nanovic student testimonials 2009-10

2009-10 student grant reports

A. James McAdams, Director

Edited by Anthony Monta, Assistant Director

Jen Fulton, Student Coordinator

2009-10 student grant reports

Student Grant Reports, 2009/10

A Letter from the Director 4Our Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Undergraduates 5Basque and Irish Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Javi Aitor ZubizarretaWinner of the R. Stephen and Ruth Barrett Award for Best Undergraduate Proposal

A New Translation of the Itinerarium Urbis Romae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Elizabeth Israel

Archaeology in Albania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Brigid Mangano

Experiencing El Camino de Santiago . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Amber Lattner

Architecture and the Fresco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Brendan Hart

Italian Museum Redesign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Pamela Johnson

Power and Piety in Russia and France . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Amanda Qualls

Bucharest-Princeton Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Erin Islo, Kristopher Kast, Kevin Mickey, Marta Michalska—Snider Family Endowment for Excellence

Tyrolean Nationhood in the Habsburg Monarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Ann Weber

Politics of Early French Romanticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Andrew Kelly

The Evolution of the Bonnet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Ashley Fox

The Politics of Ditchling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Juliana Hoffelder

New Classical and flamenco Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lee Haggenjos

Rwandan Genocide in Geneva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Eleanor Huntington

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DC to Dublin: A Comparative Study of Homelessness . . . . . . . . . . . . . . . . . . . . . . . . . . 29Amanda Johnson

Selling International Culture in Sweden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Catherine Curtin

Business Internship in Toledo, Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Quinn Ketterman

Parasites in Gibraltar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Collin McCabe

Architecture in Paris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Paige Mariucci

Chemical Engineering in Aachen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Douglas Pernik

Heritage and Commodity in Western Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Claire Brown

Immersion in Ireland’s Gaeltacht Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Kristina Hamilton

Teach Bhride Volunteer in Wexford, Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Annette Marie Ruth

Seminar with the Holy See . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Patrick McCormick

Vaclav Havel and the Common Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Richard Ybarra

The Power of Religion in Modern Ukraine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Katherine Mohrig—Dr. Charles C. Price Memorial Fund

Global Culture at the Pontifical University of the Holy Cross . . . . . . . . . . . . . . . . . . . . . . 46Brandon Payne

Arciconfraternita della Misericordia in Siena, Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Emma Zainey—Snider Family Endowment for Excellence

Graduate Students 49Monastic Lay Brothers and Sisters in the Low Countries . . . . . . . . . . . . . . . . . . . . . . . . . 49

Damian ZurroThe Reformation Overseas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Anne McGinnessSpanish Jesuit Strategies after Trent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Max DeardorffAdvanced Spanish in Madrid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Bretton Rodriguez—Snider Family Endowment for ExcellenceMonarchy and Memory in French Wars of Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

John McCormack—R. Stephen and Ruth Barrett Family GrantAccelerated French in Paris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Paul Prezzia—R. Stephen and Ruth Barrett Family GrantThe Quebec Act and British Identity, 1763-83 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Aaron WillisColonial Origins of Development and Dictatorship . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Kunle Owolabi

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History of Quantum Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Elise Crull—R. Stephen and Ruth Barrett Family Grant

Early Theory of Radio Plays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Melissa Dinsman

Negative Dialectics at the University of Cambridge . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Natalia Baeza

Distance, Derrida, Beckett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64James Martell de la Torre

Printmaking in Glasgow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Virginia Hungate-Hawk—R. Stephen and Ruth Barrett Family Grant

New Institutional Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Nara Pavao—R. Stephen and Ruth Barrett Family Grant

Student Testimonials 69

3

A Letter from the Director

Our Mission

The Nanovic Institute for European Studies is com-mitted to enriching the intellectual culture of NotreDame by creating an integrated, interdisciplinary homefor students and faculty to explore the evolving ideas,cultures, beliefs, and institutions that shape Europe today.

