DOCSLIB.ORG

FAST COU RSE Familiarization and S Hort-Term Training

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
FAST COU RSE Familiarization and S Hort-Term Training ITALIAN FAST COU RSE Familiarization and S hort-Term Training VOLUME I Francesca ~andazzo-Woodrow Stephen Zappala with Egle Camozzo Anna Fiore Elizabeth Knutson FOREIGN SERVICE INSTITUTE U.S. DEPARTMENT OF STATE ITALIAN FAST PREFACE The first draft of this course was prepared by Francesca Randazzo- Woodrow and Anna Fiore, under the supervision of Egle Camozzo (Language Training Supervisor) and Stephen Zappala (Chairman of the Department of Romance Languages), based on an earlier text, designed by Stephen Zappala and written by Luciana Harwood, Daniela Ferriter and Clara Sommariva. The final version was written by Francesca Randazzo- Woodrow under the supervision of both Stephen Zappala, who wrote the language-usage notes and grammatical index, and Elizabeth Knutson (Language Training Supervisor). All typing and the format on the Xerox word processor were done by Francesca Randazzo- Woodrow. Consultant for the text was Martha Gowland, Familiarization and Short-term Training Course (FAST) coordinator. Editing was done by Hedy St. Denis, assisted by the supervisors. Special thanks to all the instructors in the Italian Section who did the proofreading and field testing. The recordings were made in the studio of the Foreign Service Institute (FSl) Language Laboratory with the technical assistance of Mark Macklow and Jose Ramirez. The voicin wasdonebySilvanade Luca(AcquiTerme),Anna FioreIFano), Maurizio Fontana ?Rome), Giulia Guidotti (Florence), Maria Luisa Sylos-Labini (Tolmezzo), Francesca Randazzo-Woodrow (Enna), and Stephen Zappala. The cover photograph was taken by Carlo Cicala. The text photographs were taken by Egle Camozzo, Silvana de Luca, Elizabeth Knutson, and Francesca Randazzo- Woodrow. Technical assistance for art work was provided by Anne Meagher-Cook, Roberto Kamide, and Gelinda Giacomin of the FSI Audio-Visual Section, under the guidance of John McClelland. Christina N. Hoffman contributed to final editing and made arrangements for publication. LJ Mark C. Lissfelt, Dean School of Language Studies Foreign Service lnstitute Department of State ITALIAN FAST INTRODUCTION The ltalian Familiarization and Short-term Training Course (FAST) consists of thirty lessons that have been prepared with accompanying tape recordings. Designed for use with an ltalian instructor, the course has as its main objective to enable students to develop language skills considered basic and useful in Italy. Instead of a structured, grammatically-sequenced set of lessons, the course stresses communication in everyday practical situations of a social, logistical and workplace nature. Students are urged to use whatever language they have at their disposal without being unduly preoccupied with grammatical accuracy. They should makethis effort even in situations in which they are exposed to practical language considerably above their level. They should remember that they must learn to cope with such language but not reproduce it. Before Lesson I, study three important sections: I. "Lesson Introduction, " 2. "Before We Begin" (a section dealing with Spelling - Pronunciation features and useful classroom expressions), and a 3. Preliminary Lesson (greetings and salutations). Interspersed among lessons are: (a) useful information about the different administrative regions of Italy [from lessons I through XX] and (b) recipes of regional Italian dishes [from lessons XXI through XXX]. Additional information is provided in appendices following Lesson XXX: Appendix A - Grammatical Tables Appendix B - Answers to Reading Exercises Appendix C - Household Expressions Appendix D - Other Information Following the appendices are: lndex A - LanguagelUsage Notes lndex B - Glossary for Recipes. ITALIAN FAST TABLE OF CONTENTS VOLUME I .. Preface I I I Introduction i v Table of Contents v Lesson Introduction IX Before We Begin xiv PRELIMINARY LESSON Cultural Notes: People, History, Geography, Government AT THE AIRPORT I Cultural Notes: Language Region: Emilia - Rornagna AT THE AIRPORT11 Cultural Notes: Touching Region: Friuli Venezia - Giulia AT THE EXCHANGE OFFICE Cultural Notes: Exchanging Currency Region: Liguria GETTING THE LOCAL TIME Region: Lombardia AT THE HOTEL 1 Cultural Notes: Hotels and Boarding Houses Region: Piemonte ITALIAN FAST VI: AT THE HOTEL I1 Region: Trentino Alto - Adige VII: AT THE HOTEL Ill Region: Val le D' Aosta VIII: AT THE HOTEL lV Region: Veneto IX: GOING BY TAXI Cultural Notes: Taxis Region: Abruzzo X: GE77ING