IHI News

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


Comunidad Universitaria: Sección 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 Universitario: El 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

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

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.

More ICI Writing

More Rushdie
Link http://www.megaupload.com/?d=Y9ZD9NB2

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 (5^th century to mid-11^th? (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.

Oferta académica del Profesorado de Inglés. Plan de Estudios. OCA 1241/98

This is the Third Freshman (First Year) Scheme, not counting INI and INA.

It does not take into account, either, the courses that are repeated for the benefit of the students such as INA, Written Discourse, Grammar I, Phonetics I, or Problemática.

PLANIFICACION DEL DICTADO DE ASIGNATURAS

1º AÑO—1º CUATRIMESTRE

Discurso Escrito

Gramática Inglesa I

Fonética y Fonología Inglesa I

Problemática Educativa

1º AÑO—2º CUATRIMESTRE

Proceso de la Escritura I

Fonética y Fonología Inglesa II

Discurso Oral I

2º AÑO —1º CUATRIMESTRE

Gramática Inglesa II

Discurso Oral II

Proceso de la Escritura II

Teorías del Sujeto y del Aprendizaje

Sistema Educativo y Currículum

2º AÑO—-2º CUATRIMESTRE

Comunicación Integral

Historia Inglesa

Metodología de la Enseñanza

3º AÑO—1ºCUATRIMESTRE

Comunicación Avanzada I

Literatura Inglesa

Historia de Inglaterra y EEUU

Didáctica y Currículum

3ºAÑO—2ºCUATRIMESTRE

Literatura Contemporánea de Inglaterra y EEUU

Lingüística

Residencia Docente I

4º AÑO—-1º CUATRIMESTRE

Comunicación Avanzada II

Didáctica e Investigación Educativa

Metodología de la Investigación Científica

4º AÑO—2º CUATRIMESTRE:

Historia de la Lengua Inglesa

Residencia Docente II

Literatura Comparada

WARS OF THE ROSES

Hi Guys!
This coming Wednesday, we will discuss Peasants' Revolt. Do, please, complete the reading guide before class so you can make the most of it. I understand the guide is included in the resource pack. Correct me if I'm wrong.
Next week, we will deal with Wars of the Roses. As this guide is brand new and it is not included, I upload it here. Please, print it and bring it to class this Wednesday, so we can organize next week tasks.
We'll all do our best, so everybody can pass the course. You can all do it.
Download

IHI Midterms

These are the results. The tests have been corrected by all three instructors and graded according to the following scale. 
You can find your exams at the Department in the usual place this afternoon.
I will be fully available for feedback tomorrow after the class.

Points/ %	Grade
100-95	10
94-89	9
88-84	8
83-78	7
77-72	6
71-66	5
65-60	4

	MT1
Abad, Leila	4
Aguilar, Camila	6
Antía, Belén	MU
Arce, Natalia	Mu
Azconegui, Daniela	MU
Biasco, Melina	4
Campigoto, Julieta	MU
Costa, Luciana	MU
Escobar, Ma. Victoria	MU
Espíndola, Ariel	5
Fernández, Leonardo	5
Ferreiro Jargoyhen, Rocío	6
Fruttero, Julia	MU
Gonçalves Belen	MU
Jara, Carolina	MU
Joglar, Silvina	4
Larragneguy, Melisa	MU
Lazarte, Paula	AB
López, Cecilia	AB
Mascarín, Daniela	MU
Mendoza Correa, Maite	MU
Mendoza, Milagros	6
Milazzo, Vanina	MU
Moyano, Ana Lía	AB
Muñoz, Natalia Soledad	MU
Peláez, Mario	AB
Posadas, Luis	7
Reynal O’Connor, Pilar	6
Striebeck, Camila	MU
Wermuth, Teresa	9

PPP History Class

Hello, everyone, this is the PPP for our next class. Pls take a look at it and read about the topics addressed in the slides in Gillingham and Griffiths. You'll be able to see your midterms this coming Tuesday (it's on the schedule).
Dynastic Instability
Link: http://www.megaupload.com/?d=ZIXBDYVQ

ICI Midterms

Good morning everyone, here are the results.
Where it reads MU it means the person concerned needs to take the make up, i.e s/he is given the chance of taking the test again so as to revise and consolidate topics and strategies in order to feel at ease for the second midterm. Take the make up as a learning experience.
I will leave the exams Monday morning in the Department and be available for feedback at that time. Otherwise, we can talk on Tuesday at noon.
For the time being, try to rewrite your exam questions and come up  with doubts.
In general terms, avoid at all costs:

1. Stating the obvious
2. Speculating on what the reader/viewer thinks, feels, learns... 
3. Introducing new ideas towards the end
4. Losing sight of your throughline
5. Explaining sth by repeating exactly the same word, i.e. one story is abour oppression because it deals with oppressed people. This may be called a tautology
6. Explaining a text/film by enumerating what it does not do, show, or represent.
7. Ending the text the way you should have started it
8. Retelling at the expense of analysis

On the contrary, focus on:

1. Stating your topic clearly and sticking to it at all costs. Choose your throughline and never lose sight of it
2. Explaining extra clearly what exactly the text/film does, shows, or represents. Consider the fact that it is a product, but an artistic or cultural one.
3. Summing up the contents of your writing in the last paragraph
4. Paraphrasing and using synonyms
5. Providing a clear introduction: announcing what you're going to say, how, and why
6. Analysing instead of retelling and using reported speech.