This booklet demonstrates the wide range of re-search and internship activities undertaken in Eu-rope by undergraduate and graduate students dur-ing the breaks in the academic year and during thesummer. Included are reports from undergradu-ates who earned special recognition as recipients ofthe R. Stephen and Ruth Barrett Grant for Best Pro-posal, the Katie Murphy McMahon Grant for Russianand East-Central European Studies, and the Charles C.Price Memorial Grant for East-Central European Stud-ies.Our Institute takes pride in giving students the op-portunity to elevate their academic work and con-nect with the history and culture of Europe in anintense, productive way. Their educational expe-rience becomes much more sophisticated as theylearn how original research is actually done. Eachstudent writes a detailed proposal and includes abudget to justify why he or she wishes to travelto Europe to undertake research or an internship.Some work one-on-one with faculty members ontheir term papers, senior theses, and articles for pub-lication.After they think through intellectual issues and com-plete their independent projects, our recipients takeparticular delight in sharing their experiences withclassmates. We frequently hear from students’ fac-ulty advisors that these travel experiences contribute

greatly to the excellence of senior theses or disserta-tion development. Given their sincere quest to en-gage in travel and research, and their desire to en-rich their educational experience at Notre Dame, weare pleased to send these students abroad as ambas-sadors for Notre Dame and their country.

For More Information

The opportunities represented in this collection weresupported by the friends and benefactors of TheNanovic Institute for European Studies.If you would like to learn more about our programs,please visit our website at http://nanovic.nd.edu orcall us at 574-631-5253.

A. James McAdams

Director, Nanovic Institute for European StudiesWilliam M. Scholl Professor of International Affairs

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Undergraduates

Basque and Irish Film

Javi Aitor ZubizarretaSenior Thesis in Film, Television, and Theatre

Winner of the R. Stephen and Ruth Barrett Award forBest Undergraduate Proposal

The study of terrorism, nationalism, and violence isno light subject, especially considering the bloodyhistory between Catholics and Protestants in Ire-land and Basque and Spanish in the Iberian Penin-sula. So why throw oneself at such an unpleasanttopic? Why, as a filmmaker, make films that de-pict such gore? After traveling to Ireland, North-ern Ireland, and the Basque Country this summer,I feel it necessary to reexamine my own relationshipwith this topic, especially in light of certain conver-sations.Growing up as a first generation American to Basqueparents, I heard stories of life under Franco, of beat-ings, of fear, of terrorism from a young age. I heardrumors and portions of stories about family mem-bers detained or murdered. Certainly, these storiesoffered an unhealthy excitement. For an Americanoutsider looking in, this topic was nothing less thanintoxicating and perhaps even romantic. Interna-tional intrigue and subversive behavior—what morecould a sheltered American ask for?More than anything, this trip and the research I con-ducted provided context and a healthy dose of re-ality for my idealized view of the Troubles and ter-rorism in the Basque country. While visiting my fa-ther’s hometown of Gernika, I had lunch with mycousin, Fernando. Fernando was one of those family

Figure 1: Three generations of Basque shepherds.

members I grew up hearing rumors about, but thissummer, I learned the whole story. From 1969 to1970, Spanish officials held Fernando as a politicalprisoner after he attended a Communist Party meet-ing. He was beaten and burnt by members of theGuardia Civil on a near daily basis. A large scar stillcovers his left eye. Upon his release, Fernando wasapproached by an old friend who offered him mem-bership in the terrorist group ETA. He was assuredthat he could enact revenge on his captors, but Fer-nando refused. He explained that he was no longerheld by that dark prison cell and that to seek revengeand kill those who tortured him would mean will-fully returning to that confined space. He said thathis only option was to move on and forgive his cap-tors.Fernando’s story was moving, incredible, and unfor-

