” (200 words= 20 lines—leave a line in between) 25 p.
Set 2.
Page 1. Refer to the process of Romanization which took place in Britannia from the late first century onwards. (200 words= 20 lines—leave a line in between) 25 p.
Page 2. Describe the manorial system by referring to the structure feudal society, the nature of land tenure, the layout & nature of the work done on the manor (300 words= 30 lines—leave a line in between) 25 p.
Page 3. Sum up and explain the development of Henry II’s conflict with Becket (200 words= 20 lines—leave a line in between) 25 p.
Page 4. Explain (elucidate the meaning of) W. of Malmesbury’s phrases in bold print (as quoted by Carpenter:80) to refer to the Battle of Hastings, which was “a fatal day,” “a melancholy havoc of our dear country,” making it “the residence of foreigners and the property of strangers.” (200 words= 20 lines—leave a line in between) 25 p.
If you have any doubts, I´ll be happy to answer them here, in the Comments Section below.
Set 1.
Page 1. Why does Salway claim that the Roman period was a turning point in the story of England? (200 words= 20 lines—leave a line in between) 25 p.
Page 2. Describe the feudal system by referring to its main 3 elements (lordship & vassalage; the fief; private justice) (300 words= 30 lines—leave a line in between) 25 p.
Page 3. Sum up and explain the causes of Henry II’s conflict with Becket (200 words= 20 lines—leave a line in between) 25 p.
Page 4. Read the following excerpt by Carpenter and explain (elucidate the meaning) of the phrases in bold print: “The Anglo-Saxon state had three pillars: a pervasive sense of Englishness which held king and people together (…); a kingship high in status and strong in administrative structures; and a church, gentry and nobility integrated within the king’s government of the realm (62).” (200 words= 20 lines—leave a line in between) 25 p.
Set 2.
Page 1. Refer to the process of Romanization which took place in Britannia from the late first century onwards. (200 words= 20 lines—leave a line in between) 25 p.
Page 2. Describe the manorial system by referring to the structure feudal society, the nature of land tenure, the layout & nature of the work done on the manor (300 words= 30 lines—leave a line in between) 25 p.
Page 3. Sum up and explain the development of Henry II’s conflict with Becket (200 words= 20 lines—leave a line in between) 25 p.
Page 4. Explain (elucidate the meaning of) W. of Malmesbury’s phrases in bold print (as quoted by Carpenter:80) to refer to the Battle of Hastings, which was “a fatal day,” “a melancholy havoc of our dear country,” making it “the residence of foreigners and the property of strangers.” (200 words= 20 lines—leave a line in between) 25 p.
If you have any doubts, I´ll be happy to answer them here, in the Comments Section below.
jueves, 30 de septiembre de 2010
Último mail recibido desde la Lista de distribución oficial a Docentes de la Fac. de Humanidades
A LA COMUNIDAD UNIVERSITARIA DE LA FACULTAD DE HUMANIDADES:
INFORMAMOS POR ESTE MEDIO QUE, SIENDO LAS 15 HS. DEL DÍA JUEVES 30 DE SEPTIEMBRE, ACCEDIMOS A LAS OFICINAS DEL PISO DE DECANATO A EFECTOS DE REINICIAR LAS ACTIVIDADES ACADÉMICAS EN NUESTRA CASA. LOS ESTUDIANTES QUE HABÍAN TOMADO LAS INSTALACIONES, SIN AVISO LAS DESOCUPARON DESPUÉS DE NO CONSTITUIRSE LA ASAMBLEA UNIVERSITARIA. TAMBIÉN INFORMAMOS QUE, ATENTOS A DESLINDAR RESPONSABILIDADES, SE ESTÁ LLEVANDO ADELANTE UNA AUDITORÍA PUES A SIMPLE VISTA SE OBSERVAN FALTANTES.
EQUIPO DE GESTIÓN
Esto quiere decir que mañana tendremos el parcial presencial en nuestra aula 64
INFORMAMOS POR ESTE MEDIO QUE, SIENDO LAS 15 HS. DEL DÍA JUEVES 30 DE SEPTIEMBRE, ACCEDIMOS A LAS OFICINAS DEL PISO DE DECANATO A EFECTOS DE REINICIAR LAS ACTIVIDADES ACADÉMICAS EN NUESTRA CASA. LOS ESTUDIANTES QUE HABÍAN TOMADO LAS INSTALACIONES, SIN AVISO LAS DESOCUPARON DESPUÉS DE NO CONSTITUIRSE LA ASAMBLEA UNIVERSITARIA. TAMBIÉN INFORMAMOS QUE, ATENTOS A DESLINDAR RESPONSABILIDADES, SE ESTÁ LLEVANDO ADELANTE UNA AUDITORÍA PUES A SIMPLE VISTA SE OBSERVAN FALTANTES.
EQUIPO DE GESTIÓN
Esto quiere decir que mañana tendremos el parcial presencial en nuestra aula 64
miércoles, 29 de septiembre de 2010
IHI - TP Nº 3
Groups and Topics. Contact us if you have any doubts
1. Deposition & assassination of Edward II (Masone - Olguín) (Lezca Zanetto Garnica)
2. Hundred Years’ War: causes (Biasco - Gómez) (de Virgilio Arias)
3. Hundred Years’ War: development (De Marco - Mendoza) (Lazarte Casanova)
4. Hundred Years’ War: short and long term effects. (Casado - Jensen - Zagame) (Altamiranda Goyeneche)
5. Babylonian Captivity and Great Schism (Alessandría- Bustamente Hauck) (Martinez Ana, Lucas, Lunghi)
6. Wycliff and the Lollards (Heresy) ( Malvestiti Perez ) (Gonzalvez Ormazabal Ortiz)
7. The Black Death: origin and classification short-term and long term effects (Espíndola, López Cecilia)
8. Peasants’ Revolt: short-term & long-term causes - (Barnech – Parise- Fischbach) (Azconeghi – Martinez Flor)
9. Peasants’ Revolt: short-term & long- term effects (Fernandez Leo – Reinoso)
10. Deposition & assassination of Richard II (Salandro - Gomez Ferrante) (Peralta-Antía-Luchetti)
1. Deposition & assassination of Edward II (Masone - Olguín) (Lezca Zanetto Garnica)
2. Hundred Years’ War: causes (Biasco - Gómez) (de Virgilio Arias)
3. Hundred Years’ War: development (De Marco - Mendoza) (Lazarte Casanova)
4. Hundred Years’ War: short and long term effects. (Casado - Jensen - Zagame) (Altamiranda Goyeneche)
5. Babylonian Captivity and Great Schism (Alessandría- Bustamente Hauck) (Martinez Ana, Lucas, Lunghi)
6. Wycliff and the Lollards (Heresy) ( Malvestiti Perez ) (Gonzalvez Ormazabal Ortiz)
7. The Black Death: origin and classification short-term and long term effects (Espíndola, López Cecilia)
8. Peasants’ Revolt: short-term & long-term causes - (Barnech – Parise- Fischbach) (Azconeghi – Martinez Flor)
9. Peasants’ Revolt: short-term & long- term effects (Fernandez Leo – Reinoso)
10. Deposition & assassination of Richard II (Salandro - Gomez Ferrante) (Peralta-Antía-Luchetti)
Mid-term Feedback
IHI_TPs2 corrections still at the Lab
Please guys, we still have the following TPs2 (day for handing them out Monday afternoon). Come and pick them up ASAP(today 1-4pm or 6-7pm. Tomorrow (Thursday 9.30-12). See you, Ana
Masone-Olguín
Biasco-Gómez
De Marco-Mendoza
Casado-Jensen-Zagame
Alessandría_Bustamante Hauck
Masone-Olguín
Biasco-Gómez
De Marco-Mendoza
Casado-Jensen-Zagame
Alessandría_Bustamante Hauck
Plantagenets
Hello everyone.
Royal houses and monarchs do not bear surnames but they do bear the title of the senior male who started the royal house/line/dynasty.
If you take a look at the genealogical tables at the end of your book (Morgan), you will see the genealogical tables labelled per house/dynasty on the top right hand corner of the page.
We had very little to do in class with the House of Wessex, but there it is.
The nature of the Anglo-Saxon monarchy was elective, with certain qualifications. That is, the monarch was chosen/elected by the Witan but only from among the ablest adult males of the royal house/of royal blood. That is why we say that the Confessor's crown was not for him to promise to William.
Other monarchs came to the throne by right of conquest (e.g. Cnut, William of Normandy), i.e they won their crown on the battle field.
Gillingham says that the principle of primogeniture established itself but slowly in England. Primogeniture is now the essence of monarchical succession and means that the crown goes directly from father to eldest son. When the direct line is exhausted for lack of a direct male heir or because there is an heiress who marries a nobleman who fathers her children and thus gives the family a new name, we have a change of dynasty. When there are no direct male heirs but variosu collateral descendants (such as Arthur and John) we have disputes. In short, every time there is a direct minor heir or no direct male heir there's going to be trouble, that's what our course is about. This is so because the king is the center of gvmt.
William and his immediate direct descendants (Rufus, Henry I and with certain qualifications Stephen) are called the Norman Kings.
Henry II was Matilda's (the Conqueror's grandaughter) son by the Count of Anjou (that's why Henry II & his sons are called Angevins). See the official website of British Monarchy. Download
Henry II started a new dynasty, whose immediate descendants (Richard I & John) were called the the Angevins. When John's son Hnery III came to the throne we have the Plantagenets. I'm saying this in strict accordance to the official website of the British monarchy. Download
Now the name Plantagenet comes from the Count of Anjou's-- i..e Henry II¨s father--habit of wearing a broomstick (shrub) as his badge, a plant whose name in Latin is plantagenesta o planta genista. There you are. The last Plantagenet king died in 1399.
