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lunes, 19 de diciembre de 2011

Taller de literatura y cine en idioma inglés:

Taller de literatura y cine en idioma inglés: una aproximación al género policial  
El Taller de literatura y cine en idioma inglés nivel avanzado ofrece a los asistentes una ocasión para acercarse y abordar críticamente los géneros policiales británico y estadounidense.
Horas reloj:  16
Importe: $ 39,00
Lugar: Laboratorio de Idiomas, Diag. Alberdi 2695, 1er. Piso, Aula 2 
Fecha y horario: días 30 y 31 de enero y 1 al 3 de febrero, de 18:00 a 20:00 horas
6 y 7 de febrero, de 18:00 a 21:00 horas.
Informes: http://www.mdp.edu.ar/index.php?key=80
Inscripción: a partir del 10 de enero en Secretaría de Extensión Rectorado, 4º Piso. J: B. Alberdi y S. Luis de 10  a 13.



El Programa Universidad de Verano (en el pasado Escuela de Verano), tiene por objetivo generar un espacio de capacitación laboral, de comunicación (divulgación) de la ciencia y recreación. Los asistentes a cada curso y/o taller podrán conocer, reflexionar, opinar, formarse o informarse y compartir saberes.

Se trata de una convocatoria a toda la Comunidad marplatense y a los visitantes de temporada, independientemente de su formación académica. Al finalizar los cursos y/o talleres los asistentes recibirán un certificado que acredita su asistencia (cumpliendo con el mínimo requerido).

Las Áreas Temáticas para este año son: Comunicando Ciencia, Capacitando para el Trabajo y Recreación.

Inscripción desde el 10 de enero de 2012, J. B. Alberdi 2695, 4to. Piso, Secretaría de Extensión Universitaria, de lunes a viernes, de 10:00 a 13:00 horas.
Para mayor información consultar telefónicamente, desde el 10 de enero de 2012, de 10:00 a 13:00 horas: TE 492 1700, interno 175 ó 176 o por mail a: cultura@mdp.edu.ar 

Para descargar el listado completo de los cursos acceda al siguiente vínculo


domingo, 18 de diciembre de 2011

Alumnos de la UNMdP deberán hacer prácticas comunitarias para recibirse
http://www.lacapitalmdp.com/noticias/La-Ciudad/2011/12/18/203917.htm

La ordenanza fue aprobada en el Consejo Superior. Las facultades tendrán un año para adaptar sus planes de estudios y luego poner en práctica esta herramienta.
Todos los alumnos de la Universidad Nacional de Mar del Plata deberán realizar prácticas sociocomunitarias antes de recibir sus títulos de grado y pregrado. La iniciativa votada por la mayoría del Consejo Superior, convierte a la casa de altos estudios en una de las pocas en el país que lleva adelante esta bandera que va ganando adeptos en todo el mundo.
En un año, cada una de las nueve facultades deberán adecuar sus planes de estudio, así como determinar la concreción y evaluación de la práctica tal como ellas resuelvan a través de sus consejos académicos. La iniciativa fue dada a conocer por los consejeros superiores Consuelo Huergo del claustro estudiantil de Económicas; el decano de Ingeniería, Manuel González; la decana de Exactas, Sonia Trepode; Carmen Benítez del claustro estudiantil de Ingeniería y Agustín Carulli de Exactas. Ellos destacaron la importancia de la sanción de esta nueva ordenanza que "no sólo le da un marco a algunas actividades comunitarias que ya se realizan", sino que también oficializa "la devolución que los alumnos harán a la sociedad que con sus impuestos aporta para que ellos puedan estudiar en la universidad".
Las prácticas sociocomunitarias implican el desarrollo de proyectos que contribuyan a la comprensión y resolución de problemas sociales, medio ambientales, económico-productivos u otros que comprometan a la sociedad en su conjunto con especial énfasis en los sectores más vulnerables de la sociedad.
En este marco, la ordenanza establece que los docentes llevarán adelante la conceptualización así como el acompañamiento de los estudiantes desde los diferentes enfoques disciplinares durante la realización de las prácticas. Mientras que los alumnos, desde su rol de protagonistas de la práctica en las organizaciones sociales, se convertirán "en agentes de transformación y sujetos de formación". Y las organizaciones sociales que, a modo voluntario, accedan a recibir a la Universidad "resignificarán y crearán en conjunto un nuevo conocimiento que contribuya al mejoramiento de ellas y sus diferentes realidades".
"Esta propuesta se constituye como una de las formas a través de las cuales la universidad hace realidad su misión social, poniendo al servicio de la sociedad los saberes que produce y enseña permitiendo fomentar la colaboración entre la universidad y la comunidad", consideraron.
Las prácticas incluyen tres pasos que cada facultad incluirá de acuerdo a sus características y que deberá ser presentado en un año para que luego sea aprobado y puesto en marcha. El primero es el de conceptualización, que será obligatorio y está orientado a llevar adelante un proceso de sensibilización y capacitación del estudiante que desarrollará la intervención comunitaria. Durante la misma se verán aspectos filosóficos vinculados al desarrollo de la práctica y metodologías de generación, así como evaluación de los proyectos de intervención.
El segundo paso es la intervención comunitaria concreta que se llevará adelante de acuerdo a lo que establezca cada unidad académica. Y el tercero, es la evaluación que será comprendida como un proceso que inicia en la conceptualización previa y finaliza con las conclusiones de la intervención comunitaria.
Asimismo la ordenanza establece que se considerarán prácticas sociocomunitarias las institucionales: que son aquellas que se desarrollan en las unidades académicas con actores de la comunidad, formando parte de un proyecto o programa de extensión. Los proyectos, cuando la práctica se inserte en un proyecto de duración más extensa que de la práctica individualmente considerada. En este apartado se incluyen las propuestas de cátedra, grupos de investigación, áreas pedagógicas o colectivos de alumnos. Y las específicas, son las desarrolladas a propuesta del estudiante en alguna institución a su elección y para realizar actividades acordes con la práctica.
El pasado jueves 1 de diciembre, el Consejo Superior de la Universidad Nacional de Mar del Plata aprobó la inclusión curricular de las Practicas Socio Comunitarias en las carreras de grado y pregrado que se cursan en la misma.
Las Practicas Socio Comunitarias, representan una oportunidad de modernización al constituirse como una innovación pedagógica que posibilita complementar el paradigma áulico con la necesaria formación práctica. Práctica que no se desarrolla desde el paradigma de mercado, sino que busca responder a las necesidades sociales en el campo cultural, productivo y económico que, tal vez, no serían respondidas de otra forma. Esa integración de saberes, permite asimismo, que todos los procesos que suceden en la Universidad se llenen de Realidad y se transformen; Integrando las misiones de Enseñanza, Extensión e Investigación desde una perspectiva Multidisciplinar.
Este proyecto es parte de una tendencia Latinoamericana y Nacional, pero sobre todo de las múltiples experiencias que ya se desarrollaban en nuestra universidad. A partir de su aprobación se permite potenciar estas experiencias y generarlas en todas y cada una de las carreras de grado de la Universidad, desde su Institucionalización en base a pautas comunes.
Como resultado, la norma aprobada implica su inclusión curricular y que cada Facultad elabore un Plan de Acción para su implementación que informaran al Consejo Superior en el plazo máximo de 1 año.
En esta iniciativa presentada por la Agrupación Cauces han contribuido con su análisis, las áreas de la Universidad, en particular la Secretaría de Extensión Universitaria y la Secretaría Académica, las Unidades Académicas, la Agremiación de Docentes Universitarios, la Asociación de Personal Universitario, docentes, agrupaciones políticas y diferentes actores de nuestra Universidad, así como la Por Suerte Recuperada, Federación Universitaria Marplatense.
La Universidad, como institución pública, debe dar respuesta a las problemáticas locales y de la región; y desde allí ser activa protagonista en el Desarrollo científico, cultural y económico de la sociedad que la sustenta. Constituyendo esta una de las deudas que como Universidad debemos afrontar de forma imperiosa. En ese sentido lo que se aprobó, no es un Proyecto más, sino una Oportunidad para Insertarse en la Comunidad, definitivamente, desde la Formación.