AROUND Cultural Notes: Intrallnter-City Buses, Subways Region: Lazio XI: ATTHEEMBASSYI Cultural Notes: Names, Titles Region: Marche XII: AT THE EMBASSY 11 Cultural Notes: Organization of the Public School System Region: Molise XIII: SHOPPING FOR CLOTHES Cultural Notes: Stores Region: Toscana XIV: AT THE SHOE STORE Region: Umbria ITALIAN FAST xv: EATING OUT I Cultural Notes: Meals, Eating Places R-egion: Basilicata XVI: EATING OUT I1 Cultural Notes: Telephones Region: Calabria XVII: PHONE CALL Cultural Notes: Housing, Apartments, Addresses Region: ~ampania ITALIAN FAST LESSON INTRODUCTION The following steps are set out one by one for the sake of clarity. The order given is the recommended sequence for having students obtain the language skills and confidence they need to deal with in a given situation. In class, of course, thin s do not always go so smoothly--nor should they. The instructor is responsible 9or assessing student progress and attitudes throughout the lesson, and for making sensible adjustments whenever necessary. It is important that the basic order of events be followed. Inverting the order, or skipping steps, will seriously diminish the pay-off to the lesson. Self- confidence is the ultimate goal of a FAST course. How the student comes to the language is as important as how much language is learned, The sequence indicated in the steps below has proved successful at FSI. Both instructors and students find this approach more natural, less arduous, and at least as productive as other approaches. It is worth trying. PRELIMINARY STEP Prior to in-class study, it has been found beneficial to give students a chance to become familiar with the new lesson. If the new lesson has Cultural Notes, they should be read as informational background first. Then, with a sample dialog on tape to take home and listen to, students "get acquainted" with the new situation and the new language they will be studying. Although the term "get acquainted'" means different things to different people, it should, at a minimum, include listening to the dialog, understanding what is being said, and reading the language-usage notes. Notice that the native speaker's part in the dialog is often somewhat fuller and richer than the American's part. This has been purposely done since students will be expected to interact with native speakers in conversations in which the latter use a level of speech higher than theirs and one which needs only to be understood rather than repeated. STEP ONE: SEmlNG THE SCENE Words and phrases are easier to understand and more easily recalled if they are learned in a "use" context. The setting described in this section will help students imagine where, when and with whom they will use the language they are about to study. Students take a moment to read the description in this section silently. ITALIAN FAST STEP TWO: HEARING IT Now with books closed, students listen to the dialog. If they have not had a chance to do the Preliminary Step, they should try to guess what is going on. Students should listen for familiar-sounding words, trying to relate them to one another in a meaningful way. Eventually, the goal is to find out the answer to the following questions: What is the dialog about? What is the American trying to do? Does slhe succeed? Does the native speaker understand? What is the native speaker doing? How isslhe reacting? After the first time, students may listen to the tape as many times as needed, still with books closed. If necessary, afterwards, with assistance from the instructor, students may help each other in grasping the sense of what is being said. STEP THREE: SEEING IT Many students learn well by sight. If the Preliminary Step was not done, the tape is played again, this time with students looking at the dialog as they listen. After this listening session, students may try to guess at the meaning of some of the new items. Also, they may be made aware of I) cognates that have the same origin as English words and which resemble the latter in spelling andlor pronunciation and 2) contextual clues. In each of the "Fill in the Blanks" exercises, students hear the dialog one sentence at a time. After each sentence, students are given time to write in as best they can however many of the missing words they can remember. The purpose of these exercises is to help students begin to "fix" the language in their minds. Whatever blanks remain may be filled by redoing these exercises at home. Afterwards, students may check the spelling by looking at the printed dialog. STEP FOUR: TAKING ITAPART Vocabulary - As the instructor pronounces each of the items listed, the entire class as a group repeats, always paying attention to the English translations given. After this choral repetition, the instructor pronounces each item again, but this time students are called upon to repeat individual1 . Then the instructor selects Italian words at random and asks for translations.