For your assignment just begin with Henry II and stop at Edward I.
Royal houses and monarchs do not bear surnames but they do bear the title of the senior male who started the royal house/line/dynasty.
If you take a look at the genealogical tables at the end of your book (Morgan), you will see the genealogical tables labelled per house/dynasty on the top right hand corner of the page.
We had very little to do in class with the House of Wessex, but there it is.
The nature of the Anglo-Saxon monarchy was elective, with certain qualifications. That is, the monarch was chosen/elected by the Witan but only from among the ablest adult males of the royal house/of royal blood. That is why we say that the Confessor's crown was not for him to promise to William.
Other monarchs came to the throne by right of conquest (e.g. Cnut, William of Normandy), i.e they won their crown on the battle field.
Gillingham says that the principle of primogeniture established itself but slowly in England. Primogeniture is now the essence of monarchical succession and means that the crown goes directly from father to eldest son. When the direct line is exhausted for lack of a direct male heir or because there is an heiress who marries a nobleman who fathers her children and thus gives the family a new name, we have a change of dynasty. When there are no direct male heirs but variosu collateral descendants (such as Arthur and John) we have disputes. In short, every time there is a direct minor heir or no direct male heir there's going to be trouble, that's what our course is about. This is so because the king is the center of gvmt.
William and his immediate direct descendants (Rufus, Henry I and with certain qualifications Stephen) are called the Norman Kings.
Henry II was Matilda's (the Conqueror's grandaughter) son by the Count of Anjou (that's why Henry II & his sons are called Angevins). See the official website of British Monarchy. Download
Henry II started a new dynasty, whose immediate descendants (Richard I & John) were called the the Angevins. When John's son Hnery III came to the throne we have the Plantagenets. I'm saying this in strict accordance to the official website of the British monarchy. Download
Now the name Plantagenet comes from the Count of Anjou's-- i..e Henry II¨s father--habit of wearing a broomstick (shrub) as his badge, a plant whose name in Latin is plantagenesta o planta genista. There you are. The last Plantagenet king died in 1399.
For your assignment just begin with Henry II and stop at Edward I.
IHI_Magna Carta Guide_KEY
Hi everyone,
Here you are the keys to the guide on Magna Carta. Please, do your work thouroughly before seeing the answers, mere printing and reading would not foster your learning process on content that is essential in understanding 13th c. English History and on future topics discussed not only on this course of study but in the sequel one.
See you next class.
Ana
Download
Here you are the keys to the guide on Magna Carta. Please, do your work thouroughly before seeing the answers, mere printing and reading would not foster your learning process on content that is essential in understanding 13th c. English History and on future topics discussed not only on this course of study but in the sequel one.
See you next class.
Ana
Download
ICI - East is East (comp)
This is what I could compile with the files you've sent. I'll upload the rest as soon as I get them. Since you have the chance to profit from your classmates' work, it would be fair to share yours as well.
Download
Download
martes, 28 de septiembre de 2010
Annotated Version of Magna Carta
List of mid-terms received
Alessandria
Altamiranda
Antia
Arias
Barnech
Bentivegna
Biasco
Bustamante H
Casado
De Marco
Di Virgilio
Espíndola
Fernández Leo
Fischbach
Furlan
Garnica
Gómez Ferrante
Gómez Paula
Goncalves
Goyeneche
Jensen
Lesca
López Cecilia
Lucas
Luchetti
Lunghi
Malvestitti
Martínez Ana
Martínez Flor
Masone
Mendoza
Nario
Olguin
Ormazabal
Ortiz
Parise
Peralta
Reynoso
Salandro
Zagame
Zanetto
If you sent the midterm and are not on the list pls contact us ASAP
You will all receive gradually your corrected files by Friday, i..e at different times.
Keep in touch Cristina
Altamiranda
Antia
Arias
Barnech
Bentivegna
Biasco
Bustamante H
Casado
De Marco
Di Virgilio
Espíndola
Fernández Leo
Fischbach
Furlan
Garnica
Gómez Ferrante
Gómez Paula
Goncalves
Goyeneche
Jensen
Lesca
López Cecilia
Lucas
Luchetti
Lunghi
Malvestitti
Martínez Ana
Martínez Flor
Masone
Mendoza
Nario
Olguin
Ormazabal
Ortiz
Parise
Peralta
Reynoso
Salandro
Zagame
Zanetto
If you sent the midterm and are not on the list pls contact us ASAP
You will all receive gradually your corrected files by Friday, i..e at different times.
Keep in touch Cristina
IHI Mid-term
IHI—MT1-Spt-10 Write your name on all pages
Reread instructions posted yesterday
Format:
A-4 Paper
1.25 cm Paragraph Indentation.
Font: Times New Roman 12
One space and a half.
Align margins
Include questions, keep their numerical order
Page 1. Write a chronological narrative of the invasions and conquests that the land we now call England experienced from 55BC to AD1066 (300 words = 30 lines) 25 p.
Page 2. List down and describe those sources that allow scholars and students to understand the history of England from AD400 to AD800 (200 words = 20 lines) 25 p.
Page 3. Explain what Gillingham refers to/means when he calls the first section of his chapter “1066 and All That.” (200 words = 20 lines) 25 p.
Page 4. Explain the following quote by relating it to your background knowledge about Herny II’s reign. Begin by paraphrasing the words in bold print: “Thirty-five years of strong rule by a king who kept a close watch on every aspect of government, who heard pleas himself and was prepared to spend sleepless nights evolving the exact formula of a judicial writ meant that by the end of his reign Henry II had collected around him a group of able men trained in the administration of a centralized government” (Stenton 1991:43). .” (250 words = 25 lines) 25 p.
Reread instructions posted yesterday
Format:
A-4 Paper
1.25 cm Paragraph Indentation.
Font: Times New Roman 12
One space and a half.
Align margins
Include questions, keep their numerical order
Page 1. Write a chronological narrative of the invasions and conquests that the land we now call England experienced from 55BC to AD1066 (300 words = 30 lines) 25 p.
Page 2. List down and describe those sources that allow scholars and students to understand the history of England from AD400 to AD800 (200 words = 20 lines) 25 p.
Page 3. Explain what Gillingham refers to/means when he calls the first section of his chapter “1066 and All That.” (200 words = 20 lines) 25 p.
Page 4. Explain the following quote by relating it to your background knowledge about Herny II’s reign. Begin by paraphrasing the words in bold print: “Thirty-five years of strong rule by a king who kept a close watch on every aspect of government, who heard pleas himself and was prepared to spend sleepless nights evolving the exact formula of a judicial writ meant that by the end of his reign Henry II had collected around him a group of able men trained in the administration of a centralized government” (Stenton 1991:43). .” (250 words = 25 lines) 25 p.
ICI Writing & Update
Hi, everyone:
We will most probably have the test online. The procedure will be very much like the IHI test we'll be administering in 30'.
Pls remember that your deadline for sending in writing for corrections is tomorrow Wednesday afternoon. Keeping the blog updated, correcting electronic versions of files and texts, plus editing lectures is really very demanding. We're not complaining but we need plenty of time.
Here is another piece of writing for sharing about "The Prophet's HAir" and the political sphere.
Download
We will most probably have the test online. The procedure will be very much like the IHI test we'll be administering in 30'.
Pls remember that your deadline for sending in writing for corrections is tomorrow Wednesday afternoon. Keeping the blog updated, correcting electronic versions of files and texts, plus editing lectures is really very demanding. We're not complaining but we need plenty of time.
Here is another piece of writing for sharing about "The Prophet's HAir" and the political sphere.
Download
lunes, 27 de septiembre de 2010
IHI_Deadline for editing & re-writing TP2
Deadline for re-writing and editing of TP2 will be Friday, October 8th at 2pm. Send a copy via mail to the professor who corrected your first draft (if classes are still cancelled by then, if classes are back to normal turn-in paper copies). After getting the second assessment/correction, you will forward me a final copy to post here as we did with TP1.
See you,
Ana
See you,
Ana
ICI - EAST IS EAST
Hi everybody!
I can't predict whether we'll be able to hold our classes Thursday and Friday. Since we have not been able to finish the discussion of O'Donnel's film, I urge you to send me via e-mail (mbcalve@mdp.edu.ar) a summary of the section you have analysed to compile and upload ASAP. If your version has not been polished - since this is not a TP -- it will be welcome anyway as it will contribute to eveybody's understanding. Looking forward to getting your reports, MC
I can't predict whether we'll be able to hold our classes Thursday and Friday. Since we have not been able to finish the discussion of O'Donnel's film, I urge you to send me via e-mail (mbcalve@mdp.edu.ar) a summary of the section you have analysed to compile and upload ASAP. If your version has not been polished - since this is not a TP -- it will be welcome anyway as it will contribute to eveybody's understanding. Looking forward to getting your reports, MC
IHI_Classes on Wednesday 29th
Hi everyone, by now you should know that we won´t have the chance of having a normal week of work. For that reason, Marcela and I are going to ¨teach¨ our classes on Wed. via blog. The procedure will be the following:
1. Read Magna Carta as assigned (document + introductory text).
2. Work on your own on the guide on Magna Carta included in the course pack. We suggest meeting in groups, working with a partner, which means avoiding individual work.
3. We will be availabe for consultation via blog. You can pop quick and short messages/questions here on the comment box.
4. By 2pm on Wed 29th we will post a file with all the keys for you to check your answers.
5. We will also post the topics for TP3: 14th c The Calamitous Century. We will assign them following the list of groups used for TP1.
If you have doubts let us know...