5

BASQUE AND IRISH FILM

gettable—an experience I cannot thank the NanovicInstitute for European Studies and the Undergradu-ate Research Opportunity program enough for pro-viding. Moreover, it stands as the basis of my re-search’s findings. As I traveled from Ireland to theBasque Country and studied the issues of terror-ism, nationalism and violence in cinema, the themesof forgiveness and moving on came up again andagain. As I stated in my initial proposal, the focusof my research and travel was to learn what has notbeen said or seen in cinema and what could be doneby filmmakers to further the discussion on terrorismand national independence. If I can offer any ini-tial finding or conclusion, it is that the goal of Irishand Basque filmmakers should be to move on, to nolonger rely on the exoticism of terrorism to definetheir culture and to speak confidently and proudlyof their homeland.My investigation began in Dublin, where my hopesfor an Emerald Isle were confronted with a modern,metropolitan city where one is more likely to hear aPolish accent than an Irish brogue. I began researchat the Irish Film Institute—an amazing facility thatnot only stores an extensive film archive but a fullart-house theater offering the latest in Irish and Eu-ropean cinema. The IFI is especially intriguing asit is fully entrenched in the culture and nightlife ofDublin, specifically the Temple Bar district. It is morethan an archive, it is a place for people to consumethe best art-house fare and grow in their film liter-acy. I first met with Sunniva O’Flynn, the institute’seducation outreach specialist for an interview on theIFI’s mission and an overview of the films available.She pointed me to a series of resources—films, an-thologies, and journals—that proved incredibly in-formative. At the end of the interview, I asked herwhere she saw Irish film moving towards in the fu-ture and what she would like to see from Irish film-makers—especially when it comes to the issue of ter-rorism and nationalism. Her answer was surprising,as she hoped to see film move on from stories of theIRA, and instead reflect the growing diversity of Ire-land. As she put it, “I’d like to see what these kids[from Eastern Europe and Asia] have to say. I mean,what are their stories like? We’re all waiting for some

kid from Africa or who knows where to come outand make the next great film.”1 I watched a seriesof films at the archive, from late 1960s New Wavefilms depicting a depleted and depressed Ireland torecent Irish language features, and on to the new re-leases playing in the public cinema in the evenings. Iwas struck by the diversity and depth of Irish film’shistory—there was a clear evolution between move-ments. More than that, it is evidently a cinema mov-ing forward into the future, always defining and re-defining itself.It became evident at the end of my time at the IFI,however, that Irish film was able to evolve for sev-eral reasons—reasons that do not necessarily applyto Basque Cinema. Furthermore, these differencesneed to be recognized and dealt with by Basque film-makers. For example:• Irish Cinema benefits from a rich literary and

theatre tradition. For example, the award win-ning films, My Left Foot and Kings were inspiredby an acclaimed novel and play, respectively.Basque literature is limited as the populationconsisted almost entirely of rural, uneducatedfarmers or seafarers until the 19th Century.

• Irish Cinema is more easily accessible to interna-tional audiences—Irish films in English are eas-ily made and easily viewed by American, Britishand other English-speaking audiences. TheBasque language is spoken only in the BasqueCountry and small immigrant population cen-ters (i.e. Boise, Idaho, Bakersfield, California,and Buenos Ares, Argentina). Subtitling is ex-pensive and less desired by audiences.

• Irish Cinema, specifically stories of the Trou-bles and the IRA benefit from a more sym-pathetic international audience. The preva-lence of Irish-Americans with a definite nostal-gia and romanticism for the Emerald Isle makesfilms depicting Irish men and women fight-ing for their independence desirable and positsthose characters as clearly heroic. For exam-ple, the Irish film The Wind that Shakes the Barleymade $1,836,089 domestically and $21,063,819

1Sunniva O’Flynn, Personal Interview, 22 June 2010.

The Nanovic Institute for European Studies: Student Grants 2009/10 6


internationally.2 Meanwhile, Basque sepa-ratists have the definitive connotation of terror-ists—not freedom fighters. A film depicting aBasque separatist is more likely to be seen asa film glorifying global terrorism. The docu-mentary, La Pelota Vasca, was publicly decriedthroughout Spain and Europe for promotingterrorism.3

While these differences are difficult to over-come—teaching the Basque language to audiencesis not exactly practical—there are lessons from Irishfilmmakers that can be applied to Basque Cinema.For example, in Irish Cinema, one finds an honestyand brutality in their depiction of the past. Whenone compares the film Hunger (McQueen, 2008) toLa Muerte de Mikel (Mikel’s Death, Uribe, 1983) orperhaps Ander eta Yul (Ander and Yul, Diez, 1988),the differences in the depiction of historical figurestied to terrorism are massive. Hunger does not skirtaround the issue of blame, and instead lays it at thefeet of every character and party involved. It treatsthe past with a level of emotional honesty that themelodramatic and romantic forms of Ander eta Yuland La Muerte de Mikel simply cannot handle. Thereis a clear fearlessness on the part of Irish filmmakersto confront the past in unromantic terms. Whilethis fearlessness could be attributed to the time andspace between the Good Friday agreements, the factthat Franco has been dead since 1975 suggests thatit is time for Basque filmmakers to move ahead aswell.In addition to the Irish Film Institute, I toured thefacilities of Film Base, an organization that providestraining, mentoring, and equipment supply for Irishfilmmakers. The facilities were superb, and the con-stant courses and education seminars offered fur-ther echoed the work of the Irish Film Institute tocreate a more film-literate populace. While talkingwith Alan Fitzpatrick, Film Base’s general manager,I brought up the possibility of a Basque and Irish co-production. He responded with a sort of laugh and