martes, 29 de noviembre de 2011

PROYECTO PROGRAMA UNIVERSIDAD DE VERANO 2012


Taller de literatura y cine en idioma inglés: una aproximación al género policial: El Taller de literatura y cine en idioma inglés nivel avanzado ofrece a los asistentes una ocasión para acercarse y abordar críticamente los géneros policiales británico y estadounidense.

Docentes: Bilevich, Gabriela Elena  y Sarasa, María Cristina
Colaboradora: Calvete, Marcela Beatriz

En consonancia con los objetivos de la Universidad de Verano, el presente curso está destinado a un público amplio que posea conocimientos de idioma inglés a nivel superior y desee ampliar su práctica del idioma en el marco de una modalidad de taller de cine y literatura en torno a un género accesible como es el policial.
En la enseñanza de las tradicionalmente denominadas lenguas extranjeras (LEs), el desarrollo de las tecnologías de la comunicación permite a estudiantes y docentes acceder a múltiples representaciones textuales y digitales de las diversas culturas de esas LEs. Estas creaciones exploran y reescriben el presente y el pasado de las heterogéneas sociedades donde se hablan las llamadas LEs, en un rico intercambio entre, por ejemplo, la historia, la sociedad, la cultura, el cine y la literatura. Los variados modos culturales de apropiación e imaginación de estas producciones, tanto de carácter popular como académico, impactan en las instituciones formativas en todos los niveles de la enseñanza, que han incorporado la textualidad mediática en sus intervenciones didácticas, complementándola con la impresa.
Como profesoras de inglés y formadoras de docentes en la lengua inglesa, ya de comunicación internacional, hemos abordado la enseñanza del idioma a través de la alfabetización mediática en el ámbito de nuestras cátedras del Profesorado de Inglés de la Facultad de Humanidades de la UNMDP. Asimismo, en las producciones para nuestros grupos de investigación—Problemas de la Literatura Comparada y de Investigaciones en Educación y Estudios Culturales— hemos problematizado en diversos foros las relaciones entre el lenguaje, el cine de ficción, la historia, la cultura, la sociedad y la literatura. Finalmente, hemos dictado diversos cursos de Extensión para formación docente sobre el cine, la literatura y al enseñanza del idioma inglés (desde 1995 a 2008 inclusive) en la Facultad de Humanidades, y hemos dado cuenta de nuestro trabajo de extensión en presentaciones en varias jornadas y congresos. Nuestras intervenciones didácticas pretenden crear espacios críticos para examinar algunas de las múltiples culturas y gentes que hablan la lengua inglesa como primera o segunda lengua o como lenguaje de comunicación internacional. El marco de nuestro trabajo en el área se inscribe, por una parte, en los estudios culturales y de traducción así como en los estudios fílmicos y, por otra, en la alfabetización mediática y crítica y la relevancia de la narrativa para las buenas prácticas de la enseñanza y las del aprendizaje.
Este taller es una experiencia didáctica donde se problematizan representaciones fílmicas y literarias del género policial británico y estadounidense. La elección del género policial es apropiada para un curso de verano por su atractivo amplio y su accesibilidad. Permite, por otra parte, abordar convenciones y rupturas genéricas tanto literarias como fílmicas mientras se explora el trasfondo histórico, social y cultural de las diversas representaciones ofrecidas. Asimismo, el análisis de las decisiones autorales respecto del género representacional, de sus definiciones de éste, del rol de los individuos frente a la sociedad y de los modos de investigación, así como de los vínculos entre lo público y lo privado permiten indagar acerca de cómo, aparte de re-presentar aspectos ligados a sus contextos nacionales (angloparlantes) de producción, estos textos se resignifican pues permiten ahondar en temas más amplios y globales que, a su vez, admiten nuevas miradas al interior de la cultura materna. Todo esto, permitiendo a los asistentes practicar la lengua extranjera en un entorno distendido y multimedial a través de diversas actividades de lectura de textos impresos y mediáticos, observación guiada de DVDs y VCRs, escritura individual y colaborativa, debates grupales y cruzados, juegos de roles e intervenciones textuales.
Los materiales que utilizaremos estarán disponibles con anterioridad al curso, y serán ofrecidos a los asistentes en el programa durante la primera clase. Estos incluyen, en primer lugar, una selección de relatos cortos protagonizados por Sherlock Holmes, escogidos de las obras completas de Arthur Conan Doyle. Estos textos nos permitirán establecer las convenciones del género, analizar crítica y postcolonialmente a sus personajes y entorno así como profundizar sobre las lógicas de investigación. Luego, examinaremos producciones fílmicas y/o televisivas que nos muestren un Sherlock Holmes canónico, así como otras que rompan con las convenciones de ese canon. Luego, examinaremos también algunos relatos cortos de Agatha Christie que abordan principalmente un crimen en una casa de campo para observar a continuación cómo, en el año 2001, el director estadounidense Robert Altman emprende superficialmente la representación de un crimen en una casa aristocrática británica (Gosford Park) en 1932 para romper profundamente con las convenciones literarias, políticas y sociales del género.
Posteriormente, en la segunda mitad del taller, se abordará el género policial “negro” estadounidense. En primer lugar, también se procederá a seleccionar cuentos y fragmentos de novelas de la producción de Dashiell Hammett y fragmentos de las obras de Raymond Chandler para establecer las convenciones de estos relatos negros. Estas lecturas se acompañarán de una selección de adaptaciones fílmicas de la producción de estos autores, lo que nos permitirá en esta instancia problematizar las películas como traducciones intersemióticas. Además se trabajará la satirización de convenciones del policial negro norteamericano a través del film Cliente muerto no paga (1982) del director Carl Reiner. Para concluir, hemos seleccionado fragmentos de la obra de Dennis Lehane, cuyos textos reinscriben las convenciones de la tradición negra y la novela de detectives, como ejemplo de la actualización del género.
Finalmente, los asistentes al taller, habiéndose organizado en pequeños grupos colaborativos de trabajo, y con la guía de los docentes del taller, presentarán ante sus compañeros su propio análisis de una obra policial de su elección. De esta manera, el grupo compartirá su problematización de las temáticas del taller, al mismo tiempo que participa de una instancia de construcción compartida del conocimiento.
Fechas tentativas: Días 6, 8, 13, 15, 20, 22, 27 y 29 de febrero de 2012.
Duración del curso: 16 horas reloj = 4 semanas = 2 encuentros semanales de 2 horas cada uno = lunes y miércoles de 19:30 a 21:30 (sujeto a la disponibilidad horaria del Laboratorio de Idiomas—lugar sugerido).