See you,
MC and AS
1. Read Magna Carta as assigned (document + introductory text).
2. Work on your own on the guide on Magna Carta included in the course pack. We suggest meeting in groups, working with a partner, which means avoiding individual work.
3. We will be availabe for consultation via blog. You can pop quick and short messages/questions here on the comment box.
4. By 2pm on Wed 29th we will post a file with all the keys for you to check your answers.
5. We will also post the topics for TP3: 14th c The Calamitous Century. We will assign them following the list of groups used for TP1.
If you have doubts let us know...
See you,
MC and AS
IHI Midterm
Hello everyone:
As you all probably know by now, we will administer tomorrow’s IHI midterm on the Internet.
This means that, before 10am tomorrow, you will see the midterm posted on our blog and will almost simultaneously receive the same text in your emails.
You will have until 12:45 to email back the written test to mcsarasa@hotmail.com
When you email the midterm write in the mail topic: “IHI Midterm—your surname.”
If during the test you have any doubts or problems do not hesitate to contact us through the blog or the email. We will be available online for the duration of the test.
You will receive an email confirming reception while a list of all received mails will also be posted on the blog.
You will start receiving your corrected versions via the email.
The makeup test will be administered as scheduled, also probably on the Internet. We will keep you updated on developments.
Remember the makeup test is for those people who either miss or fail midterm 1.
Passing grades will be assigned according to the following scale
Points- Grade
100-95 10
94-89 9
88-84 8
83-78 7
77-72 6 promoción
71-66 5
65-60 4 passing mark
The format of the file you attach should be as follows:
1. Save file as “your surname.doc” Windows 2007 or earlier version
2. Write one answer per page.
3. Start by copying the question and then begin answering it.
4. Answer the questions in the order in which they are made. N° 1 first, followed by N° 2, then N° 3, and finally N° 4. Do not alter the order of the questions.
5. Number pages on the bottom right hand corner
6. Write your name on all pages on the top right hand corner.
7. Use font Times New Roman 12, one space and a half, indent left hand side margin of paragraphs (1.25 cm), align right hand side margin.
Meet you online tomorrow.
MCS
MC
AS
As you all probably know by now, we will administer tomorrow’s IHI midterm on the Internet.
This means that, before 10am tomorrow, you will see the midterm posted on our blog and will almost simultaneously receive the same text in your emails.
You will have until 12:45 to email back the written test to mcsarasa@hotmail.com
When you email the midterm write in the mail topic: “IHI Midterm—your surname.”
If during the test you have any doubts or problems do not hesitate to contact us through the blog or the email. We will be available online for the duration of the test.
You will receive an email confirming reception while a list of all received mails will also be posted on the blog.
You will start receiving your corrected versions via the email.
The makeup test will be administered as scheduled, also probably on the Internet. We will keep you updated on developments.
Remember the makeup test is for those people who either miss or fail midterm 1.
Passing grades will be assigned according to the following scale
Points- Grade
100-95 10
94-89 9
88-84 8
83-78 7
77-72 6 promoción
71-66 5
65-60 4 passing mark
The format of the file you attach should be as follows:
1. Save file as “your surname.doc” Windows 2007 or earlier version
2. Write one answer per page.
3. Start by copying the question and then begin answering it.
4. Answer the questions in the order in which they are made. N° 1 first, followed by N° 2, then N° 3, and finally N° 4. Do not alter the order of the questions.
5. Number pages on the bottom right hand corner
6. Write your name on all pages on the top right hand corner.
7. Use font Times New Roman 12, one space and a half, indent left hand side margin of paragraphs (1.25 cm), align right hand side margin.
Meet you online tomorrow.
MCS
MC
AS
domingo, 26 de septiembre de 2010
What was the legacy that the Romans left the Britons?
Roman civilization in Britannia was wrecked by the Anglo-Saxon invaders who were rural people (this means they did not live in urban centers); illiterate in their native Germanic tongues—their culture was orally transmitted—and also totally ignorant of the Latin language. Also, in the eyes of the Christian Britons, they were heathens since they worshipped their own Germanic gods.
All this means that most features of Roman civilization as had been developed in Britannia did not actually survive the Anglos-Saxon invasions. In the first place, since the Anglo-Saxon unit of social organization was the rural village (or township) Roman towns fell into decay and eventually ruin—which means that there are few public buildings left. The rural villages were communities of peasants who had very little in common with the owners of the former rural villas. Second, those Britons who survived the initial struggles of the invasions later also fell prey to famine or disease, were sold into slavery, fled to Wales or Caledonia or mingled with the Anglo-Saxons. This means that the Latin language and Christian religion did not survive in former Britannia. Nor could dioceses have survived since they are areas under the authority of a bishop and we have just said that Christianity did not survive the Anglo-Saxon invasions.
What was the actual Roman legacy? (See PP presentation) It consists of Roman roads and Celtic Christianity. This is so because those Britons who fled across the mountains to Wales, Scotland and across the sea to Ireland preserved their Christian religion. However, since they held the Anglo-Saxons in contempt, they made very few efforts to convert them to Christianity until the late 6th century.
How were the Anglo-Saxons converted to Christianity? By a Roman—i.e. from the Pope’s see in Rome—stream/mission that arrived in the south of England in the late 6th century and also almost simultaneously by a Celtic/Irish stream that preached in the north. The Anglo-Saxons received their church organization into archbishoprics, dioceses and parishes from the Roman stream. The Latin language—which was the means of scholarly communication and learning from the times of the Roman empire until the 16th century—was also reintroduced by the Roman mission at this time (See also PP presentation).
Finally, as to the features of the English language, it derives its syntax and part of its vocabulary from the Germanic languages of the Anglo-Saxons and another large part of its vocabulary from the Latin of the Church and the French introduced by the Normans. If you reread Gillingham you will understand now why a cultivated Englishman after the conquest was trilingual.
All this means that most features of Roman civilization as had been developed in Britannia did not actually survive the Anglos-Saxon invasions. In the first place, since the Anglo-Saxon unit of social organization was the rural village (or township) Roman towns fell into decay and eventually ruin—which means that there are few public buildings left. The rural villages were communities of peasants who had very little in common with the owners of the former rural villas. Second, those Britons who survived the initial struggles of the invasions later also fell prey to famine or disease, were sold into slavery, fled to Wales or Caledonia or mingled with the Anglo-Saxons. This means that the Latin language and Christian religion did not survive in former Britannia. Nor could dioceses have survived since they are areas under the authority of a bishop and we have just said that Christianity did not survive the Anglo-Saxon invasions.
What was the actual Roman legacy? (See PP presentation) It consists of Roman roads and Celtic Christianity. This is so because those Britons who fled across the mountains to Wales, Scotland and across the sea to Ireland preserved their Christian religion. However, since they held the Anglo-Saxons in contempt, they made very few efforts to convert them to Christianity until the late 6th century.
How were the Anglo-Saxons converted to Christianity? By a Roman—i.e. from the Pope’s see in Rome—stream/mission that arrived in the south of England in the late 6th century and also almost simultaneously by a Celtic/Irish stream that preached in the north. The Anglo-Saxons received their church organization into archbishoprics, dioceses and parishes from the Roman stream. The Latin language—which was the means of scholarly communication and learning from the times of the Roman empire until the 16th century—was also reintroduced by the Roman mission at this time (See also PP presentation).
Finally, as to the features of the English language, it derives its syntax and part of its vocabulary from the Germanic languages of the Anglo-Saxons and another large part of its vocabulary from the Latin of the Church and the French introduced by the Normans. If you reread Gillingham you will understand now why a cultivated Englishman after the conquest was trilingual.
Corrections
I'll also be at the Language Lab tomorrow 14:30. You can pick up assignments from our office there. Be seeing you, MC
sábado, 25 de septiembre de 2010
IHI: Assignment 2 Cristina's corrections
I've corrected the ff asignments N° 2:
Gonzalvez, Ormazabal, Ortiz, Lucas, Lunghi, Martínez, M.,Altamiranda, Goyeneche, Gómez Ferrante, Salandro (N°1), Bentivegna, Nario, Malvestitti, Pérez, N, Fernández, L., Reynoso.
I'll be at the U Monday at 10:30. If I can't meet you at the Dep, I´ll meet you at the main door. Depending on the situation I don't want to leave assignments in pigeonhole (just in case Dep is locked). If you cannot be on time, arrange with friends so that they can pick up your writings.
We´ll see what happens then & decide about having the midterm in class or online.
Marcela Calvete has the rest of the assignments (apart from those Ana has corrected). She'll be away on a trip until Monday noon. She´ll contact you then.
Have a nice weekend
Gonzalvez, Ormazabal, Ortiz, Lucas, Lunghi, Martínez, M.,Altamiranda, Goyeneche, Gómez Ferrante, Salandro (N°1), Bentivegna, Nario, Malvestitti, Pérez, N, Fernández, L., Reynoso.
I'll be at the U Monday at 10:30. If I can't meet you at the Dep, I´ll meet you at the main door. Depending on the situation I don't want to leave assignments in pigeonhole (just in case Dep is locked). If you cannot be on time, arrange with friends so that they can pick up your writings.
We´ll see what happens then & decide about having the midterm in class or online.
Marcela Calvete has the rest of the assignments (apart from those Ana has corrected). She'll be away on a trip until Monday noon. She´ll contact you then.
Have a nice weekend
IHI_TP1_Correcciones a cargo de Ana Siccardi
Hola a todos, como sabrán según el mail de la titular de cátedra existen grandes posibilidades de protestas estudiantiles en Humanidades que podrían interrumpir el normal desenvolvimiento de nuestras actividades. Por lo cual, les solicito a los siguientes alumnos pasar por el Laboratorio de Idiomas (Rectorado, 1º Piso)el día lunes 27 a las 14.30hs para realizar la entrega de las correcciones del TP1 que tengo a mi cargo: Garnica-Lesca-Zanetto, Gómez-Biasco y Arias-Furlan-Di Virgilio. De este modo, contarán con las correcciones antes del parcial. Por favor, ponerse en contacto conmigo ante cualquier duda.