We'll keep in touch through the blog and the email. Well done, everyone.

Alessandria, Melina	4
Altamiranda, Elizabeth	5
Antía, Belén	5
Arce, Natalia	MU
Arias, Mara	MU
Aviñón, Victoria	MU
Bentivegna, Eliana	7
Biasco, Melina	5
Casado Ailín	6
Cottleroff, Maia	5
Ferreiro Jargoyhen, Rocío	4
Furlan, Milagros	MU
Giuliano, Ma. Andrea	MU
Gómez Ferrante, Gimena	MU
Gómez, Paula	7
Goyeneche, Mariana	MU
Jensen, Elisa	5
Lazarte, Paula	4
Lesca, Amancay	MU
Lizarralde, Ana Lucía	4
Lucas, Sabina	5
Lunghi, Fiorela	7
Maddio, Valeria	5
Marino, Mara Soledad	6
Martínez, Ana Macarena	MU
Moyano, Ana Lía	MU
Ortiz, Lucas	MU
Parise, Laura	7
Prior, Melisa	5
Robles, Mariel	5
Romero, Natalia	MU
Rossi, Virginia	4
Salandro, Luciana	4
Salvini, Valeria	7
Yañez, Carolina	7
Zagame, Ma. Florencia	MU

ICI Schedule

22/9	Watch Michael Collins—Read Fools of Fortune (+ background in course-pack)
23/9	Mid-term results posted on blog at noon. Exams available for viewing at pigeonhole in Dep Monday 26th  noon. Face-to-face feedback by appointment through blog
29/9	Michael Collins Pre DVD-Viewing Guide (Narrating big men’s lives)
30/9	Michael Collins Pre DVD-Viewing Guide (Narrating big men’s lives)	Regular class: Fools of Fortune (general context-background, see course pack) Make-Up Mid-Term 1 (another classroom)
6/10	Michael Collins Pre DVD-Viewing Guide (Narrating big men’s lives)
7/10	Narrating Heroic Lives in Different Fields (1)	Fools of Fortune (private Catholic tutoring Father Kilgarriff—narrating the Irish past)
13/10	TP Nº 3 escrito y oral (Portfolio hand in corrected TP 1, 2 + 3) Michael Collins Post DVD-Viewing Guide (Violence and identity)
14/10	TP Nº 3 escrito y oral (Portfolio hand in corrected TP 1, 2 + 3) Michael Collins Post DVD-Viewing Guide (violence and identity)	Fools of Fortune (Willie: school abuse—Miss Halliwell’s Protestant Mercier Street Model School)
20/10	The Wind That Shakes the Barley Pre DVD-Viewing Guide (narrating small people’s lives)
21/10	The Wind That Shakes the Barley Pre DVD-Viewing Guide (narrating small people’s lives)	Fools of Fortune (Willie: the Anglo-Irish public school experience)
27/10	The Wind That Shakes the Barley DVD-Viewing
28/10	Narrating Unheroic Lives in Different Fields (2)	Fools of Fortune (Marianne: finishing school in Switzerland)
3/11	TP Nº 4 escrito y oral (Portfolio hand in corrected TP 1, 2 , 3 + 4) The Wind That Shakes the Barley Post DVD-Viewing Guide (narrating the private and domestic)
4/11	TP Nº 4 escrito y oral (Portfolio hand in corrected TP 1, 2 , 3 + 4) The Wind That Shakes the Barley Post DVD-Viewing Guide (narrating the private and domestic)	Fools of Fortune (Imelda: narrating her family’s past, Catholic school experience)
10/11	Tales of Irish Education Angela’s Ashes (excerpts)
11/11	Tales of Irish Education Teacher Man (excerpts)	Narrating good teaching and learning experiences
17/11	TP Nº 5 escrito y oral : (Portfolio hand in corrected TP 1, 2 , 3, 4 + 5) Teaching and narrating India & Ireland
18/11	TP Nº 5 escrito y oral (Portfolio hand in corrected TP 1, 2 , 3, 4 + 5): Teaching and narrating India & Ireland	Patterson “I Am One of the People...” (textual intervention: rewriting our identities)
24/11	Hand in TP Nº 6 written: (Portfolio hand in all corrected TPs + 6) Make Up Previous TPs Written Mid-Term 2
25/11	Oral Mid-Term 2
30/11	Make-Up Written Mid-Term
2/12	Make-Up Oral Mid-Term