+ A erward, as a memory exercise, the instructor asks students to cover the ltalian side and translate the various items selected at random, following the instructor's oral numerical cue. ITALIAN FAST Language - Usage Notes - After working with the vocabulary items, if the Preliminary Step was not done, students study the notes on grammar. If clarification is needed, they ask the instructor. Additional Vocabulary - This section is normally not worked on in class unless time and interest warrant it. STEP FIVE: GE77lNG THE FEEL OF IT Pronunciation Practice - With books closed, students repeat the American's lines after the instructor. Restricted Rehearsal - Takinq the part of the Italian, the instructor enacts the oriainal dialoq with each student.
Load more

Recommended publications
  • The Rise of Populism in Europe Can Be Traced Through Online Behaviour...”
    “The rise of populism in Europe can be traced through online behaviour...” THE NEW FACE OF DIGITAL POPULISM Jamie Bartlett Jonathan Birdwell Mark Littler Demos is a think-tank focused on power and politics. Our unique approach challenges the traditional, 'ivory tower' model of policymaking by giving a voice to people and communities. We work together with the groups and individuals who are the focus of our research, including them in citizens’ juries, deliberative workshops, focus groups and ethnographic research. Through our high quality and socially responsible research, Demos has established itself as the leading independent think-tank in British politics. In 2011, our work is focused on five programmes: Family and Society; Public Services and Welfare; Violence and Extremism; Public Interest and Political Economy. We also have two political research programmes: the Progressive Conservatism Project and Open Left, investigating the future of the centre-Right and centre-Left. Our work is driven by the goal of a society populated by free, capable, secure and powerful citizens. Find out more at www.demos.co.uk. THE NEW FACE OF DIGITAL POPULISM Jamie Bartlett Jonathan Birdwell Mark Littler First published in 2011 © Demos. Some rights reserved Magdalen House, 136 Tooley Street London, SE1 2TU, UK ISBN 978-1-906693-86-2 Copy edited by Susannah Wight Series design by modernactivity Typeset by modernactivity Set in Gotham Rounded and Baskerville 10 Open access. Some rights reserved. As the publisher of this work, Demos wants to encourage the circulation of our work as widely as possible while retaining the copyright. We therefore have an open access policy which enables anyone to access our content online without charge.
    [Show full text]
  • English Version of This Report Is the Only Official Document
    Office for Democratic Institutions and Human Rights THE ITALIAN REPUBLIC PARLIAMENTARY ELECTIONS 4 March 2018 ODIHR Election Assessment Mission Final Report Warsaw 6 June 2018 TABLE OF CONTENTS I. EXECUTIVE SUMMARY .......................................................................................................... 1 II. INTRODUCTION AND ACKNOWLEDGEMENTS ............................................................... 3 III. BACKGROUND ........................................................................................................................... 3 IV. LEGAL FRAMEWORK ............................................................................................................. 4 V. ELECTORAL SYSTEM .............................................................................................................. 5 VI. ELECTION ADMINISTRATION .............................................................................................. 6 VII. VOTER REGISTRATION .......................................................................................................... 8 VIII. CANDIDATE REGISTRATION ................................................................................................ 9 IX. ELECTION CAMPAIGN .......................................................................................................... 11 X. CAMPAIGN FINANCE............................................................................................................. 12 XI. MEDIA .......................................................................................................................................