Saludos,
Ana Siccardi
Saludos,
Ana Siccardi
viernes, 24 de septiembre de 2010
NB-Parcial ICI
Estimad@s tod@s:
Tal como lo hablamos hoy en clase, existen muchas posibilidades de que, a partir del lunes, haya una toma en la Facultad de Humanidades. Si bien la cátedra respeta la libertad de expresión, ha adoptado la firme posición de tratar de no perder clases puesto que el trimestre ya es muy breve de por sí.
Es por eso que les solicitamos que permanezcan informados y en contacto, ya que, de realizarse la toma, tomaremos el parcial escrito online el día viernes, tal como estaba previsto. A tal fin:
Antes de las 12 horas del viernes recibirán el parcial individualmente por correo electrónico (Viviana Q, no tengo tu mail en la lista). También será "colgado" casi simultáneamente en el blog.
Para las 14:45 a más tardar, cada estudiante deberá enviar su parcial en un documento Winword (sólo en extensión .doc ) guardado en formato no superior a Windows 2007 (no guardar tampoco como .doc de Windows Vista) a mcsarasa@hotmail.com
De experimentar alguna dificultad durante el examen y al momento de enviarlo por mail, les pedimos se comuniquen en el espacio de los comentarios del blog.
Para aquellos estudiantes que tengan dificultad en conectarse a Internet, se sugirió hoy en clase que busquen la ayuda de amig@s, concurran a un cíber o se hagan inmediatamente socios de la Biblioteca Central de la UNMDP que tiene PCs disponibles.
Agradeceríamos si difundieran este mensaje en sus Facebooks ya que hay estudiantes que probablemente no chequean su mail a menudo ni tampoco visitan nuestro blog.
En cuanto a las clases de Marcela Calvete anteriores al parcial, ella las hará saber por estos medios los pasos que seguirá.
Tal como creemos en la capacidad de todos estudiantes de aprender, sostenemos nuestra misión de enseñar y de enseñar a aprender en la universidad pública.
Por último, les solicitamos que escriban sus comentarios y dudas en el blog, para así poder socializarlos.
Buen fin de semana para tod@s
MCS
MC
CD
Tal como lo hablamos hoy en clase, existen muchas posibilidades de que, a partir del lunes, haya una toma en la Facultad de Humanidades. Si bien la cátedra respeta la libertad de expresión, ha adoptado la firme posición de tratar de no perder clases puesto que el trimestre ya es muy breve de por sí.
Es por eso que les solicitamos que permanezcan informados y en contacto, ya que, de realizarse la toma, tomaremos el parcial escrito online el día viernes, tal como estaba previsto. A tal fin:
Antes de las 12 horas del viernes recibirán el parcial individualmente por correo electrónico (Viviana Q, no tengo tu mail en la lista). También será "colgado" casi simultáneamente en el blog.
Para las 14:45 a más tardar, cada estudiante deberá enviar su parcial en un documento Winword (sólo en extensión .doc ) guardado en formato no superior a Windows 2007 (no guardar tampoco como .doc de Windows Vista) a mcsarasa@hotmail.com
De experimentar alguna dificultad durante el examen y al momento de enviarlo por mail, les pedimos se comuniquen en el espacio de los comentarios del blog.
Para aquellos estudiantes que tengan dificultad en conectarse a Internet, se sugirió hoy en clase que busquen la ayuda de amig@s, concurran a un cíber o se hagan inmediatamente socios de la Biblioteca Central de la UNMDP que tiene PCs disponibles.
Agradeceríamos si difundieran este mensaje en sus Facebooks ya que hay estudiantes que probablemente no chequean su mail a menudo ni tampoco visitan nuestro blog.
En cuanto a las clases de Marcela Calvete anteriores al parcial, ella las hará saber por estos medios los pasos que seguirá.
Tal como creemos en la capacidad de todos estudiantes de aprender, sostenemos nuestra misión de enseñar y de enseñar a aprender en la universidad pública.
Por último, les solicitamos que escriban sus comentarios y dudas en el blog, para así poder socializarlos.
Buen fin de semana para tod@s
MCS
MC
CD
NB Parcial IHI
Estimad@s tod@s:
Como much@s de Uds. sabrán ya para estos momentos, existe una gran posibilidad de que a partir del lunes haya una toma de la Facultad de Humanidades. La cátedra respeta el derecho a la libre expresión, al tiempo que sostiene la firme posición de tratar de no perder clases a esta altura de un trimestre ya de por sí muy corto.
Es por eso que les pedimos se mantengan al tanto y en contacto, puesto que, de efectuarse la toma, realizaremos el parcial escrito online el día martes, tal como estaba programado. Para ello:
Antes de las 10 horas del martes recibirán el parcial individualmente por correo electrónico. También será "posteado" casi simultáneamente en el blog.
Para las 12:45 a más tardar, cada estudiante deberá enviar su parcial en un documento Winword (extensión . doc únicamente) guardado en formato no superior a Windows 2007 (tampoco Windows Vista) a mcsarasa@hotmail.com
De experimentar dificultades durante el examen y al momento de enviarlo, por favor comunicarse vía los comentarios del blog.
Para aquellos estudiantes que tengan dificultad en conectarse a Internet, se sugiere que busquen la ayuda de amig@s, concurran a un cíber o se hagan socios el lunes de la Biblioteca Central de la UNMDP que tiene PCs disponibles.
Agradecería si difundieran este mensaje en sus Facebooks ya que hay estudiantes que seguramente no chequean su mail con frecuencia ni tampoco consultan nuestro blog.
La cátedra deposita su confianza en los estudiantes en la firme creencia de su misión de enseñar y enseñar a aprender en un espacio público.
Finalmente, les pedimos que realicen sus comentarios y preguntas en el blog, para así poder compartirlos.
Buen fin de semana
MCS
MC
AS
Como much@s de Uds. sabrán ya para estos momentos, existe una gran posibilidad de que a partir del lunes haya una toma de la Facultad de Humanidades. La cátedra respeta el derecho a la libre expresión, al tiempo que sostiene la firme posición de tratar de no perder clases a esta altura de un trimestre ya de por sí muy corto.
Es por eso que les pedimos se mantengan al tanto y en contacto, puesto que, de efectuarse la toma, realizaremos el parcial escrito online el día martes, tal como estaba programado. Para ello:
Antes de las 10 horas del martes recibirán el parcial individualmente por correo electrónico. También será "posteado" casi simultáneamente en el blog.
Para las 12:45 a más tardar, cada estudiante deberá enviar su parcial en un documento Winword (extensión . doc únicamente) guardado en formato no superior a Windows 2007 (tampoco Windows Vista) a mcsarasa@hotmail.com
De experimentar dificultades durante el examen y al momento de enviarlo, por favor comunicarse vía los comentarios del blog.
Para aquellos estudiantes que tengan dificultad en conectarse a Internet, se sugiere que busquen la ayuda de amig@s, concurran a un cíber o se hagan socios el lunes de la Biblioteca Central de la UNMDP que tiene PCs disponibles.
Agradecería si difundieran este mensaje en sus Facebooks ya que hay estudiantes que seguramente no chequean su mail con frecuencia ni tampoco consultan nuestro blog.
La cátedra deposita su confianza en los estudiantes en la firme creencia de su misión de enseñar y enseñar a aprender en un espacio público.
Finalmente, les pedimos que realicen sus comentarios y preguntas en el blog, para así poder compartirlos.
Buen fin de semana
MCS
MC
AS
jueves, 23 de septiembre de 2010
ICI - Slumdog Millionaire
This is what I have compiled with your contributions. See u in a few hours...
Download
Download
IHI_TP 1_Norse Invasions_Hunter Blair Ch 2
Here you are, this is the compilation of all Assignments N° I was able to open and have received by 2pm today.
Please, be sure the filename extension is .doc If they have any other (wps./docx/etc), we are not able to open them.
See you, Ana
Download
Please, be sure the filename extension is .doc If they have any other (wps./docx/etc), we are not able to open them.
See you, Ana
Download
miércoles, 22 de septiembre de 2010
martes, 21 de septiembre de 2010
lunes, 20 de septiembre de 2010
More ICI Writing
Congratulations to all those students who have been brave, hard working and persevering enough to have submitted many drafts for correction--and who are also generous enough to allow us teachers to upload their contributions for sharing.
As to those people who still haven't made up their minds to start writing, we'd like to tell them that simply reading what others have written is similar to watching an aerobics/spinning class in the hope of slimming/shaping up. No pain, no gain.
Happy Students'Day!
Download
As to those people who still haven't made up their minds to start writing, we'd like to tell them that simply reading what others have written is similar to watching an aerobics/spinning class in the hope of slimming/shaping up. No pain, no gain.
Happy Students'Day!
Download
domingo, 19 de septiembre de 2010
viernes, 17 de septiembre de 2010
IHI_Angevin Empire & Henry II
Here you are the guide for both classes on Wed 22nd. Print it and bring it to class.
See you, Ana
(Use this link to download because Megaupload is not working properly)
http://www.megaupload.com/?d=OUYIGHLP
See you, Ana
(Use this link to download because Megaupload is not working properly)
http://www.megaupload.com/?d=OUYIGHLP
"Good Advice is Rarer than Rubies"
Job 28
[12] But where shall wisdom be found? And where is the place of understanding?
[13] Man knoweth not the price thereof; neither is it found in the land of the living.
