Canadian Association for Irish Studies 2019 Conference
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Frank Mcguinness's the Match
Provided by the author(s) and NUI Galway in accordance with publisher policies. Please cite the published version when available. Title The Match Box by Frank McGuinness: programme note for Galway International Arts Festival Author(s) Lonergan, Patrick Publication Date 2015 Publication Lonergan, Patrick. (2015). The Match Box by Frank Information McGuinness: programme note for Galway International Arts Festival Galway International Arts Festival Programme. Publisher Galway International Arts Festival Link to publisher's http://www.giaf.ie/ version Item record http://hdl.handle.net/10379/6740 Downloaded 2021-09-25T22:02:29Z Some rights reserved. For more information, please see the item record link above. Frank McGuinness’s The Match Box “Grief softens the mind,” says Shakespeare’s great character Queen Margaret – it makes people “fearful and degenerate”. There’s only one valid response to such feelings, she claims: “Think on revenge and cease to weep.” In making those remarks, Margaret places herself in a long line of heroines whose desire for revenge is both glorious and horrifying. Her precursors are figures like Sophocles’ Electra and Euripides’ Hecuba; her ancestors include Hester Swayne in Marina Carr’s brutal By the Bog of Cats. All of those women choose vengeance over grief - and in doing so they go beyond good and evil, committing terrible acts that we can nevertheless understand and perhaps even admire. The plays that dramatize their stories are thus both mythic and intimate: they reveal aspects of the human condition that we all recognize (much as we might prefer not to), and they show how one person’s decisions can unravel a family, a society, or an entire world. -
Irish History Links
Irish History topics pulled together by Dan Callaghan NC AOH Historian in 2014 Athenry Castle; http://www.irelandseye.com/aarticles/travel/attractions/castles/Galway/athenry.shtm Brehon Laws of Ireland; http://www.libraryireland.com/Brehon-Laws/Contents.php February 1, in ancient Celtic times, it was the beginning of Spring and later became the feast day for St. Bridget; http://www.chalicecentre.net/imbolc.htm May 1, Begins the Celtic celebration of Beltane, May Day; http://wicca.com/celtic/akasha/beltane.htm. ------------------------------------------------------------------------------------ February 14, 269, St. Valentine, buried in Dublin; http://homepage.eircom.net/~seanjmurphy/irhismys/valentine.htm March 17, 461, St. Patrick dies, many different reports as to the actual date exist; http://www.newadvent.org/cathen/11554a.htm Dec. 7, 521, St. Columcille is born, http://prayerfoundation.org/favoritemonks/favorite_monks_columcille_columba.htm January 23, 540 A.D., St. Ciarán, started Clonmacnoise Monastery; http://www.newadvent.org/cathen/04065a.htm May 16, 578, Feast Day of St. Brendan; http://parish.saintbrendan.org/church/story.php June 9th, 597, St. Columcille, dies at Iona; http://www.irishcultureandcustoms.com/ASaints/Columcille.html Nov. 23, 615, Irish born St. Columbanus dies, www.newadvent.org/cathen/04137a.htm July 8, 689, St. Killian is put to death; http://allsaintsbrookline.org/celtic_saints/killian.html October 13, 1012, Irish Monk and Bishop St. Colman dies; http://www.stcolman.com/ Nov. 14, 1180, first Irish born Bishop of Dublin, St. Laurence O'Toole, dies, www.newadvent.org/cathen/09091b.htm June 7, 1584, Arch Bishop Dermot O'Hurley is hung by the British for being Catholic; http://www.exclassics.com/foxe/dermot.htm 1600 Sept. -
Canadian Education, Eh?