jueves, 24 de noviembre de 2011

Request for ICI Students

This is a special request for ICI students: I´m uploading a copy of a questionnaire I handed in last Thursday. I would ask you, as a personal favor, to complete it and leave a copy at the pigeon hole at Departament. For those who already did it, thanks a million!
Questionnaire

http://www.4shared.com/file/aMNy6sbG/ENTREVISTAICI2011.html


PS: It was a real pleasure working with you people this year. I hope we will you again soon!

miércoles, 23 de noviembre de 2011

Last ICI Writing


Explain the opening lines of the film: “Michael Collins's life and death defined the period in its triumph, terror, and tragedy.” By A. Lesca with some editing by MCS.

The production Michael Collins narrates the life and death of the homonymous Irish leader who fought for Ireland’s independence. The film opens with a text that explains that Ireland was the earliest, the closest, and the most difficult colony for the British to control. Even though several rebellions had taken place, all of them had failed to free the Irish from British rule. In 1916, the Easter Rising took place. This rebellion did not succeed in itself but it led to the development of a new type of warfare to fight against British domination. In 1919, Collins became the mastermind of the War of Independence (1919-1921), which eventually drove the British out of most of the island. On the one hand, the British information system was broken and, on the other, the occupying British forces were defeated by guerrilla warfare. The British Government was finally forced to call a truce and to negotiate with the Irish. Within the opening lines of the film the final statement “Michael Collins’ life and death defined the period in its triumph, terror, and tragedy. This is his story” is used to summarize the essence of the production.
This quote refers to Michael Collins’s key role in changing Irish history once and for all. He was devoted to fighting the British forces by unconventional means to achieve the dreamed Irish Republic. His victory first involved the wrecking of the British intelligence system. However, Collins’ greatest achievement was his leadership in the War of Independence. For the first time in their history, the Irish gained the chance of diplomatically negotiating with the British, who agreed, by the signing of the Anglo-Irish Treaty, to the creation of an Irish Free State within the British Empire and Commonwealth. This realization can be listed as Collins’ greatest feat.
The IRB leader accomplished these triumphs through sheer terror. He introduced guerrilla warfare, which had as a key objective instilling fear into British forces and Irish informers. In order to inflict and spread terror, intelligence had to be gathered as to the best ways of eliminating the enemy. The British were not passive either: they violently counterattacked, sometimes killing non combatant civilians. Bloody Sunday, on 21 November 1920, is an example of Collins’ use to panic to simultaneously kill nineteen Cairo Gang members who had been sent by the British Government to Dublin to eliminate Collins and his Twelve Apostles. In retaliation for this outrage, that same afternoon, the RUC and the Auxiliaries indiscriminately fired into a crowd watching a Gaelic football game in Croke Park, killing fourteen civilians. In order to halt this escalating violence, the British Government called the truce which would eventually result in the negotiation of the Anglo-Irish Treaty.
Michael Collins considered the Anglo-Irish Treaty, his triumph achieved through terror, as a stepping stone towards complete freedom. However, its ratification by a majority of the Irish people unleashed a national tragedy in the form of a fratricidal war. Many Republicans regarded it as a mistake since it had precisely failed to achieve the republic. The effect of the Treaty was the division of the IRA into pro- and anti-Treatyists, or Regulars and Irregulars. In this way, the Treaty disastrously unleashed terror over Ireland once more. During the subsequent Civil War, former bothers in arms in the War of Independence killed one another. The greatest tragedy of all came on 22 August, 1922, when Michael Collins fell, victim to an Irregular ambush in West Cork, his native land. In his thirty one years of life, Collins had, albeit often violently, accomplished what many had not even dreamed of. His greatest misfortune was having fallen, as Jordan puts it “in an attempt to eliminate the gun form Irish politics.”

lunes, 21 de noviembre de 2011

ICI Writing


The heroic representation of Michael Collins by B.Antía

Michael Collins is a 1996 biopic directed by Neil Jordan. It dramatizes the life of Michael Collins, the leader of the IRA who wages a guerrilla campaign against British rule during the War of Independence. Although Michael Collins’ actions first legitimize the use of force as the only means to resist imperialist domination, he later supports the Anglo-Irish Treaty in order to avoid engendering further violence. However, the ratification of the Treaty gives place to fierce disagreement among Republicans and, eventually, the Civil War breaks out. In MC, the main character is depicted as a hero who is determined to pay the price of liberation with his own life. As stated in the closing titles of the film, Collins “died, paradoxically, in an attempt to finally remove the gun from Irish politics.”
Neil Jordan’s epic biography Michael Collins approaches these crucial events in the Irish struggle for independence by narrating the deeds of a great man. It is not the historical forces governing the period which are brought into focus in this production, then, but the impact of a single prominent leader. By stressing the role of the individual in the development of history, Jordan conceives Michael Collins as the brave man in charge of successfully leading the land and its people towards freedom. In this way, Collins is portrayed as a hero, who fully devotes himself to the Republican cause and is determined to die for the sake of liberating his nation. He is shown as a true patriot who resorts to violence only because the British have left him with no other choice. This is clear when he claims “I hate them [the British] for making hate necessary. And I’ll do what I have to end it.” Thus, Michael Collins is represented as a man of conviction who remains loyal to his land until the end of his life.
In all, the representation of Michael Collins in the film exalts his strong commitment to the Irish cause as well as his courage and intelligence as a military leader. He is pictured as a heroic man willing to pay the price of freedom and peace with the blackening of his name by his enemies and even with his life. He is regarded as an outstanding fighter who greatly shaped the history of Irish independence and died while trying to make his country a better place to live in. As stated in the opening lines, “his life and death defined the period, in its triumph, terror and tragedy.” This powerful representation of Michael Collins turns him into an epic figure and a history-maker.