[14] The depth saith, It is not in me: and the sea saith, It is not with me.
[15] It cannot be gotten for gold, neither shall silver be weighed for the price thereof.
[16] It cannot be valued with the gold of Ophir, with the precious onyx, or the sapphire.
[17] The gold and the crystal cannot equal it: and the exchange of it shall not be for jewels of fine gold.
[18] No mention shall be made of coral, or of pearls: for the price of wisdom is above rubies.
[19] The topaz of Ethiopia shall not equal it, neither shall it be valued with pure gold.
[20] Whence then cometh wisdom? and where is the place of understanding?
[21] Seeing it is hid from the eyes of all living, and kept close from the fowls of the air.
[22] Destruction and death say, We have heard the fame thereof with our ears.
[23] God understandeth the way thereof, and he knoweth the place thereof.
[24] For he looketh to the ends of the earth, and seeth under the whole heaven;
[25] To make the weight for the winds; and he weigheth the waters by measure.
[26] When he made a decree for the rain, and a way for the lightning of the thunder:
[27] Then did he see it, and declare it; he prepared it, yea, and searched it out.
[28] And unto man he said, Behold, the fear of the Lord, that is wisdom; and to depart from evil is understanding.
[12] But where shall wisdom be found? And where is the place of understanding?
[13] Man knoweth not the price thereof; neither is it found in the land of the living.
[14] The depth saith, It is not in me: and the sea saith, It is not with me.
[15] It cannot be gotten for gold, neither shall silver be weighed for the price thereof.
[16] It cannot be valued with the gold of Ophir, with the precious onyx, or the sapphire.
[17] The gold and the crystal cannot equal it: and the exchange of it shall not be for jewels of fine gold.
[18] No mention shall be made of coral, or of pearls: for the price of wisdom is above rubies.
[19] The topaz of Ethiopia shall not equal it, neither shall it be valued with pure gold.
[20] Whence then cometh wisdom? and where is the place of understanding?
[21] Seeing it is hid from the eyes of all living, and kept close from the fowls of the air.
[22] Destruction and death say, We have heard the fame thereof with our ears.
[23] God understandeth the way thereof, and he knoweth the place thereof.
[24] For he looketh to the ends of the earth, and seeth under the whole heaven;
[25] To make the weight for the winds; and he weigheth the waters by measure.
[26] When he made a decree for the rain, and a way for the lightning of the thunder:
[27] Then did he see it, and declare it; he prepared it, yea, and searched it out.
[28] And unto man he said, Behold, the fear of the Lord, that is wisdom; and to depart from evil is understanding.
miércoles, 15 de septiembre de 2010
ICI Writing
These are two fine contributions to our debate on Rushdie's problematization of Emergency in India
Looking forward to uploading more...
Download
Looking forward to uploading more...
Download
martes, 14 de septiembre de 2010
IHI_Rewriting and Editing TPI
Deadline for re-writing and editing TP1: September 23 at 2pm (Thursday). You should e-mail your final drafts to anasiccardi@hotmail.com. Please, be punctual, I´ll post them during the afternoon. Thanks!
You will get your corrected TP1 tomorrow (Wed. 15th).
See you, Ana
You will get your corrected TP1 tomorrow (Wed. 15th).
See you, Ana
domingo, 12 de septiembre de 2010
IHI_William the Conqueror_Reading Guide 2010
Here you are the Megaupload link to download the new version of the guide required for our class this week (I post the link this way because the website was not working accordingly when I tried to create the DOWNLOAD link).
See you, Ana
http://www.megaupload.com/?d=90VM4BHR
See you, Ana
http://www.megaupload.com/?d=90VM4BHR
sábado, 11 de septiembre de 2010
The Norman Conquest
This is the PP presentation for our next class.
Instructions
1. Download
2. Print one copy per pair
3. Read the printed PP presentation carefully in pairs, using dictionaries, encyclopaedias, CDRom reference materials
4. Read (also in pairs) the printed bibliography listed down in schedule (syllabus/Google) for Tuesday class
5. Reread the PP presentation relating it to the printed bibliography
6. Post questions/doubts in blog
7. Come to class with printed presentation + bibliography
You'll be able to follow the class with ease and security
Instructions
1. Download
2. Print one copy per pair
3. Read the printed PP presentation carefully in pairs, using dictionaries, encyclopaedias, CDRom reference materials
4. Read (also in pairs) the printed bibliography listed down in schedule (syllabus/Google) for Tuesday class
5. Reread the PP presentation relating it to the printed bibliography
6. Post questions/doubts in blog
7. Come to class with printed presentation + bibliography
You'll be able to follow the class with ease and security
miércoles, 8 de septiembre de 2010
IHI_TP I topics & pairs
Hi guys, as the Head of the course suggested, you will have to send a final draft of your TP1 (after working on the corrections) to share with the rest of the students. We will post it here. Deadline for final draft to be announced. See you, Ana
IHI 2010 -- TP1: Written & oral: Norse invasions. Hunter Blair (Chapter II)
Each pair will be responsible for one entry. You should synthesize the content following MLA conventions, citing and acknowledging sources. Besides, you should be ready to report its content in a five/ten-minute-presentation on September 8th. You may also refer to maps when explaining your sections to the rest of the class. The number of pages assigned to each pair may vary according to the number of attendants on September 1st.
1. The Scandinavian Background (pp. 55-58)
1. The Scandinavian Background (pp. 58-61)
2. The Norse Approach to Britain (pp. 62-67)
3. The Danish Invasions (pp. 67-70)
3. The Danish Invasions (pp. 70-75)
4. Consolidation in Wessex (pp. 75-80)
5. The Creation of the Kingdom of England (pp. 80-85)
5. The Creation of the Kingdom of England (pp. 86-90)
6. Ethelred the Unready (pp. 90-93)
6. Ethelred the Unready (pp. 94-99)
7. Danish Rule (pp. 99-101)
7. Danish Rule (pp. 101-104)
7. Danish Rule (pp. 99-104) + all the sources and maps (pp. 77, 86, 88-89, 94)
8 Edward the Confessor and the End of the Anglo-Saxon State (pp. 104-108)
8. Edward the Confessor and the End of the Anglo-Saxon State (109-115)
Discussion group (10-12 hs)
1. Lesca – Zanetto – Garnica
2. Di Virgilio - Arias
3. Lazarte – Casanova
4. Altamiranda – Goyenche
5. Parisse – Fischbach - Barnech
6. Martínez, A. – Lucas – Lunghi
7. Gonçalves – Ormazabal – Ortiz
8. Peralta – Antía - Luchetti
Discuss group (12 -14 hs)
1.1 De Marco - Mendoza
1.2 Malvestitti – Perez
2. Espíndola – López, C.
3. Casado – Jensen – Zagame
4. Azcongegui - Martínez
5.1 Alessandría – Bustamante
5. 2 Fernández, L. – Reynoso
6.1 Gómez, P. – Biasco
6.2 Olguín – Masone
7. Salandro – Gómez Ferrante
8. Nario – Bentivegna
IHI 2010 -- TP1: Written & oral: Norse invasions. Hunter Blair (Chapter II)
Each pair will be responsible for one entry. You should synthesize the content following MLA conventions, citing and acknowledging sources. Besides, you should be ready to report its content in a five/ten-minute-presentation on September 8th. You may also refer to maps when explaining your sections to the rest of the class. The number of pages assigned to each pair may vary according to the number of attendants on September 1st.
1. The Scandinavian Background (pp. 55-58)
1. The Scandinavian Background (pp. 58-61)
2. The Norse Approach to Britain (pp. 62-67)
3. The Danish Invasions (pp. 67-70)
3. The Danish Invasions (pp. 70-75)
4. Consolidation in Wessex (pp. 75-80)
5. The Creation of the Kingdom of England (pp. 80-85)
5. The Creation of the Kingdom of England (pp. 86-90)
6. Ethelred the Unready (pp. 90-93)
6. Ethelred the Unready (pp. 94-99)
7. Danish Rule (pp. 99-101)
7. Danish Rule (pp. 101-104)
7. Danish Rule (pp. 99-104) + all the sources and maps (pp. 77, 86, 88-89, 94)
8 Edward the Confessor and the End of the Anglo-Saxon State (pp. 104-108)
8. Edward the Confessor and the End of the Anglo-Saxon State (109-115)
Discussion group (10-12 hs)
1. Lesca – Zanetto – Garnica
2. Di Virgilio - Arias
3. Lazarte – Casanova
4. Altamiranda – Goyenche
5. Parisse – Fischbach - Barnech
6. Martínez, A. – Lucas – Lunghi
7. Gonçalves – Ormazabal – Ortiz
8. Peralta – Antía - Luchetti
Discuss group (12 -14 hs)
1.1 De Marco - Mendoza
1.2 Malvestitti – Perez
2. Espíndola – López, C.
3. Casado – Jensen – Zagame
4. Azcongegui - Martínez
5.1 Alessandría – Bustamante
5. 2 Fernández, L. – Reynoso
6.1 Gómez, P. – Biasco
6.2 Olguín – Masone
7. Salandro – Gómez Ferrante
8. Nario – Bentivegna
lunes, 6 de septiembre de 2010
domingo, 5 de septiembre de 2010
sábado, 4 de septiembre de 2010
ICI News
Hi everyone
Let's welcome our adscripta for the last 6 years, Claudia De Laurentis. I strongly advise you to take advantage of the help she has offered. Students have found her sessions very rewarding. Just make sure you keep your appointments with her. She's been working pro bono with us all these years and we all know time is money.