2019 ANNUAL CONFERENCE CANADIAN EDUCATION, EH? #HECA2019RI TODAY’S PRESENTERS Teo Salgado Independent Educational Consultant VerveSmith, Ltd. Dan Seneker Director, Enrolment Management Bishop’s University Valerie Herteis International Recruitment Specialist University of Waterloo Natasha Bijelich Assistant Director, International Student Recruitment University of Toronto #HECA2019RI 6 time zones covering 4.5 hours 35.8 million Canadians 75% live within 161 km of US border 4 distinct seasons #HECA2019RI Source: www.HolidayWeather.com #HECA2019RI Why study in Canada? Internationally recognized for quality education in THE World University Rankings, 2018-2019 in top 200 of Academic Ranking of World Universities Safe and diverse cities/campuses Weak Canadian dollar | #HECA2019RI Work experience Off-campus: 20 hours per week, 40 hours per week during holidays; participate in co-op and internships Post-graduation permit Gain up to 3 years Canadian work experience Express Entry Additional points for studying in Canada and for a job offer #HECA2019RI 97 Universities Canada members 180 public colleges & institutes #HECA2019RI Universities Mission: teaching, research and public service Programs: undergraduate, graduate, professional Second-entry: Medicine, Nursing, Law, Pharmacy 3 Categories Medical/Doctoral | Comprehensive | Primarily Undergraduate #HECA2019RI BISHOP’S UNIVERSITY MISSION In 1843, the founders of Bishop’s University declared their goal “to offer the country a sound and liberal education.” To this day, our university remains focused -
Michael Collins' Own Story
ELCOLLIN MICHAEL COLLINS' OWN STORY MICHAEL COLLINS. MICHAEL COLLINS' OWN STORY Tou to HAYDEN TALBOT LONDON: HUTCHINSON * CO PATERNOSTER ROW " Multitudinous is their gathering . a great host with whom it is not fortunate to of contend . the battle-trooped host the O'Coileain." The ancient slogan of Collins' ancestors, chieftains of the tribes of Mimster 450 years ago. To ESTHER TALBOT CONTENTS CHAPTER PACK - I. HOW IT HAPPENED - II - II. INTRODUCING MICHAEL COLLINS 21 III. EOIN MACNEILL ULSTERMAN - 2Q " " iv. COLLINS' OWN STORY OF EASTER WEEK - 40 v. ARTHUR GRIFFITH'S LAST STATEMENT - 48 " " VI. THE AFTERMATH OF EASTER WEEK 58 vii. COLLINS' ESTIMATE OF ERSKINE CHILDERS - 67 viii. COLLINS' PLAN OF TERRORISING TERRORISTS - -73 IX. OUTWITTING THE BLACK AND TANS - 79 X. UNDER THE TERROR - 86 XI. THE MURDER OF FRANCIS SHEEHY SKEFFINGTON 95 xii. CHILDERS' OPINION OF AMERICANS - - 115 XIII. THE TRUTH ABOUT THE TRUCE - 123 XIV. THE INVITATION TO NEGOTIATE - 134 XV. THE TREATY NEGOTIATIONS - - 145 XVI. THE MISGUIDED ONES - - 153 XVII. DISHONEST TACTICS - - l62 XVIII. THE ULSTER PROBLEM - 170 XIX. THE REBELLION ITS CAUSE AND COST - l8l XX. THE FUTURE OF IRELAND - igi XXI. WHAT THE TREATY MEANS A SYMPOSIUM - 202 XXII. ADDENDUM * - - 249 Michael Collins' Own Story CHAPTER I HOW IT HAPPENED IT began belligerently. It grew into a friendship I valued more than any other I ever made. The reference is to my relationship with Michael Collins. I tell it not because these two facts matter to anyone except me, but because they are in themselves proof of the greatness of this Irishman. And, inasmuch as I found him, in nine months of intimate association, the finest character it has ever been my good fortune to know, I mean to adduce such proof as I can as will tend to justify my opinion. -
Letter of Introduction for CEGEP Students to Borrow from Concordia
Letter of Introduction for CEGEP Students to Borrow from Concordia University Library To be filled out by Librarian at home institution and printed on your institution’s letterhead Please grant Library Privileges for a one-time borrowing transaction of up to a maximum of 5 items from Concordia University Library to the following student. See following page for privileges: http://library.concordia.ca/help/users/external/borrow.php?guid=loans-alumni-etc Student name: ___________________________________________________________________ ID number: ____________________ Email: _________________________________________ Subject area of interest: __________________________________________________________ Required for the following semester (Fall, Winter, Spring/Summer): ___________ Year:________ The home institution will take full responsibility for any library transactions conducted by the student named above during the prescribed period. Librarian Name: ________________________________________________________________ Librarian Signature: __________________________ Date: ___________________________ Librarian email: _________________________________________________________________ Contact person, position and email should fines be incurred (ex: Circulation Department): Name: ______________________________ Position: _________________________ Email: __________________________________________________________________ The student is asked to present this form duly filled-out and signed, along with a valid I.D. from the home institution, to the Circulation -