 Explain the title of Fools of Fortune in reference to one character by B. Antía
 William Trevor’s novel Fools of Fortune is mostly set in the first decades of the 20th century in Co. Cork, Ireland, at the time of the War of Independence and the Civil War. The Quintons, an affluent Anglo-Irish family, have their Kilneagh estate burned out by the Black and Tans in retaliation for the death of a local informer to the Tans at the hands of Republicans working at Mr. Quinton’s mill. This attack results in Mr. Quinton’s, his two little daughters’, and several servants’ deaths. Unable to bear her enormous grief, Mrs. Quinton becomes an alcoholic and eventually commits suicide. Willie Quinton, the family’s son and heir, has witnessed the destruction of his family by the Tans and feels compelled by his mother’s death to take revenge. Thus, he murders sergeant Rudkin, the Tan in charge of the squad that burned Kilneagh, and goes into exile for forty years. In the meantime, Marianne, his cousin and childhood love, gives birth to their child Imelda, who will seek refuge from suffering in insanity and silence. Trapped by these dramatic events which have shadowed his life, Willie is one of the characters who best represent a “fool of fortune.”
The Anglo-Irish war directly influences Willie Quinton’s life as he becomes a participant in the recurring the pattern of violence that has affected his native land for centuries. Thus, the young man becomes a tragic figure and a victim of his grim national and domestic destiny. The historical forces at work in Ireland, set in motion seven hundred years before, highly exceed Willie’s control. Having lost his family as a consequence of the War, Willie is doomed from the very beginning to misfortune. Although eager at first to forget the massacre of his family, after his mother’s death he is constrained to take revenge. Thus, even suspecting Marianne is pregnant with their child, he vanishes from Cork to retaliate against the Quintons’ murderer. From then on, he wanders from one country to another, without anybody at Kilneagh talking about his whereabouts. However, as a “fool of fortune”, Willie “will never escape the shadows of destruction that pervade Kilneagh” (Trevor, 1983:166). Instead, he will keep on ruining his life and that of his loved ones, bound by the cycle of pain and brutality which has governed Ireland the Quintons’ lives for so many years.
In Fools of fortune, Willie Quinton is caught by tragedy, both national and personal, which leads him to renounce his happiness. The same devastating forces which have dominated Ireland for so many centuries prevent him from enjoying his life with Marianne and Imelda. As Marianne puts it, “destruction casts shadows which are always there” (Trevor, 1983:165). Willie, as well as the rest of the characters in the novel, cannot escape from “the battlefield continuing” (Trevor, 1983:169) which has become part of their lives, full of sorrow and havoc. In all, Willie Quinton, apparently, can do nothing but remain subjected to the disastrous effects that the War of Independence has had in his life. The same violence that has wrecked Ireland affects Willie’s private sphere and makes him a “fool of fortune” unable to avoid his fate.




IHI - Glorious Revolution

Have a look at this interview to Prof. Pincus, please.

Prof. Steven Pincus: "1688: The First Modern Revolution"

http://www.youtube.com/watch?v=W-tHvXuIaiw

ICI Friday Presentations


8:00: Cotleroff, Gomez Ferrante, Salandro: The Last King of Scotland (postcolonial patterns, psychology of oppression)
8.30: Alessandria, Arce, Marino: Ryan's Daughter (British representation of the War of Independence)
9:00: Maddio, Romero, Giuliano: The Last September (identity)
9.30: Martínez, Lucas, Lunghi: Hunger (nation born in bloodbath)
10:00: Zagame, Jensen, Casado: Hotel Rwanda (private and public, representation of heroes)
10:30: Arias, Furlan, Prior: Some Mothers' Sons (the role of mothers)
11:00: Lesca, Gómez, Bentivegna: Martín Fierro (oppression)
11.30: Avignón, Lizarralde: Outsourced (the local and the global)
12:00: Altamiranda, Biasco, Goyeneche: Pan's Labyrinth (the public and the private and post-conflict societies)
12.30: Ferreiro J., Lazarte: Gran Torino (multiculturalism)
13:00: Antía, Salvini: West Is West (long distance nationalism)
13.30: Parise, Rossi: London River (multiculturalism, the danger of a single story)
14:00: Yañez, Robles: Bowling for Columbine (violence and identity)

sábado, 19 de noviembre de 2011

IHI_Mock test

Session I
10.15 - 10.45 = Pilar, Teresa & Luis

10.45 - 11.15 = Milagros, Natalia & Silvina

11.15 - 11.45 = Julia, Leila & Camila

Session II

12.15 - 12.45 = Analía, Luciana & Leonardo

12.45 - 13.15 = Belen,Rocío & Melina

IHI News Wednesday November 23rd

The St. Cecily's (Patron Saint of MdP) holiday is official and mandatory for the School of Humanities.

  • On Wednesday at 8:00 Marcela will deal with the Bill of Rights as scheduled.
  • From 10:00 to 14:00 Ana will hold mock-test interviews with the different groups according to the following schedulePls use the CBox to let us know which time your group is taking the mock-text (first come, first served basis)

Session I 

10.15 - 10.45 =
10.45 - 11.15 =
11.15 - 11.45 =


Session II
12.15 - 12.45 =
12.45 - 13.15 =

  • Simultaneously, from 10:00 to 14:00 I' ll personally take Ana's two classes (while she's administering the individual mock tests) and finish dealing with the Bill of Rights. I will also be happy to answer any other questions.
  • For her part, Andrea will be available from 11:00 to 13:00 so that those who attend the different discussion sessions can talk to her if necessary. Pls use the CBox to let her know who's meeting with her and when.
We hope that in this way we can finish the course as normally as possible. We have nothing against holidays but we like them scheduled well in advance. This is the first time ever we have a holiday on November 22nd.

sábado, 12 de noviembre de 2011

More Writing



All characters, even minor ones, fall victim to (larger, historical) forces they neither understand nor control, “fools of fortune to the end. By G. Gómez Ferrante

            The expression “fortune’s fool” can be traced back to medieval times, when many popular sayings suggested that destiny favored imbeciles. This notion was reinforced by Goddess Fortuna’s wheel, which, by spinning capriciously, changed people’s fate. The nature of the Wheel of Fortune also hinted at the fact that oafs were favored by it, since they had nothing to lose and everything to win. Thus, in medieval times the idea that fools were blessed with luck was widely held. Shakespeare immortalized the meaning of the phrase in the Renaissance. In Romeo and Juliet, King Lear and Timon of Athens a fool of fortune was someone who could not escape his fate; he was fortune’s puppet. Similarly, in Trevor’s 1984 novel, Fools of Fortune, most characters are unable to escape their fates and lead miserable lives.
            It is easy to show how the main characters in Trevor’s novel are puppets of fate. However, minor personages also fit Shakespeare’s view, for instance, Miss Halliwell, the Cork schoolteacher. Miss Halliwell was a spinster, a condition that must have been frowned upon by the community or, at least, that was how she perceived it. However, her marital status was not her chosen state. There were historical forces at work that converged to make her lack of choice possible. The Great Famine of 1845, for instance, reduced the Irish population enormously. One million Irish died during the Famine and another million emigrated so as to survive. Then the Irish War of Independence and the subsequent Civil War also meant that more men from rural areas were gone to fight. Thus, the supply of men for Miss Halliwell to marry was scarce. Because of this, most people in the community felt sorry for her: “Ah, good Miss Halliwell! A born teacher, a privilege to have her in Cork.” (Trevor, 1984: 59) This comment from Mr. Lanigan shows that he was being condescending towards her, since she had not had the chance to marry, leave the city and lead a better life.
            In her desperation, Miss Halliwell developed an unhealthy love for Willie. Even though she knew nothing good could come out of it, she tried to entice Willie during her French lessons. Being in pain herself because of her plight, Miss Halliwell felt identified with Willie’s bereavement. Moreover, she assumed that he was in so much pain, that, in consoling him, he would fall for her. “When they told me about you (Willie), when they told me what had happened, I knew there would never be another child in this room who could mean as much to me as you have.” (Trevor, 1984:64) Miss Halliwell’s remark exemplifies her expectations to comfort Willie and her manipulations to make him like her. She also knew that Willie’s mother was not in a proper state to take care of him. She wanted to exploit every misfortune Willie was suffering so as to profit from his pain. Miss Halliwell wanted to feel loved. Nevertheless, she accomplished the opposite; Willie despised her for her actions: “I was glad I had been cruel to Miss Halliwell.” (Trevor, 1984:65) All her efforts were in vain, and, because of Willie’s hatred towards her, Miss Halliwell grew resentful and bitter. She had become a victim of her own machinations. In failing to meet her goal, she ruined her life even more than it already was.
            In all, Trevor’s characters in his novel fall victims to fate. Most of them are slaves to forces which they cannot control and which affect their lives in ways they cannot even conceive. Miss Halliwell’s case exemplifies this. She is an innocent victim of the Great Famine of the previous century. She was not even born, and her life was already been doomed by its effects. Moreover, and as a consequence of this, she became desperate and fell for a boy who destroyed her last hope of being loved. Therefore, Miss Halliwell became embittered to the point of suggesting that Marianne had an abortion. She was unable to accept the fact that Willie had fallen in love with somebody other than herself. Thus, Ms. Halliwell was a fool of fortune, prisoner to both historical forces and to her own designs. 