    [Show full text]
  • There Are Alternatives
    There are alternatives A handbook for preventing Including the Revised unnecessary immigration Community Assessment and detention (revised edition) Placement model (CAP) The International Detention Coalition (IDC) is a unique global network, of over 300 civil society organisations and individuals in more than 70 countries that advocate for, research and provide direct services to refugees, asylum-seekers and migrants affected by immigration detention. Coalition members are supported by the IDC Secretariat offce, located in Melbourne, Australia, and regional staff based in Berlin, Germany, London, United Kingdom, Geneva, Switzerland, Mexico City, Mexico and Kuala Lumpur, Malaysia. IDC Secretariat Level 1, 112 Langridge Street Melbourne Victoria 3066 Australia Email: [email protected] Website: www.idcoalition.org © International Detention Coalition, 2015 ISBN Paperback: 978-0-9871129-8-9 ISBN PDF version: 978-0-9871129-9-6 Published by the International Detention Coalition Melbourne, Australia Recommended citation: Sampson, R., Chew, V., Mitchell, G., and Bowring, L. There Are Alternatives: A Handbook for Preventing Unnecessary Immigration Detention (Revised), (Melbourne: International Detention Coalition, 2015). Design and layout by Haydn Jones Communication Design The views expressed in this document are those of the authors. This report is available online at http://www.idcoalition.org Acknowledgements The revised edition of this Handbook was written by Dr. Robyn Sampson of the Swinburne Institute for Social Research at Swinburne University of Technology as well as Vivienne Chew, Grant Mitchell and Lucy Bowring of the International Detention Coalition (IDC). Research for this revised edition was undertaken by Adele Cubbitt, Elba Coria Marquez, Gisele Bonnici, Ben Lewis, Jem Stevens, Vanessa Martinez, Leeanne Torpey, Libby Zerna, Katherine Wright, Caroline Stephens, Athena Rogers, Jocelyne Cardona, Ahmed Correa, Beth Edgoose, Danielle Grigsby, Shaista Kiran, Thais Pinheiro, Catherine Stubberfeld, Natasha Warchalok and Rosario Rizzo Lara.
    [Show full text]
  • Paintodayspain
    SPAINTODAYSPAINTODAYSPAINTODAYSPAIN- TODAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- ALLIANCE OF CIVILIZATIONS PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- 2009 DAYSPAINTODAYSPAINTODAYSPAINTODAYS- Spain today 2009 is an up-to-date look at the primary PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- aspects of our nation: its public institutions and political scenario, its foreign relations, the economy and a pano- 2009 DAYSPAINTODAYSPAINTODAYSPAINTODAYS- ramic view of Spain’s social and cultural life, accompanied by the necessary historical background information for PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- each topic addressed DAYSPAINTODAYSPAINTODAYSPAINTODAYS- http://www.la-moncloa.es PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- SPAIN TODAY TODAY SPAIN DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAIN- TODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO- DAYSPAINTODAYSPAINTODAYSPAINTODAYS- PAINTODAYSPAINTODAYSPAINTODAYSPAINTO-
    [Show full text]
  • The Principle of Subsidiarity and Institutional Predispositions: Do the European Parliament, the German Bundestag, and the Bavarian Landtag Define Subsidiarity Differently?