Here is a list of all your email addresses. Pls check it for typos. Download
Finally, here are some writing topics. You can email them to me or leave them in the History pigeonhole (by the way someone forgot a purple umbrella in the classroom last Friday & I left it there)
Every time you discuss a text/film/article/whatever make sure you start by summing up its plot in one or two sentences, then announce/introduce what you're going to discuss/describe/relate/exemplify/hypothesize whatever, why & how you're going to do it.
Next paragraph: Now discuss/describe/relate/... whatever your topic/idea/problem etc is in the best way/s you can. Think of what you want to say and to whom
Last paragraph. Summarize what you've said using different words.
1. In which way/s does "The Free Radio" problematize the period of Emergency in India?
2. Why does the narrator of "The Free Radio" introduce a Western point of view in the story?
3. How does Rushdie conquer the English language in "The Prophet's Hair"?
4. Is "The Prophet's Hair" a political story? Why (not)?
Looking forward to reading your writing. Have a nice weekend
Let's welcome our adscripta for the last 6 years, Claudia De Laurentis. I strongly advise you to take advantage of the help she has offered. Students have found her sessions very rewarding. Just make sure you keep your appointments with her. She's been working pro bono with us all these years and we all know time is money.
Here is a list of all your email addresses. Pls check it for typos. Download
Finally, here are some writing topics. You can email them to me or leave them in the History pigeonhole (by the way someone forgot a purple umbrella in the classroom last Friday & I left it there)
Every time you discuss a text/film/article/whatever make sure you start by summing up its plot in one or two sentences, then announce/introduce what you're going to discuss/describe/relate/exemplify/hypothesize whatever, why & how you're going to do it.
Next paragraph: Now discuss/describe/relate/... whatever your topic/idea/problem etc is in the best way/s you can. Think of what you want to say and to whom
Last paragraph. Summarize what you've said using different words.
1. In which way/s does "The Free Radio" problematize the period of Emergency in India?
2. Why does the narrator of "The Free Radio" introduce a Western point of view in the story?
3. How does Rushdie conquer the English language in "The Prophet's Hair"?
4. Is "The Prophet's Hair" a political story? Why (not)?
Looking forward to reading your writing. Have a nice weekend
viernes, 3 de septiembre de 2010
ICI Tutorials
Hi everybody! I will be available for tutorial meetings every Monday from September 20Th on, at 10. I will need you to tell me in advance that you are coming as I'm going just for the meeting. Please let me know the previous Friday night to organize my schedule. You can always contact me by mail at delaurentisclau@ufasta.edu.ar... Thanks and have a great term!
jueves, 2 de septiembre de 2010
IHI Mails Update + Questions
Hi everyone: here's an updated list of your emails + discussion sessions (comisiones)
Download
Thanks for the question about invasions & conquest.
Historians always refer to Caesar's Invasions in 55 & 54 BC and to the Roman/Claudian Conquest in AD43. The concepts are not interchangeable in these two cases.
If we consult Meriam Webster online, we will see that invasion means "an act of invading [to enter for conquest or plunder]; especially: incursion [a hostile entrance into a territory : raid] of an army for conquest or plunder: e.g. The enemy launched an invasion."
Synonyms: descent, foray, incursion, inroad, raid, irruption.
Caesar launched two invasions against Britannia but was unable to achieve permanent domination or subjugation of the land/its inhabitants since he left no military forces behind to carry out this process.
Conquest means (same source): 1. the act or process of conquering [to gain or acquire by force of arms: subjugate:to overcome by force of arms : vanquish ]; 2 something conquered; especially: territory appropriated in war.
Synonyms: dominating, domination, overpowering, subduing, subjecting, subjection, subjugating, subjugation, vanquishing
The Claudian Conquest, or the Roman Conquest of Britannia begun under Claudius involved Roman domination/subjugation/control/mastery of Britannia for about 400 years.
Thanks for starting the debate. Keep in touch
Download
Thanks for the question about invasions & conquest.
Historians always refer to Caesar's Invasions in 55 & 54 BC and to the Roman/Claudian Conquest in AD43. The concepts are not interchangeable in these two cases.
If we consult Meriam Webster online, we will see that invasion means "an act of invading [to enter for conquest or plunder]; especially: incursion [a hostile entrance into a territory : raid] of an army for conquest or plunder: e.g. The enemy launched an invasion."
Synonyms: descent, foray, incursion, inroad, raid, irruption.
Caesar launched two invasions against Britannia but was unable to achieve permanent domination or subjugation of the land/its inhabitants since he left no military forces behind to carry out this process.
Conquest means (same source): 1. the act or process of conquering [to gain or acquire by force of arms: subjugate
Synonyms: dominating, domination, overpowering, subduing, subjecting, subjection, subjugating, subjugation, vanquishing
The Claudian Conquest, or the Roman Conquest of Britannia begun under Claudius involved Roman domination/subjugation/control/mastery of Britannia for about 400 years.
Thanks for starting the debate. Keep in touch
martes, 31 de agosto de 2010
Today's class
domingo, 29 de agosto de 2010
IHI - WEDNESDAY CLASS
Hi Guys!
On our first class we'll discuss Caesar's accounts of his expeditions to Britain. Please, read and solve the activities scheduled.
See u then.
On our first class we'll discuss Caesar's accounts of his expeditions to Britain. Please, read and solve the activities scheduled.
See u then.
sábado, 28 de agosto de 2010
IHI Class-Tuesday
Hi, everyone: this is the PP presentation for our first IHI lecture.
You can print a black and white copy every two students
Download
You can print a black and white copy every two students
Download
jueves, 26 de agosto de 2010
IHI 2010 -- TP1: Written & Oral: Norse Invasions. Hunter Blair (Chapter II)
Each pair will be responsible for one entry. You should synthesize the content following MLA conventions, citing and acknowledging sources (turn-in a written version). Besides, you should be ready to report its content in a five/ten-minute presentation on September 8th. You may also refer to maps when explaining your sections, if necessary. The number of pages assigned to each pair may vary according to the number of attendants on September 1st.
1. The Scandinavian Background (pp. 55-58)
1. The Scandinavian Background (pp. 58-61)
2. The Norse Approach to
3. The Danish Invasions (pp. 67-70)
3. The Danish Invasions (pp. 70-75)
4. Consolidation in Wessex (pp. 75-80)
5. The Creation of the
5. The Creation of the
6. Ethelred the Unready (pp. 90-93)
6. Ethelred the Unready (pp. 94-99)
7. Danish Rule (pp. 99-101)
7. Danish Rule (pp. 101-104)
7. Danish Rule (pp. 99-104) + all the sources and maps (pp. 77, 86, 88-89, 94)
8 Edward the Confessor and the End of the
8. Edward the Confessor and the End of the
Please, do not choose any entry via blog. We will set pairs & topics in class on Wed at 10 am. You may comment your preference with your partner though so as to save classtime on Sep 1st. See you, Ana
miércoles, 25 de agosto de 2010
IHI Class on Sep. 1st at 10 (Prof. Siccardi)
Hi everyone,
As you have learned in the meeting organized by the Head of the subject, you have to attend classes with your readings done. When we refer to ¨reading¨, we mean ¨read, do dictionary work, underline main ideas + details, do note margin for doubts/questions, summarize + synthesize, refer to maps when necessary, etc¨. That is, be ready to discuss in depth the content displayed.
For our first class (10-12), you need to read Ch 1 ¨Roman Britain¨ by Salway in The Oxford History of Britain by Morgan. Besides, you have to analyze in depth the timeline by Mattingly + Handout combining both sources (Salway + Mattingly).
Our first optional tutorial (12-14) is going to be devoted to writing conventions for English History (with a brief and quick introduction to MLA Worksheet). Remember you have a practical work coming really soon. Check schedule/blog calendar for that!
I wish you all a great first week of Spring Semester.
See you on Wed.
Ana
As you have learned in the meeting organized by the Head of the subject, you have to attend classes with your readings done. When we refer to ¨reading¨, we mean ¨read, do dictionary work, underline main ideas + details, do note margin for doubts/questions, summarize + synthesize, refer to maps when necessary, etc¨. That is, be ready to discuss in depth the content displayed.
For our first class (10-12), you need to read Ch 1 ¨Roman Britain¨ by Salway in The Oxford History of Britain by Morgan. Besides, you have to analyze in depth the timeline by Mattingly + Handout combining both sources (Salway + Mattingly).
Our first optional tutorial (12-14) is going to be devoted to writing conventions for English History (with a brief and quick introduction to MLA Worksheet). Remember you have a practical work coming really soon. Check schedule/blog calendar for that!
I wish you all a great first week of Spring Semester.
See you on Wed.
Ana
lunes, 23 de agosto de 2010
ICI - Slumdog Millionaire
On our first class, we'll be discussing Pre-viewing activities for Slumdog Millionaire. To save time and energy, you can choose a question to discuss in pairs or groups of three people and later share findings with the rest of the class. You can let us all know the choice of each group through a message in our blog.
These are the questions which are included in the viewing guide in your course pack:
1) The development of the Independence process in British India.
2) Problems after independence: poverty, internal conflicts, tensions between India and Pakistan.
3) Social stratification in present-day India.
4) India's ethnic, linguistic, and religious complexity.
5) India’s cultural heritage: main attractions such as monuments, royal residences, temples, bridges or historical landmarks. Provide pictures and locate them on a map.
6) Call Centres as symbols of the casualization of labour in contemporary India as a member of the global world.
7) Aspects of Bollywood film industry.
See u next week, Thursday & Friday.
These are the questions which are included in the viewing guide in your course pack:
1) The development of the Independence process in British India.
2) Problems after independence: poverty, internal conflicts, tensions between India and Pakistan.
3) Social stratification in present-day India.
4) India's ethnic, linguistic, and religious complexity.