2The Wind that Shakes the Barley, www.boxofficemojo.com, 22June 2010.

3“Debate entre politicos e intelectuales sobre ‘La pelotavasca’,” El Mundo, 18 September 2003, 17 April 2009.

said, “Oh, goodness, you don’t want to make oneof those movies?” When I asked him what kind ofmovie he meant, he explained, “One of these dread-ful films where some young kid turns to terrorismout of some trumped up sense of righteousness, thenfalls out of it. I’ve read so many of those—they’re te-dious.”4 It certainly wasn’t the response I had hopedfor—especially considering that this was an exactsummation of a script I had planned to write. How-ever, perhaps it was better to hear that my immedi-ate story idea, the first thing that came to my headwhen considering what stories to tell about terrorismand oppression in the Basque Country, wasn’t goodenough. That is, it is better that I—along with allBasque filmmakers—must push myself to say some-thing about the Basque culture that hasn’t been seenand hasn’t been done. Perhaps terrorism has becomepasse—perhaps Basque filmmakers need to look fornew topics and new angles to approach Basque na-tionalism and separatism.From Dublin I moved north to Belfast, where I vis-ited the Belfast Digital Film Archive and viewedarchived footage of the Troubles—from documen-tary footage of children throwing stones reading “NoPope Here” to news reels discussing the fightingbetween the IRA and UVF. I was reminded of thefootage I had watched last summer at the Basque Fil-moteca in San Sebastian depicting life under Francoand celebrations over his death. It is a definite re-minder that in any discussion of film and its depic-tion of national violence, actuality and documentaryfootage is invaluable. While still malleable and vic-tim to manipulation, it is nevertheless the most com-plete document of a culture’s past. It is life and his-tory, 24 frames per second. It can provide facts in theface of romanticism.From Belfast I traveled to Galway, to the West ofIreland. I had originally intended to meet with apair of independent filmmakers and the Irish FilmBoard, but as plans and travel dates changed, I in-stead attended the Irish 8mm Film Festival. SeeingIrish film outside the context of terrorism, economicdepression, and struggle was a reminder that, de-spite the horrors of the past, the Irish people and

4Alan Fitzpatrick, Personal Interview, 23 June 2010.



their cinema are moving on—and having fun alongthe way.After an amazing and eye-opening time in Ireland,I returned to my family’s homeland in the BasqueCountry, and was met by the familiar green hills,blue ocean, and terra-cotta farm houses. I first trav-eled to Bilbao to visit the headquarters of EiTB, thenational Basque television station and largest sourceof funding for Basque filmmakers.One reason for visiting EiTB was to meet with MaiteIturbe, the head of production for EiTB. She is thefinal word on what films are made and what film-makers make them. She could easily make my ca-reer, and I was ushered in for a private meeting todiscuss my work. She had seen my documentary onshepherds in Idaho, Artzainak, and liked it. She gaveme the names and contacts of several executive pro-ducers, wished me the best of luck, and wanted tohear more from me.I would later meet with two executive producers,both of whom were incredibly receptive and eager tosee my work. I will be in contact with them through-out this year about filmmaking possibilities and newprojects to begin after I graduate. Additionally, af-ter my interview with EiTB was released, an inde-pendent film distributor in Bilbao contacted me for ameeting. He watched my documentary through theNotre Dame iTunesU website and we are currentlynegotiating a contract to purchase and distribute myfilm to international film festivals. I cannot stressenough how monumental these meetings are for mycareer—and I truly have the Nanovic Institute forEuropean Studies and the Undergraduate ResearchOpportunity Program to thank for it.From Bilbao I traveled to San Sebastian where I vis-ited another branch of EiTB. Whereas the Bilbaoheadquarters are focused in news and finance, theSan Sebastian headquarters are devoted to creativeproduction (television shows and films). I touredthe set of Vaya Semanita, the Basque equivalent ofSaturday Night Live. Additionally, I traveled oncemore to the Basque Filmoteca to view a slew ofarchived historical footage and several recent Basquefilms including Aupa Etxebeste! (Go Etxebeste!, Al-tuna, 2005), Pagafantas (Friend Zone, Cobeaga, 2009),