    www.ssoar.info The principle of subsidiarity and institutional predispositions: do the European Parliament, the German Bundestag, and the Bavarian Landtag define subsidiarity differently? Martin, Aaron Veröffentlichungsversion / Published Version Arbeitspapier / working paper Zur Verfügung gestellt in Kooperation mit / provided in cooperation with: SSG Sozialwissenschaften, USB Köln Empfohlene Zitierung / Suggested Citation: Martin, A. (2010). The principle of subsidiarity and institutional predispositions: do the European Parliament, the German Bundestag, and the Bavarian Landtag define subsidiarity differently? (CAP Working-Paper). München: Universität München, Sozialwissenschaftliche Fakultät, Centrum für angewandte Politikforschung (C.A.P). https://nbn- resolving.org/urn:nbn:de:0168-ssoar-423687 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Deposit-Lizenz (Keine This document is made available under Deposit Licence (No Weiterverbreitung - keine Bearbeitung) zur Verfügung gestellt. Redistribution - no modifications). We grant a non-exclusive, non- Gewährt wird ein nicht exklusives, nicht übertragbares, transferable, individual and limited right to using this document. persönliches und beschränktes Recht auf Nutzung dieses This document is solely intended for your personal, non- Dokuments. Dieses Dokument ist ausschließlich für commercial use. All of the copies of this documents must retain den persönlichen, nicht-kommerziellen Gebrauch bestimmt. all copyright information and other information regarding legal Auf sämtlichen Kopien dieses Dokuments müssen alle protection. You are not allowed to alter this document in any Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen way, to copy it for public or commercial purposes, to exhibit the Schutz beibehalten werden. Sie dürfen dieses Dokument document in public, to perform, distribute or otherwise use the nicht in irgendeiner Weise abändern, noch dürfen Sie document in public.
    [Show full text]
  • Radical Right Propaganda and Intellectual Performance Preprint
    Anti-immigrant propaganda Running Head: Propaganda and performance Anti-immigrant propaganda by radical right parties and the intellectual performance of adolescents Markus Appel University of Linz, Austria Accepted for publication in the journal Political Psychology Author note: I thank Magdalena Mühlleitner for her assistance in conducting the study, and Nicole Kronberger and Johanna Ray Vollhardt for comments on a previous version of the manuscript. Corresponding author: Markus Appel, Department of Education and Psychology, Johannes Kepler University Linz, Altenberger Strasse 69, A-4040 Linz, Austria. Email: [email protected]. Anti-immigrant propaganda Abstract In recent years radical right political parties have become a substantial electoral force in many countries around the world. Based on the vision of a mono-ethnic state, anti-immigration is these parties’ core message. Connecting research on discrimination, social exclusion and social identity threat it was assumed that this anti-immigrant propaganda undermines the intellectual performance of immigrant adolescents. In an experiment conducted at Austrian schools, the intelligence test performance of adolescents with an immigration background decreased after they were exposed to radical right election posters whereas ethnic majority adolescents remained unaffected. The results further suggest that individuals with a strong ethnic minority identity are less vulnerable to the detrimental impact of the radical right propaganda. Anti-immigrant propaganda 1 Anti-immigrant propaganda by radical right parties and the intellectual performance of adolescents The political debate over immigration has a long history in the North America and in recent decades immigration has become a much disputed topic in Europe and other world regions. Radical right political parties oppose new immigration and they reject cultural diversity within a state (Rydgren, 2007; Mudde, 2007).
    [Show full text]
  • The Italian Republic
    Office for Democratic Institutions and Human Rights THE ITALIAN REPUBLIC PARLIAMENTARY ELECTIONS 4 March 2018 OSCE/ODIHR NEEDS ASSESSMENT MISSION REPORT 11-13 December 2017 Warsaw 1 February 2018 TABLE OF CONTENTS I. INTRODUCTION .......................................................................................................................... 3 II. EXECUTIVE SUMMARY ............................................................................................................ 3 III. FINDINGS ....................................................................................................................................... 5 A. BACKGROUND AND POLITICAL CONTEXT .................................................................................. 5 B. LEGAL FRAMEWORK .................................................................................................................. 5 C. ELECTORAL SYSTEM .................................................................................................................. 6 D. ELECTION ADMINISTRATION ...................................................................................................... 7 E. VOTER REGISTRATION................................................................................................................ 8 F. CANDIDATE REGISTRATION ....................................................................................................... 9 G. ELECTION CAMPAIGN ..............................................................................................................