Collaborating with the European Union Under a New Context
COLLABORATING WITH THE EUROPEAN UNION UNDER A NEW CONTEXT Presented by Concordia University in cooperation with EURAXESS North America December 3, 2019 Welcome On behalf of Concordia International and EURAXESS North America, we are pleased to welcome you the Collaborating with the European Union under a New Context lunch and networking event. This gathering aims at providing participants with an overview of new policy developments in the European Union and Canada, as well as practical information to forge bilateral partnerships. We are delighted to have in attendance guests from different universities, governments and foreign representatives from various countries. We hope you will have the opportunity to network and learn more about how you can further advance your collaborations with Europe. We wish you a pleasant and fruitful event. EURAXESS and Concordia University Panel I - Collaborating with Panel II - Moving from Theory to Practice Europe in an Evolving Research Landscape As the launch of the new European Union’s With the new changes established in the first program for research and innovation – Horizon panel, the second panel will focus on the practical Europe (2021-2027) – approaches and the tools that will help the audience take advantage governments of Canada and Quebec look into of emerging opportunities and advance their fostering research collaborations, a group of projects with the European Union and Canada. experts from the Governments of Canada This panel will include a conversation between and Quebec, Mitacs, and the European Union researchers who have experience collaborating Delegation in Ottawa will discuss new policy with Europe and will intend to answer questions, developments shaping the bilateral research such as: agenda. -
Chapter Xxiv
CHAPTER XXIV. Crown lands management Waste lands in seigniories Government officials Army bills redeemed Banking Political situation, 1816 The two Papineaus Sessions of 1817-1819 Death of George III., 1820 A speech of Louis-Joseph Papineau. To portion out the lands amongst the militia, General Drummond, the administrator of the province (1815), was constrained to have recourse to the officials of a department in which enormous abuses existed. The lands were divided up between favourites. So much territory had been given away that Drummond informed the minister that there was no more room on the River St. Francis for the establishment of the immigrants and the discharged soldiers. Every one had pounced down upon that immense pasture ground. From 1793 to 1811, over three million acres had been granted to a couple of hundred privileged applicants. Some of them secured as much as sixty to eighty thousand acres as, for example, Governor Milnes, who took nearly seventy thousand as his share. These people had no intention of ever improving the land by clearing it of the forest. As it cost them nothing, they purposed leaving the same in a wild state until such time as the development of the neigh- bourhood by colonization would increase the value of the whole. Another vexatious land question arose out of the vast domains granted by the King of France to the so-called seigneurs which were intended, by the letter and spirit of the grants themselves, to be given to the settlers whenever they wished for them. Large tracts of these still remained unoc- cupied and the seigneurs had often expressed the desire to get them as their own property in free and common socage, whilst the country people main- tained that they were to be kept en seigneurie according to the intention of the sovereign who first granted them. -
Transnational Ireland on Stage: America to Middle East in Three Texts