viernes, 11 de noviembre de 2011

G. Patterson I Am One of thePeople

Patterson I Am One


Explain the following quote adapted from Beard’s review of Fools of Fortune: All characters, ‘even minor ones fall victim to larger, historical forces they neither understand nor control, ‘fools of fortune’ to the end.’ By E. Bentivegna
Fools of Fortune is a novel written by William Trevor which expands from 1918 to 1983. It narrates the hardships suffered by the Quinton family as a result of the Irish War of Independence (1919-1921). The novel shows how the violence and bloodshed of the public sphere trap good-hearted people and turn them into tragic figures. In the words of Mr. Quinton, the characters of the story are ‘fools of fortune,’ as they are bound by forces beyond their control, and, as a result, condemned to lead unhappy lives. This idea of predestination and doom is evidenced in the novel throughout the lives of the members of the Quinton family, mainly Mr. and Mrs. Quinton, Willie, his lover Marianne and their daughter Imelda.
The Quintons are affluent mill owners who belong to the landed upper class of Anglo-Irish origin, commonly known as the Ascendancy. In the context of the War of Independence, the Quintons, by birth and background, should side with the British. However, because of their deep Irish roots, they consider themselves truly Irish and favor the Republicans. Seen as traitors to their class, they become acquainted with one of the Republican leaders, Michael Collins, and support his cause financially.
Problems arise when one of Mr. Quinton’s mill employees, Doyle, is executed. On suspicion of his being an informer, his Republican co-workers hang him from a tree and cut his tongue to show he has betrayed his country. Mr. Quinton chooses to ignore this situation: he neither praises nor punishes his workers. This inaction raises suspicion among the British forces. Doyle informed to Sergeant Rudkin, a Black and Tan, who, in retaliation for his partner’s death, led the Tans to burn the Kilneagh estate. The fire causes the death of Mr. Quinton and his two daughters, while some members of the household are shot. This tragic event indicates how the difficult position held by the Anglo-Irish family during the War determines their fortune. If they had remained loyal to their class, they would have probably been murdered by the IRA. As they choose to uphold their Irish roots and support the Republicans, they are attacked by the Black and Tans. No matter which side they took, they are unable to escape their fate as members both of the Ascendancy and as Republican supporters. In this way, the historical events occurring in Ireland are juxtaposed with the domestic life at Kilneagh in such a way that private characters cannot escape their public pull.
After the tragedy at Kilneagh, Mrs. Quinton and Willie move to Cork to reconstruct their shattered lives. Mrs. Quinton suffers from a deep depression as she is unable to cope with her bereavement. She resorts to alcohol as a means to escape from her misery and eventually develops an obsession with Rudkin, the Tan responsible for the murders and suffering in her family. This fixation brings about more distress to her life, and it is because of her misery that she ends up committing suicide. Having endured more suffering than her husband and daughters, Mrs. Quinton becomes another tragic victim of the confrontations existing in the aftermath of the War of Independence, forces she can neither understand nor control.
In this sense, Willie is a fool of fortune himself as by these terrible quirks of fate, he loses all the members of his direct family. In Cork, Willie experiences his childhood and adolescence in great distress. Not only does he grieve the deaths of his father and sisters, but he also needs to take care of his depressed mother and cope with all his pain on his own. He finds some relief and happiness when he meets and eventually falls in love with his English cousin, Marianne. However, just when he is trying to reshape his life, his mother commits suicide. As Mrs. Quinton longed for revenge for the death of her loved ones, this episode revives Willie’s grief. Thus, in a way, he is forced to avenge the deaths of his family by killing Sergeant Rudkin. Revenge costs Willie his freedom, and he becomes a fugitive living in exile for more than forty years.
In exile, Willie takes a long time to learn that Marianne has become pregnant during the first and only time they made love. She, for her part, feels abandoned and returns to Kilneagh to raise their child, Imelda, with the aid of Willie’s aunts. In this sense, Marianne is also a fool of fortune as she is victim of her innocence: she is disowned by her English family for bearing an illegitimate child and left alone to raise Imelda. The little girl, in turn, is caught up by the same forces beyond her grasp as she suffers both from her father’s absence and from the cruel information provided by her mother regarding their past. Marianne, distressed and abandoned, tells her daughter of the past atrocities at Kilneagh which eventually overwhelm the child and leave her traumatized to the point of muteness.
            In short, the novel narrates the lives of the Quintons as victims of the violence and suffering inherent to the War of Independence. The author chooses an intertextual reference to Shakespeare in the title to portray this view. In Shakespeare’s Romeo and Juliet, the lives of the homonymous characters are determined by a struggle that is beyond their control: the family feud between Montages and Capulets. In the same way, William Trevor chooses this reference as a means to narrate the story of an Anglo-Irish family who were doomed to suffer in the context of the birth of the Irish Republic.