    [Show full text]
  • ETERNALLY DISPLACED: AFGHANISTAN's REFUGEE CRISIS and WHAT IT MEANS for EUROPE REFUGEE CRISIS and WHAT DISPLACED: AFGHANISTAN's ETERNALLY Downs and General Conflict
    EUROPEAN COUNCIL ON FOREIGN BRIEF POLICY RELATIONS ecfr.eu ENGAGINGETERNALLY DISPLACED: WITH IRAN: AAFGHANISTAN’S EUROPEAN REFUGEE AGENDA CRISIS EllieAND Geranmayeh WHAT IT MEANS FOR EUROPE Angela Stanzel The war continues in Afghanistan. Refugees are coming to Europe in ever-greater numbers. They are coming by plane; they are coming overland through Pakistan, Iran, and Tur- SUMMARY key; they are even taking the long, hard route through Cen- • Afghans are the second-biggest group of asylum tral Asia and Russia. Afghans were the second-biggest group seekers arriving in Europe, and their numbers of asylum seekers after Syrians in 2015, making up 13 per- are likely to keep growing. These arrivals are a cent of all first-time applicants. challenge for Europe, as they are a mixed group of refugees and migrants, and often come after European governments, squeezed by the overall influx years in countries such as Pakistan or Iran. of refugees, are increasingly pushing Afghans to return • This population movement is driven by home. Germany is offering to pay Afghans up to $2,000 to deteriorating security and deep problems with return, and has threatened to cut aid to the country if the the Afghan state, which mean that the country flow continues.1 In March 2016, the UK government won a lacks the capacity to control its borders, target court battle to declare that Afghanistan is a safe country for migrant smugglers, support the internally the purposes of returning failed asylum-seekers. In Kabul, displaced, and resettle those who return. the German Embassy launched a social media campaign (#RumoursAboutGermany) “to counter the rumours and • Kabul needs long-term assistance to build its untruths” drawing Afghans to Germany.2 But all this does capacity in these areas.
    [Show full text]
  • And They Called Them “Galleanisti”
    And They Called Them “Galleanisti”: The Rise of the Cronaca Sovversiva and the Formation of America’s Most Infamous Anarchist Faction (1895-1912) A DISSERTATION SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Andrew Douglas Hoyt IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Advised by Donna Gabaccia June 2018 Andrew Douglas Hoyt Copyright © 2018 i Acknowledgments This dissertation was made possible thanks to the support of numerous institutions including: the University of Minnesota, the Claremont Graduate University, the Italian American Studies Association, the UNICO Foundation, the Istituto Italiano di Cultura negli Stati Uniti, the Council of American Overseas Research Centers, and the American Academy in Rome. I would also like to thank the many invaluable archives that I visited for research, particularly: the Immigration History Resource Center, the Archivio Centrale dello Stato, the Archivio Giuseppe Pinelli, the Biblioteca Libertaria Armando Borghi, the Archivio Famiglia Berneri – Aurelio Chessa, the Centre International de Recherches sur l’Anarchisme, the International Institute of Social History, the Emma Goldman Paper’s Project, the Boston Public Library, the Aldrich Public Library, the Vermont Historical Society, the U.S. National Archives and Records Administration, the Library of Congress, the Historic American Newspapers Project, and the National Digital Newspaper Program. Similarly, I owe a great debt of gratitude to tireless archivists whose work makes the writing of history
    [Show full text]
  • Interview with Rufus C. Phillips II