Transnational Ireland on Stage: America to Middle East in Three Texts Wei H. Kao Introduction: Between the Local and the Global on the Irish Stage Historically, the comprehensive Anglicisation of Ireland from the early nineteenth century, and the geopolitical location of Ireland in Europe, have laid the foundations for more Irish participation on the world stage. The rapid globalisation process, however, has not fully removed the frustration buried deep in the Irish psyche about the country still being in partition, but it has encouraged many contemporary playwrights to express concerns regarding other areas that are just as troubled as the state of their country, despite the fact that the Northern Ireland issue is not yet fully resolved. It is noteworthy that globalisation, as the continuation of nineteenth- and twentieth-century imperialism in a new form, not only carries forward the exercise of colonial incursion but facilitates the oppressively homogenising effects on the less advantaged Other. This is partly due to the rise of critical theory to ‘productively complicate the nationalist paradigm’ by embarking on transnationalism since the 1970s.1 One consequence of this was to prompt reevaluations of existing cultural productions, thus initiating cross-cultural and interethnic dialogues that had usually been absent in colonial and Eurocentric establishments, and prompting the public to envisage the Other across both real and imagined borders. Even more significantly, the meaning of a text starts to shift if it is studied in an international context, and this applies particularly to a text in which the characters venture into unexplored territories and impel ‘meaning [to] transform as it travels’.2 The transformation of meanings is further accelerated by intercultural encounters that are motivated by globalisation that interconnects individuals and societies around the world. -
Submitting an Individual Proposal
Volume 45(1) Winter/hiver 2019 Exploring Perceptions of E-Books Among CEGEP Students and Faculty Exploration des perceptions relatives aux livres électroniques chez les étudiants et enseignants au cégep Yuan Chen, Concordia University Saul Carliner, Concordia University Salvador Garcia Martinez, Concordia University Ann-Louise Davidson, Concordia University Abstract Because they are believed to be able to lower the costs of an education, e-books have been factored into the technology plans for community colleges and CEGEPs during the current decade. But adoption is a function of perceptions, which this study explored: (1) General perceptions of the CEGEP (collège d'enseignement général et professionnel, a community college-like institution in Quebec) students and faculty towards e-books and (2) the factors that drive those perceptions. Previous studies found that users generally had neutral and positive impressions of e-books and that the following factors drive overall perceptions of e-books: (a) previous experience, (b) reading preferences and tasks; (c) reading habits; (d) convenience; (e) costs; and (f) ownership issues. A survey of the 2,260 faculty and students at a CEGEP in Quebec was conducted, with 247 students and 19 faculty responding. Results indicated wide awareness of e-books and at least some experience with them. Results validated that previous experience drove perceptions, that printed materials generally had more credibility than digital ones (this was more pronounced for books), that many students read online but do not take notes when doing so, users perceive e-books to be more convenient than printed ones, that e-books become attractive when their price is 50% that of print, and that most users think that they own e-textbooks even though most publishers merely rent e-textbooks. -
Faci;Ty Pf Arts
LIST OF INSTITUTIONS APPROVED FOR TRANSFER CREDIT INDEPENDENT STUDY AWAY NOTE: Although a university may appear on the Arts OASIS list of institutions approved for transfer credit, when applying for an “Independent Study Away” in the Fall and/or Winter or Summer, it is the student’s responsibility (not Arts OASIS) to confirm that: 1. the university has an undergraduate “visiting, non-degree” student status; 2. you meet the host university’s eligibility and student visa requirements; 3. you meet the application requirements and can afford the host university’s tuition; 4. you have reviewed the Transfer Credit Policy for Online Education (see #12). NOTE: Many of our McGill Exchange partners do not accept applications for “Independent Study Away” undergraduate “visiting, non-degree” student status. McGILL EXCHANGE Students registered for a McGill Exchange program may take not take online education courses during their study away term(s) to earn transfer credit and/or satisfy the minimum course load at the host university. NOTE: Studying away must be PRE-APPROVED by Arts OASIS who will assess whether you meet the academic eligibility requirements to receive “Faculty Approval”. This information was compiled based on information available at time of publication and is subject to change. ONLINE EDUCATION (RECOMMENDED LIST) HOST University Name Acadia University Nipissing University Athabasca University Queen's University Carleton University Ryerson University Concordia University Thompson Rivers University Laurentian University Université TÉLUQ Memorial University of Newfoundland University of Manitoba Mount Royal University Feb. 6, 19 . -
The Government's Executions Policy During the Irish Civil
THE GOVERNMENT’S EXECUTIONS POLICY DURING THE IRISH CIVIL WAR 1922 – 1923 by Breen Timothy Murphy, B.A. THESIS FOR THE DEGREE OF PH.D. DEPARTMENT OF HISTORY NATIONAL UNIVERSITY OF IRELAND MAYNOOTH HEAD OF DEPARTMENT: Professor Marian Lyons Supervisor of Research: Dr. Ian Speller October 2010 i DEDICATION To my Grandparents, John and Teresa Blake. ii CONTENTS Page No. Title page i Dedication ii Contents iii Acknowledgements iv List of Abbreviations vi Introduction 1 Chapter 1: The ‗greatest calamity that could befall a country‘ 23 Chapter 2: Emergency Powers: The 1922 Public Safety Resolution 62 Chapter 3: A ‗Damned Englishman‘: The execution of Erskine Childers 95 Chapter 4: ‗Terror Meets Terror‘: Assassination and Executions 126 Chapter 5: ‗executions in every County‘: The decentralisation of public safety 163 Chapter 6: ‗The serious situation which the Executions have created‘ 202 Chapter 7: ‗Extraordinary Graveyard Scenes‘: The 1924 reinterments 244 Conclusion 278 Appendices 299 Bibliography 323 iii ACKNOWLEDGEMENTS I wish to extend my most sincere thanks to many people who provided much needed encouragement during the writing of this thesis, and to those who helped me in my research and in the preparation of this study. In particular, I am indebted to my supervisor Dr. Ian Speller who guided me and made many welcome suggestions which led to a better presentation and a more disciplined approach. I would also like to offer my appreciation to Professor R. V. Comerford, former Head of the History Department at NUI Maynooth, for providing essential advice and direction. Furthermore, I would like to thank Professor Colm Lennon, Professor Jacqueline Hill and Professor Marian Lyons, Head of the History Department at NUI Maynooth, for offering their time and help. -
The Novel and the Short Story in Ireland
The Novel and the Short Story in Ireland: Readership, Society and Fiction, 1922-1965. Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Anthony Halpen April 2016 Anthony Halpen Institute of Irish Studies The University of Liverpool 27.03.2016 i ABSTRACT The Novel and the Short Story in Ireland: Readership, Society and Fiction, 1922-1965. Anthony Halpen, The Institute of Irish Studies, The University of Liverpool. This thesis considers the novel and the short story in the decades following the achievement of Irish independence from Britain in 1922. During these years, many Irish practitioners of the short story achieved both national and international acclaim, such that 'the Irish Short Story' was recognised as virtually a discrete genre. Writers and critics debated why Irish fiction-writers could have such success in the short story, but not similar success with their novels. Henry James had noticed a similar situation in the United States of America in the early nineteenth century. James decided the problem was that America's society was still forming - that the society was too 'thin' to support successful novel-writing. Irish writers and critics applied his arguments to the newly-independent Ireland, concluding that Irish society was indeed the explanation. Irish society was depicted as so unstructured and fragmented that it was inimical to the novel but nurtured the short story. Ireland was described variously: "broken and insecure" (Colm Tóibín), "often bigoted, cowardly, philistine and spiritually crippled" (John McGahern) and marked by "inward-looking stagnation" (Dermot Bolger).