In the light of these lines from W. H. Auden’s poem September 1, 1939 discuss cyclical and transgenerational violence in Fools of Fortune: ‘I and the public know what all school children learn, those to whom evil is done do evil in return.’ By E. Bentivegna
Fools of Fortune is a novel written by William Trevor which narrates the hardships experienced by the Quinton family in the context of the Irish War of Independence. This process was a struggle which brought about extensive violence, bloodshed and suffering to the Irish and British people alike. Through guerrilla warfare, the IRA killed British officers, G-men, and Irish informers in the Republic’s name. As IRA tactics were not those of traditional war, the imperialist forces could not suppress the Irish through conventional warfare. Therefore, they resorted to indiscriminated violence both towards Republican activists and civilians, as a means to crush rebellion. It was in this context that the Quintons, an affluent Anglo-Irish family, decided to ignore their English roots and side with the Republicans. As they supposedly sheltered the murderers of an Irish informer, the Black and Tans burned the Kilneagh estate. Thus, as a result of their commitment to the Republican cause and the widespread violence throughout the land, Mr. Quinton and his two daughters died in the fire and some members of the household were shot.
According to Auden’s quotation, the Quinton family suffered so much during the War, that they were bound to make others suffer in the future. This was mainly evidenced through the long-suffering lives of Willie and his cousin and lover Marianne, and the way in which they harmed their daughter Imelda. Willie and Marianne reproduced past horrors at Kilneagh: not only did they suffer for their tragedies and losses, but they also continued the cycle of violence in their own family.
On the one hand, Willie perpetrated violence by murdering Sergeant Rudkin, the Black and Tan responsible for the murder of his family. Mrs. Quinton’s suicide forced Willie to fill his mother’s thirst for revenge. By leaving to England to kill Rudkin, he became part of the cycle of violence in which a murder could only be avenged by another murder. After all the misfortunes he had experienced, Willie set to ‘do evil in return.’
On the other hand, Marianne reproduced the cycle of violence by her gory retellings of past atrocities at Kilneagh to Imelda. As a consequence of his crime, Willie had gone into exile as a fugitive, abandoning Marianne and his unknown daughter. This long, perverse absence was terribly harmful for Imelda, as she did not have any relation with her father. To make matters worse, Marianne drove her insane with cruel stories about her family and her land. The child felt overwhelmed by the traumatic events of the War and became obsessed, to the point of insanity and muteness. On several occasions, Imelda was disturbed by the vivid imaginings of the violence employed by the Tans at Kilneagh. Her agitated state of mind was evidenced by her odd behavior and her silent suffering. Moreover, Imelda’s curiosity helped worsen her obsession as she was constantly overhearing conversations and secretly reading her mother’s diary pages and newspaper accounts about her father’s murder of Rudkin. 
In short, violence travelled from generation to generation, and, as a result, the ultimate victim was Imelda, who became insane not because she underwent hardship in war time, but because of her entanglement in the historical cycles of violence which so tragically affected her family. This assertion suggests that moments of intense tragedy are hardly ever overcome, as Imelda, born in a time of peace, suffered the consequences of her parents’ traumatic past.


miércoles, 9 de noviembre de 2011

martes, 8 de noviembre de 2011

Narrating Good Teaching and Learning Experiences (FINAL)

This week we will narrate good teaching/learnign experiences we have had.
In order to help you with some categories, and also because the topic concerns our professional development, I will be uploading a series of papers, some of which you may find interesting at present or for the future. I'll upload a number of papers until Thursday so as not to overload our IP addresses downloading files from Megaupload
Good teaching: definition
The famous Dr Fox experiment
Positive expectations
Good University teaching


All these (above and below) can also help you with F. McCourt
More on good teaching
Parker Palmer The Courage to Teach
The odyssey of good teaching
Teaching matters


These are the final uploads
Good teachers & good doctors
Good medical practices

jueves, 3 de noviembre de 2011

SECOND-HAND BOOKS SALE

November 4th  and 5th   (from 4:00 to 7.00pm)
Novels, readers, dictionaries, textbooks with cassettes and CDs at very low prices
869 Independencia Ave. (between Maipú and Chacabuco)
 Please, feel free to send this information to whoever may be interested.
From: Andrea Giorno angio59@hotmail.com

lunes, 31 de octubre de 2011

IHI - Petition of Right

On Wednesday, we'll deal with Petition of Right as scheduled. Do read and solve the guide and bring some papers and colour markers for a poster-session in groups.

domingo, 30 de octubre de 2011

IHI_Civil War Causes_primary sources

Hi everyone, besides reading chapter 7 in Kishlansky as assigned, please, print these primary sources for our class this Wed. You also have to bring your copies on Morgan. We will devote our class to the causes of the Civil Wars and the analysis of these primary sources which may lead us to understand such event better. Sorry, for introducing this entry a bit late but I have decided to re-organize the class to make it more enlightening.

http://www.megaupload.com/?d=CIZHKTCR

See you,

Ana

PPP James I

James I

Or copy & paste link: http://www.megaupload.com/?d=JMFUU9TW

sábado, 29 de octubre de 2011

IHI_Civil War_Causes

Hi guys, print this handout for our class on Civil War: causes.

Thanks in tonnes and have an awesome weekend...

Ana

http://www.megaupload.com/?d=0JJR9ZZ6

jueves, 27 de octubre de 2011

Writing: Fools of Fortune


Gimena Gomez Ferrante

I and the public know
What schoolchildren learn,
Those to whom evil is done
Do evil in return.
“September 1, 1939,” Auden, 1940

Auden’s poem “September 1, 1939” refers to the outbreak of the Second World War, more precisely, to the German invasion of Poland which took place on that date. The quote mentioned above is introduced in the second stanza of the poem together with several allusions to Hitler and Germany, and refers, indirectly, to the Treaty of Versailles. Thus, Auden deems the signatories of such Treaty as the doers of evil or, at least, as the ones to blame for German aggression in 1939. Auden’s quote may be used to explore Willie Quinton’s behavior in William Trevor’s novel Fools of Fortune.
Some ten years after the Black and Tans had set ablaze Kilneagh, the family’s property, Willie’s mother decided to commit suicide. This event changed Willie`s life completely. He was forced to take revenge against Sergeant Rudkin, the Tan who had instigated the fire. At this point in the novel, he vanished from Co. Cork and from everybody’s life. Gradually, Willie’s crime came to be known through the town’s inhabitants’ innuendo. Thus, Willie returned evil to those who had wrecked his family’s happiness.
Just as Auden’s justifies or tries to give reasons for the German attacks by stating that they had a right to retaliate, the characters in Fools of Fortune condone Willie’s actions. They state that he needs to be alone, and to make peace with certain aspects of his life. For instance, when Marianne was trying to find Willie, Mrs. Sweeney told her: “I think your cousin would want to be on his own. (…) There’s things you wouldn’t want to disturb, girl.” (Trevor, 1983:136) Later on, Miss Halliwell stated: “Can you blame him for going away? Can you blame him for leaving this miserable country and starting life afresh?” (Trevor, 1983: 141-142) These assertions indicate that everyone knew what Willie had done, and understood why he had done it.
However, in returning evil to the destroyers of the Quinton’s house and happiness, Willie also hurt those whom he loved. Thus, Marianne and Imelda became innocent victims of his vengefulness. In Marianne’s case, he left her alone with their child and she suffered great pain because of his abandoning them. In her grief, Marianne exclained “What courage your mother possessed to draw a sleeve back and expose those vulnerable arteries throbbing beneath the skin, to take the blade (…) to bear the pain, the silver of metal slipping home. (…) I wish I had your mother’s courage” (Trevor, 1983:143). Even though Willie made a commitment to provide for her and their child, she did not lead a happy, fulfilled life.
Imelda also suffered from her father’s absence. Since most people in Co. Cork made a big deal about Willie, she became curious about her father’s whereabouts and the reason why he had left. Thus, she secretly read her mother’s diary and a newspaper cut-out referring to murder. She also eavesdropped on Marianne’s conversations. This way, she found out that her father had killed a former Black and Tan, and that he lived in different places so as not to be caught. All these findings, together with the fact that she did not know her father, provoked Imelda’s insanity. In the end, she decided to live in a world of her creation so as not to deal with reality. Thus, when Willie eventually returned, he was unable to enjoy his daughter’s company because she was not fully aware of his presence. Willie and Marianne only “exist in the idyll of their daughter’s crazy thought.” (Trevor, 1983: 192)
Willie even ended up destroying his own life. After the murder, he lived as an outcast moving around from place to place. Moreover, he missed the opportunity of forming a family with the love of his life, Marianne. Even though none of this is mentioned in the novel, some conclusions can be drawn from other characters’ comments. Father Kilgarriff once told Marianne: “For God’s sake, what kind of an existence do you think he has? In one Godforsaken town after another?” (Trevor, 1983:166) This way, not only did Willie ruin his enemy’s life, but he wrecked his loved ones’ and his own as well.
In all, as Auden states in his poem, everyone, even children, knows that most human beings are naturally vengeful: when wrong is done some kind of retaliation is to be expected. However, it should also be anticipated that revenge, in general, does not solve any problem. Moreover, it tends to make matters worse. Willie is a clear illustration of this. He returned evil to the Black and Tan who had brought about his family’s destruction, and in so doing he prevented Marianne, Imelda and himself from leading a joyful life. 