    Library of Congress Interview with Rufus C. Phillips II The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project RUFUS C. PHILLIPS, III Interviewed by: Charles Stuart Kennedy Initial interview date: July 19, 1995 Copyright 1998 ADST Q: Today is July 19, 1995. This is an interview with Rufus C. Phillips, III. We are interviewing in McLean, Virginia and this is being done on behalf of the Association for Diplomatic Studies and I am Charles Stuart Kennedy. Can we start with when and where were you born? PHILLIPS: I was born in Middletown, Ohio on August 10, 1929. Q: Can you tell me a little bit about your family? PHILLIPS: Yes. My father came from Ohio. My grandfather was a co-founder of Armco Steel and my father had resisted going into Armco so he became a stockbroker in New York. In the depression he lost all of his money on the stock market so we moved when I was about two, about 1931, down to Virginia to a place that was in my mother's family, and had been since about 1815, called Gravel Hill, which is near Appomattox. That is where I grew up. Even though I was born in Ohio, I really grew up in rural Virginia. Q: Where did you go to school? Interview with Rufus C. Phillips II http://www.loc.gov/item/mfdipbib000924 Library of Congress PHILLIPS: I went to Yale. Two of my uncles had gone to Yale. First I went to a prep school in Virginia because the schools weren't very good in Charlotte County, and that was Woodberry Forest.
    [Show full text]
  • Place on Parish Letterhead.) (Date) Dear Parents
    (Place on parish letterhead.) (Date) Dear Parents, The safety of your children is always uppermost in your mind. We have taken many additional steps in recent years to do our part in ensuring that your children will be in a safe place when they are participating in a program in (your parish). All of our staff and volunteers have received the required background checks and training. We are implementing a program to help your children recognize the steps they can take to keep themselves safe. Lesson plans have been prepared for different age groups among the students and these are being provided to you. We are also providing an information sheet for you that may help you with matters that can affect your own children. As children grow, it is helpful to review the information provided there and apply it to the new set of circumstances that children face in these pre-teen and early teenage years. You are encouraged to spend some time reviewing this information yourself, and then sitting down with your children. Each of the “rules” noted contains some application to common sense safety tips that you may share with your children. Other parts of the “rules” apply to some of the decisions that you make as parents for the safety of your children. A question and answer segment provides some suggestions on how you can best address these concerns with your children. Our goal is to equip both you and your children with the knowledge that can help to keep them safe. For young people, friendships outside the home are very important.
    [Show full text]
  • The Monti Government and the Downgrade of Italian Parties
    IntroductIon: the MontI GovernMent and the downGrade of ItalIan PartIes Anna Bosco and Duncan McDonnell The year 2011 seems likely to be remembered not only as the year when Silvio Berlusconi’s government fell after three years in office, but as the year when the Italian Second Republic entered its final phase. Having been dominated since 1994 by the pro-/anti-Berlusconi cleav- age, Italian politics and its party system at the end of 2011 appeared to be moving, or at least stumbling, toward a new and uncertain con- figuration. The obvious immediate reason for this was the resignation of the government on 12 November in the face of a financial crisis that was rendering the country’s debt unsustainable and its party politi- cal leaders ever less internationally credible. Nonetheless, the simple conclusion that the Berlusconi government was replaced by Mario Monti’s technocratic executive due to pressure from the markets and the European Union (EU) is not sufficient to understand either why this event occurred or what its effects might be. As the chapters in this volume show, the financial crisis impacted on a party political system that was already debilitated and capable only of reacting (slowly and poorly) to events. It is therefore no sur- prise that key actors both inside and outside Italy had little faith in the ability of the country’s politicians to tackle such a major emergency. In this sense, 2011 can be seen as the year when Italy avoided default- ing on its public debt, but when its party political class failed to avoid Italian Politics: From Berlusconi to Monti 27 (2012): 37–56 © Berghahn Books doi:10.3167/ip.2012.270103 38 Anna Bosco and Duncan McDonnell a very public downgrade.
    [Show full text]