Figure 2: EITB, the national Basque television stationand largest source of funding for Basque filmmakers.

and Kutsidazu Bidea Ixabel (The Kutsidazu Way, Isabel,Burnues, Gabilondo, 2006). The films were mostlycomedies. They were certainly a departure from thedarker, politically-oriented films I initially viewedfor my research, and a breath of fresh air. Basqueculture—completely independent of Spanish influ-ence or mention—was depicted with confidence andagility. They were independently produced and re-flected a truly post-Franco era and generation whereBasque culture doesn’t require negotiation, apology,and reaction. They truly stood on their own asBasque films, not as Basque films dealing with Span-ish oppression. They were films that had moved onand were incredibly refreshing to watch.At the culmination of my research and investigation,I extended my trip to include some time with myfamily in Gernika and Leketio. Fernando movedon and lived his life, and perhaps it is now timefor Basque filmmakers to do the same. We havesuch a rich history and storytelling tradition. Weshould embrace it and celebrate it. As I stated be-fore, my intent with this research trip was to learnwhat has not been done and what could be done byBasque filmmakers. Now, I have started the processof putting that maxim into practice. While in Leke-tio, just steps away from my great-grandparent’sfarm, I learned that I received a Princess Grace Foun-dation film scholarship to produce my thesis film,


A NEW TRANSLATION OF THE ITINERARIUM URBIS ROMAE

based on my grandfather’s life and time spent herd-ing sheep in Idaho. It is a harsh, honest film that cel-ebrates Basque culture in America while question-ing the true impact of migration on families. Withwith my research, contacts I have made during mytravels, and many other opportunities afforded meby the Nanovic Institute for European Studies, I amconfident and forever thankful that I can turn mystudies into a future and a career, that I will makemy own contribution to Basque cinema and cinemaas a whole.

A New Translation of the Itinerar-ium Urbis Romae

Elizabeth IsraelClass of ’11, Major in Architecture

Thanks to generous funding from the Nanovic In-stitute of European Studies and the Ravarino ItalianStudies Travel Scholarship, I had the opportunity topursue a three-month research project and languagestudy in Rome during the summer of 2010. The goalof my research project was to translate and illustratean early sixteenth-century Roman guidebook calledItinerarium Urbis Romae. The original work was writ-ten in Latin in 1518 by a Florentine Franciscan monknamed Fra Mariano da Firenze, who described nine-teen itineraries for early Christian pilgrims to followwhile visiting Rome.The opportunity to bring to life Itinerarium UrbisRomae on-site in Rome, with the city’s wealth ofresources, libraries, and scholars, was an invalu-able and transformative experience. It allowed meto build upon my previous study abroad experi-ence in 2008-09 in Notre Dame’s School of Archi-tecture Rome Studies Program. This summer, I re-ceived incredible support and generous advice fromthe Notre Dame architecture faculty and staff inboth Rome and South Bend, from the staff of nu-merous libraries and archives, including the Bib-lioteca Angelica, Archivio Capitolino, Archivio di Statodi Roma, Biblioteca Casanatense, Biblioteca Fondazione

Figure 3: Ancient Rome.