miércoles, 26 de octubre de 2011

ICI _Irish Studies

I upload here some papers Cristina And I have written for Conferences on Irish Studies. These are just some reflections on topics we have been dealing with in class. We don't want to influence your written productions or opinions by any means.

Download

Download

How Henry VIII's divorce from Catherine of Aragon was granted by an English ecclesiastical court presided over by Cranmer

This explanation contains sections that have been cut from Bailey & Rowley's Introduction to the Act of Supremacy and pasted here. Sorry about the mistakes derived from the cutting and pasting
Pls look up unknown terms and concepts.

.... In December 1530 Henry charged the whole of the Church of England with having broken the Statute of Praemunire, because, as a body, it had condoned and abetted Wolsey’s offence. The Convocation of Canterbury, thinking it largely a matter of money, admitted the technicality and offered to pay the crown £40,000. Henry demanded £100,000, and, more significantly, the recognition of himself as Sole Protector and Supreme Head of the Church and clergy of England...
... Over temporal matters, {the King} argued, he had supreme power already. In the end both Convocations agreed on Singular Protector, Only and Supreme Lord, and, as far as the law of Christ allows, even Supreme Head. This title represented a partial victory for the king, but its real meaning, still unresolved, lay in the interpretation of ‘as far as the law of Christ allows.’...
Parliament did not meet again until January 1532. During the previous months the king’s cause had made no further progress at Rome, but Henry was obviously determined to marry Anne somehow. In July he had compelled Catherine both to leave court and to be separated from their daughter Mary...
Cromwell... steered parliamentary discussion away from the subject of the ‘divorce’ towards the ever popular one of clerical abuses, with the result that by midsummer both houses had approved Henry’s claim to license all canons (that is, all legislation passed by Convocation), had made legal the appointment of English bishops without papal approval, and, in anticipation of retaliation, had denounced excommunication and interdict should the papacy seek to use these weapons against the English crown...
When Parliament adjourned in the early summer of 1532, Cromwell must have felt satisfied with its work. The preliminaries of the anticlerical campaign had been completed. All must now await the death of Warham, the aged archbishop of Canterbury.
Warham died on 23rd August 1532. A week or so later, on 1st September, Henry created Anne Marchioness of Pembroke in her own right, and henceforward, on formal as well as informal occasions, openly treated her as if she were a queen. He also sent envoys to bring back Thomas Crammer from his diplomatic work at the Imperial court, and by the end of the year Crammer was dutifully petitioning Rome for the papers necessary to confirm his appointment as the new archbishop. Clement was glad to be able to do something uncontroversial for Henry...
Very secretly indeed Henry and Anne went through a service of marriage at the end of January 1533. By the time Clement was sealing Crammer’s papers in Rome, and Parliament was prohibiting any appeals to Rome in ‘causes testamentary and causes of matrimony and divorce’, Anne was telling Henry that she was pregnant. Both had to keep their secret until after Crammer had been created archbishop on 30th March. After that nothing but formality remained.
On 11th April the new archbishop requested the king’s permission to settle the king’s ‘great cause of matrimony’. Henry after some pretended hesitation empowered Crammer to judge the case. The archbishop’s court sat at Dunstable towards the end of May, and, after painstakingly but unnecessarily re-examining the evidence, derived the expected verdict. Five days later Crammer announced that since Henry had never been legally married to Catherine, his secret marriage to Anne Boleyn must be valid. On Whit Sunday in Westminster Abbey, Crammer publicly demonstrated this verdict by crowning Anne queen in the presence of nobles, clerics, and people. There could be no appeal. The recent act forbade it. Irrevocably the decision had been made, and Convocation, unable to initiate any canon without royal permission, had to accept it.

lunes, 17 de octubre de 2011

IHI: Elizabeth I_Study Guide

Hi everyone, please print and bring this study guide on Elizabeth I for our class this Wednesday.

http://www.megaupload.com/?d=FRN5Q1NV

See you and have a nice week, Ana

sábado, 15 de octubre de 2011

PPP Tuesday Class

We will go very very fast over the contents of  slides 1-10
Enjoy your weekend

Break with Rome

Copy & paste link: http://www.megaupload.com/?d=4FANKH44

domingo, 9 de octubre de 2011

WARS OF THE ROSES

As suggested last class, we will discuss the remaining sections of the Reading Guide on The Wars of the Roses this Wednesday. Do solve the activities so that you can contribute to the discussion. You can organize groups if you wish.

jueves, 6 de octubre de 2011

IHI - Wednesday 12th

Hello everyone. Please, try to complete this guide for next Wednesday. I divided it so as to make it easier for you to do it. We will share all your answers in class.

10-12
Posadas, Luis / Reynal O'Connor, Pilar / Wermuth, Teresa: questions 1-7
Arce, Natalia / Joglar, Silvina: questions 8-13

Mendoza, Milagros / Abad, Leila: questions 14-19

Aguilar / Fruttero: questions 20-24


12-14
Melina Biasco / Belén Antía /
Rocio Ferreiro: questions 1-10

Costa, Luciana / Moyano, Analía: questions 11-17
Fernámdez, Leonardo / Espíndola, Ariel: questions 18-24

Ok, and then we'll all deal with the last part: Analysis of the Act of Appeals, so try to so that at home too

See you!


PPP Next Tuesday Class

We will post the results of the make up here by Saturday


The Protestant Reformation


 Or copy & paste link http://www.megaupload.com/?d=T3WGE4DI

miércoles, 5 de octubre de 2011

Universidad Nacional de Mar del Plata
Facultad de Ciencias Económicas y Sociales
Secretaría de Extensión

Curso de Extensión
TECNOLOGÍA Y SOCIEDAD
6 y 7 de octubre / 18 a 21 hs.
Actividad NO Arancelada / Cupos Limitados


¿Qué sabemos de las TIC más allá de las lógicas de uso? ¿Por qué sus efectos son más evidentes en los procesos que en los productos? ¿Cuál es el impacto que han tenido en los procesos sociales, culturales y productivos en los últimos tiempos?
Con el objetivo de comprender el potencial que ofrecen las TIC en el diseño de estrategias informacionales y comunicacionales de forma abierta, democrática, participativa y transparente, en el marco del Proyecto “Incluirt-e: construyendo espacios de encuentro y comunicación” del Programa de Voluntariado Universitario aprobado en la convocatoria 2011 “La Universidad conecta con la igualdad“, se llevará a cabo este curso destinado a profesionales, docentes, estudiantes y personas interesadas en el impacto de las TIC en los diferentes ámbitos del quehacer humano.