5) India’s cultural heritage: main attractions such as monuments, royal residences, temples, bridges or historical landmarks. Provide pictures and locate them on a map.
6) Call Centres as symbols of the casualization of labour in contemporary India as a member of the global world.
7) Aspects of Bollywood film industry.
See u next week, Thursday & Friday.
ICI-IHI: Schedule update
Hi everyone, we´ve been able to make some changes & avoid overlappings for sophomore students (which was the correct thing to do) though not for junior ones as both courses belong to the sophomore year.
We have started completing the Google calendar on the right hand side of the blog.
ICI Schedule Download
IHI Schedule Download
We have started completing the Google calendar on the right hand side of the blog.
ICI Schedule Download
IHI Schedule Download
viernes, 13 de agosto de 2010
ICI Questions
Hi everyone, if there are any questions you'd like to make, please write them in the Comments here. We'll be glad to answer them.
IHI Queries
Hello everyone: if you´d like to ask any questions, please post your comments here & we´ll be more than happy to answer them.
miércoles, 4 de agosto de 2010
sábado, 24 de julio de 2010
ICI & IHI Comments--How to post them
Hello everyone:
Just some pieces of advice about how to use our blog.
You will notice that on the right hand side of the blog you have room for short messages & comments. It appropriately reads as Comentarios. Pls use this section every time you need to make short questions, voice comments, or raise doubts.
On the center-left we have the entries--managed by the chair--with room for everybody to make longer comments, pose more extended questions,or address doubts that require more room than that available for the comments on the right provided they are always related to the issue of the entry, not to any issue whatsoever. Consequently, in an entry about a paper on Secret Societies which two History of England and the US students wrote last term, we expect to find only comments relevant to (directly related with) that paper.
As to the History of England materials I mentioned when we met, I referred to several texts, not just to one/the book. As stated in the entry "Historia Inglesa 2° cuatrimestre 2010" you'll find all your materials (course pack + books) in New Copy, which during the vacations is open from 11 to 13.
Here's the IHI syllabus also available in the course pack. Download.
Have a nice weekend.
Just some pieces of advice about how to use our blog.
You will notice that on the right hand side of the blog you have room for short messages & comments. It appropriately reads as Comentarios. Pls use this section every time you need to make short questions, voice comments, or raise doubts.
On the center-left we have the entries--managed by the chair--with room for everybody to make longer comments, pose more extended questions,or address doubts that require more room than that available for the comments on the right provided they are always related to the issue of the entry, not to any issue whatsoever. Consequently, in an entry about a paper on Secret Societies which two History of England and the US students wrote last term, we expect to find only comments relevant to (directly related with) that paper.
As to the History of England materials I mentioned when we met, I referred to several texts, not just to one/the book. As stated in the entry "Historia Inglesa 2° cuatrimestre 2010" you'll find all your materials (course pack + books) in New Copy, which during the vacations is open from 11 to 13.
Here's the IHI syllabus also available in the course pack. Download.
Have a nice weekend.
sábado, 10 de julio de 2010
Secret Societies
Hi everyone: here's Victoria & Estefanía's paper on Secret Societies.
It has a very well thought-of Introduction and an extremely well-crafted Conclusion.
The main body of the paper is very solid: it uses quotes and citations with ease
Download
It has a very well thought-of Introduction and an extremely well-crafted Conclusion.
The main body of the paper is very solid: it uses quotes and citations with ease
Download
martes, 6 de julio de 2010
Comunicación Integral 2° cuatrimestre 2010
Tal como lo indica la nota en cartelera tendremos una reunión previa a la cursada el martes 13 de julio a las 11 hs.
En ese momento,les avisaremos cuándo podrán, siempre antes del receso invernal, comenzar a encargar en New Copy (Peña y la Vía, tels 4752827; 155219483) todos los materiales de la asignatura.
Quienes tengan módulos de años anteriores dispondrán de tiempo y espacio en esta fotocopiadora para cotejar los materiales nuevos que necesitan. Los archivos del CD se amplían cada año, por lo tanto nunca son los mismos. Además, muchos de los textos de lectura están en el CD para que los estudiantes los impriman o los lean en pantalla según su conveniencia
Es importante que en estos 50 días previos al comienzo de clases los estudiantes se familiaricen con las lecturas y las películas y comiencen a realizar las guías para poder tener una cursada más aliviada.
A partir de este momento, todas las comunicaciones para, de, entre, hacia y con la cátedra se harán en este blog.
Programa de Comunicación Integral. Descargar
L@s esperamos.
En ese momento,les avisaremos cuándo podrán, siempre antes del receso invernal, comenzar a encargar en New Copy (Peña y la Vía, tels 4752827; 155219483) todos los materiales de la asignatura.
Quienes tengan módulos de años anteriores dispondrán de tiempo y espacio en esta fotocopiadora para cotejar los materiales nuevos que necesitan. Los archivos del CD se amplían cada año, por lo tanto nunca son los mismos. Además, muchos de los textos de lectura están en el CD para que los estudiantes los impriman o los lean en pantalla según su conveniencia
Es importante que en estos 50 días previos al comienzo de clases los estudiantes se familiaricen con las lecturas y las películas y comiencen a realizar las guías para poder tener una cursada más aliviada.
A partir de este momento, todas las comunicaciones para, de, entre, hacia y con la cátedra se harán en este blog.
Programa de Comunicación Integral. Descargar
L@s esperamos.
Historia Inglesa 2° cuatrimestre 2010
Tal como lo indica la nota en cartelera tendremos una reunión orientadora el martes 13 de julio a las 10hs. Nos reuniremos en la puerta del Dto y trataremos de encontrar un aula.
A partir del jueves 8 de julio al mediodía podrán comenzar a encargar en New Copy (Peña y la Vía, tels 4752827; 155219483) todos los materiales de la asignatura.
Quienes tengan módulos de años anteriores dispondrán de tiempo y espacio en esta fotocopiadora para cotejar los materiales que necesitan. Los archivos del CD se amplían cada año, por lo tanto nunca son los mismos.
Es importante que en estas siete semanas previas al comienzo de clases los estudiantes se familiaricen con los materiales para poder tener una cursada más cómoda.
A partir de este momento, todas las comunicaciones para, de, entre, hacia y con la cátedra se harán en este blog.
L@s esperamos.
A partir del jueves 8 de julio al mediodía podrán comenzar a encargar en New Copy (Peña y la Vía, tels 4752827; 155219483) todos los materiales de la asignatura.
Quienes tengan módulos de años anteriores dispondrán de tiempo y espacio en esta fotocopiadora para cotejar los materiales que necesitan. Los archivos del CD se amplían cada año, por lo tanto nunca son los mismos.
Es importante que en estas siete semanas previas al comienzo de clases los estudiantes se familiaricen con los materiales para poder tener una cursada más cómoda.
A partir de este momento, todas las comunicaciones para, de, entre, hacia y con la cátedra se harán en este blog.
L@s esperamos.
jueves, 1 de julio de 2010
Monday Class
Hello everyone
Next Monday we will be working with these files.
British Imperialism Download
American Imperialism Download
Plus, if anyone is interested in further reading you can consult the ff text in English Tips: Schwarz, H.; and S. Ray. A Companion to Postcolonial Studies. Malden MA: Blackwell, 2005.
Next Monday we will be working with these files.
British Imperialism Download
American Imperialism Download
Plus, if anyone is interested in further reading you can consult the ff text in English Tips: Schwarz, H.; and S. Ray. A Companion to Postcolonial Studies. Malden MA: Blackwell, 2005.
miércoles, 30 de junio de 2010
REMINDER
To discuss Vietnam, Brogan, Chapter 26 "The Crisis of the New Order"
Please, read and bring the book. I´ll print reading guide. See u, M
Please, read and bring the book. I´ll print reading guide. See u, M
martes, 29 de junio de 2010
Writing Community
Hi everyone: As you know I take turns correcting different WAs. This time I thought we could share the feedback with the whole group. I have kept the paper anonymous and hope the rest are able to find the corrections if not useful at least relevant (i.e. to the point)
Download
Download
lunes, 28 de junio de 2010
Ana´s Class on July 7th
Hi everyone,
This entry is just to clarify some possible misunderstandings about our last class this semester. The Mock Oral Test activity is going to take only some part of our class on July 7. You have to read the chapter in Brogan assigned last week. We´ll discuss it and Claudia will help you outline the main characteristics of 1960s. When we finish that, we´ll start with our mock oral test. We are re-arranging this class due to your request to do some mock oral tests during class-time since some of you cannot make it for tutorials. However, we are not deleting any content scheduled for July 7. Those students who can make it for the tutorial on July 7 they´ll take the mock oral test at 12.
Thanks.
See you, Ana
This entry is just to clarify some possible misunderstandings about our last class this semester. The Mock Oral Test activity is going to take only some part of our class on July 7. You have to read the chapter in Brogan assigned last week. We´ll discuss it and Claudia will help you outline the main characteristics of 1960s. When we finish that, we´ll start with our mock oral test. We are re-arranging this class due to your request to do some mock oral tests during class-time since some of you cannot make it for tutorials. However, we are not deleting any content scheduled for July 7. Those students who can make it for the tutorial on July 7 they´ll take the mock oral test at 12.
Thanks.
See you, Ana
domingo, 27 de junio de 2010
Suez Canal_Ana´s Class_June 30
Hi everyone,
Please print a copy of this handout and e-articles. Bring them to our class on Suez Canal and Korea this coming Wed. Remember to make the outlines of your papers for our Mock Oral Test class on July 7th (confirmed). We can devote our tutorial this week for that + paper corrections/final editing, among other things).