Marco Besso, Biblioteca Nazionale Centrale di Roma, Bib-lioteca Nazionale Central di Firenze, Biblioteca Vallicel-liana, and the Biblioteca Provinciale dei Frati MinoriFrancescani di Firenze, and also from several priestsand laypersons who granted me special access toview their churches, archaeological ruins, and un-derground crypts. To all of these people, I am muchindebted. In particular, I owe a thousand thanks tomy advisor Professor Ingrid Rowland for her unwa-vering encouragement, and to Fr. Ottaviano Giovan-netti, O.F.M., for granting me access to the Fransi-can Archives in Florence and allowing me to searchthrough dusty boxes, forgotten attic rooms filledwith old monastic community records and brittlemanuscripts, and endless shelves of books in orderto hunt down the original and only existing hand-written manuscript of the Itinerarium.My day-to-day project work consisted of five ma-jor components: language study, cartographic anal-ysis, on-site documentation, background research,and illustrations. Being in Rome made it possible todevelop each of these components to an otherwiseunattainable degree. I will next explain more thor-oughly these different aspects of the project.First, I made significant progress on translating the251-page Latin guidebook into English, which inher-ently expanded my Latin vocabulary and improved


ARCHAEOLOGY IN ALBANIA

my reading ability in Latin. In addition, I enrolled ina three-week intensive Italian language course at theDante Alighieri Language School in Rome. The op-portunity to study Italian while living in an Italian-speaking environment provided an ideal immersivelanguage experience.Second, using the written description of the pilgrim-age routes in the guidebook, I analyzed and com-pared numerous maps of ancient, Renaissance, andmodern Rome. I worked extensively with LeonardoBufalini’s Plan of Rome (1551), as well as Giambat-tista Nolli’s (1748) plan and Rodolfo Lanciani’s 19th-century Forma Urbis Romae map. I had the fortune ofseeing an original Nolli plan on display at PalazzoVenezia in Rome, as well as seeing an original 1551Bufalini plan during a trip to the British Libraryin London, where I visited a special exhibit enti-tled “Magnificent Maps.” This analysis resulted ina more intimate understanding of the urban devel-opment of Rome, and especially how the pilgrimagetradition in medieval and Renaissance Rome influ-enced numerous popes, who in turn promoted large-scale urban interventions and ultimately created theRome we see today. From this analysis, I will be cre-ating guide maps for each of the routes to supple-ment the textual description.Third, after I translated each of the routes and an-alyzed them on ancient, Renaissance, and modernmaps, I then followed them on foot as a pilgrim inthe 1500s might have done. The author Fra Mariano,who synthesized information and sites from ancient,medieval, and contemporary sources, describes 4aqueducts, 18 triumphal or decorative arches, 190churches, 8 piazze, 5 hospitals, 19 palazzi, 15 bridges,34 city gates, 3 theatres, 4 libraries, 49 temples, 15Roman baths, 6 towers, and numerous other thingsin between. He also incorporates myths, traditions,and legends about saints, icons, or ancient Romanfigures, as well as descriptions of the relics, indul-gences, tombs, and chapels that one might find atvarious churches. During my pilgrimage walks, Ilearned that much of the same street network andsites along the routes still exist; however, in severalinstances, segments of the routes have been radicallyaltered. On the other hand, many descriptions of

churches still proved accurate: I was able to viewthe same tombs of popes and saints, the dedicatedchapels and shrines, the coat of arms next to the en-trance informing visitors that it is a cardinal’s titu-lar church, and the same prized relics. With metic-ulous planning, good fortune, and sometimes justplain luck, I followed all nineteen routes and pho-tographed nearly every site described in the guide-book that still exist today.Fra Mariano’s original guidebook lacked illustra-tions, so one of my goals for this project was toincorporate a visual component to supplement thewritten text. Over the summer, I was able to pho-tograph most of the book, and I located numeroussketches or engravings that depict what various sitesused to look like. I will now incorporate these vi-sual illustrations with the maps in the final versionof this project. In addition, from these and my ownsketches, I plan to create reconstruction drawingsand watercolor illustrations of what Fra Marianomight have seen in Rome in 1517-1518.Overall, my research in Rome was successful. I amthrilled with my progress with the Itinerarium UrbisRomae, and I am indebted to the Nanovic Instituteand the Italian Studies Department at Notre Damefor the opportunity to research independently, tostrengthen my communication skills in Italian, to im-prove my reading abilities in Latin and manuscripthandwriting, to visit libraries and view 500-year-oldRenaissance manuscripts, to build upon my previ-ous studies in Rome in architecture, history, and ur-banism, and to acquire ideas for future directions ofresearch and academic study. Grazie mille!