Docente responsable: Mg. Alicia Zanfrillo.
Se entregarán certificados de asistencia.
Inscripción: www.eco.mdp.edu.ar/extension/tic
Más información: http://www.eco.mdp.edu.ar/extension/divulgacion-cultura-y-eventos/200-curso-de-extension-tecnologia-y-sociedad

Esperamos contar con su participación.






martes, 4 de octubre de 2011

Irish Politics circa 1916

Irish Parliamentary Party: established in the 19th century after the passing of the Catholic Relief Act (1829). Had seats in the House of Commons at Westminster. Aimed at achieving Home Rule (i.e. a degree of domestic self government) through parliamentary (legislative) means.
Sinn Fein = ourselves alone. Established in the early 20th century. Aimed at establishing an Irish Republic away from Westminster. Watch MC and listen to Sinn Fein principles as voiced by MC and DV.
Irish Volunteers: a militia funded in Dublin in 1913. It called for nationalists to arm themselves in defence of Home Rule to counteract the actions of the Ulster Volunteer Force, created previously in Ulster to fight against the implementation of Home Rule.
Irish Republican Brotherhood (IRB): revolutionary secret organization that had its roots in the 1850s. It was committed to the establishment of an Irish republic through violent means. Its members heavily infiltrated the ranks of the IV.

jueves, 29 de septiembre de 2011

IHI News

Sample answers
Or cut & paste link  http://www.megaupload.com/?d=V246ZZMS


Comunidad UniversitariaSección que contiene información útil para toda la comunidad universitaria. Encontrará contenido para alumnos, docentes, no docentes y graduados, así como también todas aquellas cuestiones relativas al bienestar de la comunidad de la Universidad Nacional de Mar del Plata.
  1. Subsecretaría de Bienestar de la Comunidad Universitaria
  2. Servicio Social UniversitarioEl Servicio Social de la UNMdP tiene como función promover el bienestar integral de la comunidad universitaria (alumnos, docentes y no docentes) mediante acciones tendientes a mejorar los sistemas de relación y comunicación entre los distintos sectores de dicha comunidad, con el fin de lograr a partir de su articulación, inclusión y autogestión, un desarrollo integral. Es a través de los proyectos específicos y de intervenciones profesionales, que se atienden las demandas de la Comunidad Universitaria, y se acompaña a los integrantes en aquellas dificultades de orden social, que puedan afectar el normal desenvolvimiento de sus actividades académicas para el logro de sus metas. 
  3. Servicio Universitario de Salud
  4. Departamento de Educación Física y Deportes
  5. Comedor

Zombie - by The Cranberries

Just watch this video clip- Beautifully done, including shots of Belfast urban landscape.
See u this afternoon.
http://www.youtube.com/watch?v=6Ejga4kJUts

miércoles, 28 de septiembre de 2011

IHI PPP Hundred Years' War

We'll have the regular class in the computer lab and the makeup in another room. We'll let you know in advance.
Hundred Years' War
Link http://www.megaupload.com/?d=43MKTZUX
Remember we're available for feedback for the makeup


ICI Midterm Model Writing

Rewriting
http://www.megaupload.com/?d=FHB9SC7T

IHI_The Church in the 14th & 15th centuries

Download and print this guide for our class on Wed (Oct 5th).
Thanks in tonnes.
Ana

http://www.megaupload.com/?d=E3H6RYLW

martes, 27 de septiembre de 2011

ICI Midterm question


Choose one of Rushdie's short stories and explain the way/s in which it can be considered an educational tale / a tale on education. By Eliana Bentivegna.

"Good Advice Is Rarer than Rubies" is the first short story in the collection East, West by Salman Rushdie. The narration is set in Lahore, Pakistan, where Miss Rehana, a young beautiful woman, applies for a resident visa at the British Consulate. At the gates, she meets Muhammad Ali, an "advice expert," who, smitten by her beauty, offers her a fake passport for free. Contrary to all Pakistani women, who would tell lies at the Consulate and pay for the necessary papers to migrate, Miss Rehana declines his offer, as she has better plans for her life.
            Rushdie’s story can be considered an educational tale because it illustrates how a formally uneducated woman resorts to a different type of practical wisdom, i.e. common sense, to make a crucial decision in her life. Miss Rehana is a poor girl who works as an "ayah to three good boys." When she was very young, her parents arranged an engagement with a Pakistani man twenty years her senior. As the man migrated to the UK, she has always been expected to be eager to join him to consummate her marriage and lead a better life in the West. However, Miss Rehana breaks with such assumptions. As she is happy with her life in Pakistan, her common sense dictates that she should not be happier living with a stranger in a far away country. Therefore, she intentionally makes mistakes when answering questions at the British Consulate in order to have her application rejected and remain in Pakistan working as an ayah.
            In brief, the story teaches about a type of non-formal education which is generally underestimated. Surely, Miss Rehana comes from a disadvantaged background and has not been taught at school to think critically and reflect upon her condition. However, her common sense compensates for what a good formal education should have given her. The educational tale embodied in Rushdie's story allows for a reflection upon the importance and value of common sense in opposition to the benefits of formal education.

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IHI Midterm


IHI—MT1-Spt-11. Set 1. 
Page 1. Considering that Caesar was not able to conquer Britannia, what was the significance of his invasions in 55 and 54 BC? (200 words = 20 lines) 25 p.
Page 2. How does Beowulf allow us to learn about the Anglo-Saxons’ system of values? (250 words = 25 lines) 25 p.
Page 3. Explain Norman feudalism as introduced by William in England. (300 words = 30 lines) 25 p.
Page 4. Explain the ff quote in full. “Yet ironically it is not for his successes that Henry (II) is best remembered, but for his dubious part in the murder of Thomas Becket” (Gillingham:144) (250 words = 25 lines) 25 p.

IHI—MT1-Spt-11. Set 2. 
Page 1. Examine Caesar's motives for his invasions to Britannia in the context of the struggle for power in the closing years of the Republic. (200 words = 20 lines) 25 p.
Page 2. Which sources do we have to study Anglo-Saxon England (5th century to mid-11th? (250 words = 25 lines) 25 p.
Page 3. Gillingham states that despite his victory at Hastings and the surrender of London and Winchester, William's position was still a precarious one. Why did the English resist Norman rule? What did he do to conquer the kingdom? (250 words = 30 lines) 25 p.
Page 4. Explain the ff quote in full. “From the reign of Henry II onwards… royal judges began to hold local sessions… it becomes possible to speak of the application… of a common body of customary law…” (Gillingham:173) (300 words = 30 lines) 25 p.