See you,
Ana
jueves, 24 de junio de 2010
miércoles, 23 de junio de 2010
WC_Assignment # 6_Giuliano_Maddio
Hi everyone, it´s 9pm. I upload the only WC Assignment # 6 I received so far. Remember you have to write a Peer Response Letter #6. Without uploading the assignments here you won´t have access to them. This last reponse letter is due next Wed June 29.
See you next class, Ana
Cold War Monday 28th
Monday class Download
Assignments Total War & Propaganda: you'll find corrected folders Friday noon in pigeonhole.
Assignments Total War & Propaganda: you'll find corrected folders Friday noon in pigeonhole.
martes, 22 de junio de 2010
Mid-Term Test (Question # 2) by Andrea Giuliano
Hi everyone,
Here you are Andrea´s Mid-Term Test (question # 2). Cristina suggested writing and giving feedback with Peer Response Letters. Thanks!
See you next class,
Ana
Here you are Andrea´s Mid-Term Test (question # 2). Cristina suggested writing and giving feedback with Peer Response Letters. Thanks!
See you next class,
Ana
martes, 15 de junio de 2010
Ana´s Class and Tutorial June 15th
Hi everyone,
As the schedule clearly states we are dealing with WWII: Development (1939-41: First Stage) tomorrow in class. Bring all your reading materials (Ch 5 by Hobsbwam, Catchpole, B & Salomone, your maps). We are going to do a seminar class to sort out the chronology and main points of the period.
The tutorial after class is going to be devoted to the organization and preparation of TP6. Please, bring all the material (books, journal papers, dictionaries, etc), your laptop if you want, etc to work in class. Tutorials devoted to TPs are a time for you to reduce your work at home, avoid meeting after class and to profit from the assistance I can give, especially now we are racing against time to finish the term.
See you tomorrow,
Ana
As the schedule clearly states we are dealing with WWII: Development (1939-41: First Stage) tomorrow in class. Bring all your reading materials (Ch 5 by Hobsbwam, Catchpole, B & Salomone, your maps). We are going to do a seminar class to sort out the chronology and main points of the period.
The tutorial after class is going to be devoted to the organization and preparation of TP6. Please, bring all the material (books, journal papers, dictionaries, etc), your laptop if you want, etc to work in class. Tutorials devoted to TPs are a time for you to reduce your work at home, avoid meeting after class and to profit from the assistance I can give, especially now we are racing against time to finish the term.
See you tomorrow,
Ana
lunes, 14 de junio de 2010
jueves, 10 de junio de 2010
Mid-Term_Maddio
Hi everyone,
Here you are Valeria´s Mid-Term Test. Cristina suggested writing and giving feedback with Peer Response Letters. Thanks!
See you next class,
Ana
Download
Here you are Valeria´s Mid-Term Test. Cristina suggested writing and giving feedback with Peer Response Letters. Thanks!
See you next class,
Ana
Download
miércoles, 9 de junio de 2010
PP Presentation Monday June 14th
The David Low cartoons shown in the slides are available at: http://www.cartoons.ac.uk/search/cartoon_item/Low,%20David?artist=Low;%20David%20%281891-1963%29&subjects_text[]=International%20relations
PP presentation for next class Download
Pls let me know on this blog if you could download it successfully
PP presentation for next class Download
Pls let me know on this blog if you could download it successfully
domingo, 6 de junio de 2010
Handout for Ana´s class_June 9th
Hi everyone, this is the handout for our next class + tutorial on Fascism and Nazism (It completes a shorter one included in your course package).
Both class and tutorial are going to be devoted to the analysis of both ideologies in depth so please bring a copy of it for both sessions and be ready to discuss the readings assigned. See you, A
viernes, 4 de junio de 2010
Class Monday June 7th
Hi everyone: I won't be using a PP presentation this coming Monday or lecturing at all
We'll devote the class to (in this order):
1. Clarifying your questions concerning your assignments.
2. Clarifying your questions concerning WWII, Bolshevik Revolution, intervwar years.
3. Reading some sections of Age of Extremes very very very intensively (bring the book to class--you can bring one copy every two students)
4. Summarizing WWI (causes, development, peace settlement) by means of maps (also bring maps to class)
Be prepared to actively participate in all discussions (240 minutes!)
See you Monday, Cristina
We'll devote the class to (in this order):
1. Clarifying your questions concerning your assignments.
2. Clarifying your questions concerning WWII, Bolshevik Revolution, intervwar years.
3. Reading some sections of Age of Extremes very very very intensively (bring the book to class--you can bring one copy every two students)
4. Summarizing WWI (causes, development, peace settlement) by means of maps (also bring maps to class)
Be prepared to actively participate in all discussions (240 minutes!)
See you Monday, Cristina
viernes, 28 de mayo de 2010
Ten Days that Shook the World, 1919. Preface. By John Reed.
Hi everyone,
Here you are the preface of Ten Days that Shook the World by Reed. You need to read only this section of his book for our class on Russian Revolution.
jueves, 27 de mayo de 2010
miércoles, 26 de mayo de 2010
lunes, 24 de mayo de 2010
WWI Development
I thought you could save energy and time if you work collaboratively in this reading guide. Each of you can be in charge of a question and share conclusions and knowledge in class. Please, use the bibliography listed in the instructions and work with Catchpole's maps. Try also to complete your section of the chronology to discuss on Friday.
Descargar
Descargar
WWI
Hi everyone, this is the PP presentation for our next class on Monday. It's extremely important that you understand (actually master) the geopolitical implications of WWI & Versailles--that's why we are using so many maps
The PP presentation can also be useful for your classes this week, esp. the maps, maps, maps...
Descargar
The PP presentation can also be useful for your classes this week, esp. the maps, maps, maps...
Descargar
domingo, 23 de mayo de 2010
Handout and Materials for Ana´s class May 26th
Hi guys: Some guidelines for our next class on WWI_Causes
Descargar
When I asked for maps pre & post WWI Europe, I meant: Maps of Austro-Hungarian Empire (Arnuz), German Empire (Del Potro), Ottoman Empire (Soler-Cáceres), Russia Empire (Echaniz), The Balkans in 1914 (Durán), British Empire (González), French Empire (López), Italian Empire (Maddio), Moroccan Crisis (Pereira). Post-WWI Europe (Pinoni-Rodriguez)
You don´t have to look & print all of them. We can share materials and work collaboratively: suggested names between brackets above. Be ready to explain the map you are responsible for.
I decided to re-arrange the map searching task in this way so as not to complicate your reading schedule/agenda and make the search useful.
See you and have a nice weekend....Ana
sábado, 22 de mayo de 2010
Mid-Term Test by Pamela Pereira
Hi, guys!
Pamela Pereira sent me a copy of her Mid-Term Test after Cristina´s request. We suggest reading it as a good model of writing for our class.
Thanks and have a nice long weekend.
miércoles, 19 de mayo de 2010
Make Up
Hi everyone, I'll give you your make ups when we meet next time
Giuliano: 6
Hernández: 4
Maddio: 7
Pinoni: 4
Soler: 4
I'll also upload the PP presentation for my class on Versailles next week.
Pls check the Google schedule
Have a nice long weekend and keep up the good work
Giuliano: 6
Hernández: 4
Maddio: 7
Pinoni: 4
Soler: 4
I'll also upload the PP presentation for my class on Versailles next week.
Pls check the Google schedule
Have a nice long weekend and keep up the good work
lunes, 17 de mayo de 2010
General Interest
www.mpd.edu.ar
Grupo de Manejo de la Ansiedad
La Subsecretaría de Bienestar de la Comunidad Universitaria informa que, en el mes de mayo, comenzará a funcionar en el Servicio Universitario de Salud el Grupo de Manejo de la Ansiedad.
Partiendo del análisis de la evaluación psicológica que realiza este servicio a los alumnos, es posible afirmar, que los trastornos de ansiedad son los que prevalecen en esta población.
Creemos de fundamental importancia ofrecer un espacio en donde se pueda abordar esta problemática, ofreciendo al alumno estrategias que le permitan manejar este trastorno.
El objetivo de esta propuesta es brindar una intervención adecuada para afrontar los Trastornos de Ansiedad.
Estará destinado a alumnos de la Universidad Nacional de Mar del Plata.
A partir de la fecha está abierta la inscripción en el Servicio Universitario de Salud. Alvarado 4009, Mar del Plata.
Se implementaran dos grupos, uno funcionará los miércoles en el horario de 18:00 a 20:00 y el otro los viernes de 14.30 a 16.30.
Para mayor información e inscripción, dirigirse a Alvarado 4009, Mar del Plata, o a susunmdp@gmail.com
Grupo de Manejo de la Ansiedad
La Subsecretaría de Bienestar de la Comunidad Universitaria informa que, en el mes de mayo, comenzará a funcionar en el Servicio Universitario de Salud el Grupo de Manejo de la Ansiedad.
Partiendo del análisis de la evaluación psicológica que realiza este servicio a los alumnos, es posible afirmar, que los trastornos de ansiedad son los que prevalecen en esta población.
Creemos de fundamental importancia ofrecer un espacio en donde se pueda abordar esta problemática, ofreciendo al alumno estrategias que le permitan manejar este trastorno.
El objetivo de esta propuesta es brindar una intervención adecuada para afrontar los Trastornos de Ansiedad.
Estará destinado a alumnos de la Universidad Nacional de Mar del Plata.
A partir de la fecha está abierta la inscripción en el Servicio Universitario de Salud. Alvarado 4009, Mar del Plata.
Se implementaran dos grupos, uno funcionará los miércoles en el horario de 18:00 a 20:00 y el otro los viernes de 14.30 a 16.30.
Para mayor información e inscripción, dirigirse a Alvarado 4009, Mar del Plata, o a susunmdp@gmail.com
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