Archaeology in Albania

Brigid ManganoClass of ’11, Majors in Art History and French

This summer I spent four weeks participating in anarchaeological excavation at Mursi, near the ancientcity of Butrint, Albania. Five days a week were spenton-site in the company of three other Notre Dameundergraduates and several noted experts, includ-


ARCHAEOLOGY IN ALBANIA

ing Prof. David Hernandez (University of NotreDame, Classics), Prof. Dh. Condi (Albanian Insti-tute of Archaeology), field archaeologist Emily Glass(University of Bristol), and Ph.D. student Seren Grif-fiths (University of Cardiff). The project was one ofthe most instructive experiences of my life, both interms of the rigorous introduction to archaeologicalfieldwork and the cultural immersion.

Figure 4: Mursi is in southern Albania, near theGreek border.

Much of the research I conducted at Mursi consistedof direct participation in trench excavations, with atotal of seven trenches excavated. I was trained inexcavation techniques and field recording systems,taught the correct use of manual and optical archaeo-logical instruments, and given lessons about archae-ological theory. I learned to distinguish the four dif-ferent types of archaeological contexts: soil deposits,masonry structures, cuts, and human skeletons. A“context” is the smallest archaeologist unit, but it issingularly important because it preserves an eventin time and helps archaeologists compile a chronol-ogy for a site’s formation. Mixing the finds from twoseparate contexts must be avoided because so doingwould inhibit an accurate dating and interpretationof the recovered material. In order to prevent con-tamination, only one context is excavated at a timeand later contexts are removed before earlier con-texts.Whenever a trench yields a new context, archaeol-ogists note it in their records by describing it ac-cording to predetermined criteria. For example, the

most distinctive characteristics of a soil deposit areits color, composition (the relative clay, silt, andsand content), coarse components (the pebbles, potfragments, or other “inclusions” it contains), com-paction (its relative solidity or friability), and thick-ness. Two other components of the context descrip-tion are its location within the stratigraphic matrixand the physical relationships it shares with othercontexts.As my understanding of contexts increased, I beganutilizing tools and equipment vital to trench excava-tions. I broke up soil using pickaxes, mattocks, andshovels. I learned to straighten the interior trenchwalls (called “sections”) using an ordinary trowel,but to rely on a more delicate leaf trowel for preci-sion work, such as the disinterment of human bones.I was trained to measure trench levels with a theodo-lite and meter staff, as well as to execute drawings ofplans, elevations, and sections on permatrace draft-ing paper using a tape measure and twine. Thesedrawings were extremely helpful when I was askedto interpret sections and formulate theories for thesite formation processes at Mursi.One of the principal aims of Prof. Hernandez’s fieldproject at Mursi was to locate and excavate the villaof Titus Pomponius Atticus, a Roman banker knownto have possessed a latifundia near Butrint. Unfortu-nately, no such villa was uncovered, but Prof. Her-nandez offers a convincing explanation for its ab-sence. In 1968, forty percent of the hill at Mursi wastruncated by Albania’s Communist government toallow for the construction of an elementary schooland soccer field. The remaining hill was terraced in1974. Any villa existing on the hill was likely demol-ished at the time of the terracing operation. Tracesof the villa may still be extant, however, and it isclear from the amount of Late Republican Romanamphora in the topsoil and around the base of the hillthat a sizeable villa formerly existed at Mursi.In addition, important evidence for human activ-ity since prehistoric times at Mursi was discoveredduring the course of the excavations. Several flinttools dating to the Paleolithic and Neolithic Periodswere unearthed in Trench 1, the trench situated fur-thest down the hill and corresponding to the earliest


