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.

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

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

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. 

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 1^st 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 30^th March. After that nothing but formality remained.

On 11^th 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.

ICI Finishing School

Finishing School

Copy & paste link: http://www.megaupload.com/?d=FRCNW4PT

Finishing School earlier version

Class Analysis

Hi guys! Here's the guide for tomorrow. Sorry I´m so late See you then!


http://www.4shared.com/document/dgmkvMVy/The_Wind_that_Shakes_the_Barle.html

PPP History Class: Elizabeth I

Elizabeth I

Copy & paste link: http://www.megaupload.com/?d=L2F6X9I7

Fools of Fortune Public Schools

This is the basis of our discussion tomorrow

Fools of Fortune Public School Experience

Copy & paste link:  http://www.megaupload.com/?d=A7T4WC6C

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

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

The Wind that Shakes the Barley

Here's the next viewing guide.
download

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.

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.

http://www.megaupload.com/?d=UKQI2CN3

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

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.

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.