EXPERIENCING EL CAMINO DE SANTIAGO

episodes of civilization at Mursi. A partially intactLate Bronze Age (1600-1200 B.C.) earthenware ves-sel was also discovered in Area 1.Area 2 at Mursi was unique for the density and na-ture of its finds and, consequently, Prof. Hernan-dez decided mid-June to expand the trench to twiceits original size. Four infant and two adult buri-als dating to the Hellenistic Period were uncoveredtowards the northeast corner of the trench. Thisindicates that part of the site at Mursi may havefunctioned as a necropolis in antiquity. One infantburial yielded a bronze earring amongst the gravefill, while the excavation of an adult burial led to thediscovery of a loom weight.When the trench of Area 2 was expanded, a dividingwall approximately 2 feet in width was left standingbetween Part I and Part II of the trench. This wallproved to be an invaluable source of informationbecause the north-facing section of Part II revealeda context whose shape and size precisely matchedthose of the monumental blocks. This context waseasily differentiated from the surrounding contextsdue to its red color and high concentration of char-coal flecks. Prof. Hernandez argues that the robbingpits were filled soon after the robbing activity andthat the fill deposits allow the robbing to be dated tothe Early Hellenistic Period. Fortification walls werean architectural development reserved for extremelyimportant sites, such as villas and military outposts.The substantial quantity of Hellenistic amphora re-covered at Mursi suggests that it possessed an oil- orwine-producing Hellenistic villa.

Experiencing El Camino de Santi-ago

Amber LattnerClass of ’10, Major in Management

Since the ninth century, there have been three ma-jor Christian pilgrimages: Santiago de Compostela,Rome, and Jerusalem. These sites were sanctionedby the Catholic Church as official pilgrimage des-

tinations after having confirmed the discovery ofthe remains of Jesus’ apostles. Santiago de Com-postela is located in northwest Spain. The originalroute begins more than seven hundred miles awayat the Spanish-French border town of St. Jean-Pied-de-Port. There are several other routes of the trail,including an English Trail that follows the northerncoastline, a Portuguese Trail from the south, and awater route from the sea, all of which can be com-pleted by walking, biking, or on horseback.

Figure 5: The cathedral censer in Santiago de Com-postela is hoisted and swung on a rope.

El Camino de Santiago (“The Way of St. James”) isa pilgrimage created to pay homage to the apostleJames. The legendary story behind the Camino itselfis one of intrigue and mystique, but regardless of itslegitimacy, it has captivated the hearts and passionsof people throughout Europe, and even some be-


EXPERIENCING EL CAMINO DE SANTIAGO

yond, for more than a thousand years. And regard-less of whether or not one participated in the pilgrim-age with religious intent, nearly every pilgrim par-ticipates in the traditions and rituals that surroundthe relics and symbols in the destination Cathedralin Santiago. Through my research and experience ofthe Camino itself, it has become strikingly evidentthat, however unique I thought my experience withthe Camino was, often what we believe to be mostpersonal is also the most universal.Every day there is a pilgrim Mass offered in theCathedral, and pilgrims usually coordinate their fi-nal leg of the trek to arrive in time for this emotionalevent. It is quite the feeling as you stand in the mid-dle of the main plaza, feet planted on the large stonetile that holds the final directional shell, signifyingthat you have finally arrived. You stare in awe atthe massive cathedral that rises up in front of youand your weak quadriceps tremble in anticipation ofactually entering the church through the famed Por-tico de la Gloria. This 12th century masterwork ofRomanesque sculpture was created by Master Ma-teo, and resides behind the western facade of theCathedral. Before the king became obsessed with thegaudy Baroque style years later and ordered a facadearound the structure, this was the original, outer-most entrance to the church. It was skillfully craftedin proportion and rationality, and it is said that anygoal of one’s pilgrimage can be found here—from Je-sus to Mary to the apostles to Heaven to hell to pur-gatory, from the passions and beauty in the world tothe evil and sin in the world, from doctrinal lessonsto those of ethics, mysticism, and initiative.As you re-center your gaze of this massive, arch-ing entrance you settle on the central figure of SaintJames. His face conveys a feeling of peace and seren-ity and he holds a scroll that reads Misit me Dominus,or “the Lord sent me.” Below him is the Tree of Jesse,which represents the lineage leading to Christ, and itis here that one’s pilgrim traditions continue. Hun-dreds of thousands of weary pilgrims have restedtheir hands on this center column, so many that agrooved hand imprint has become glossed onto thecool stone. As you touch this smooth imprint andclose your eyes for a moment to appreciate finally

arriving, it occurs to you not only how many othershave come before you but also how many others willcome after you. You are flooded with a sense of be-longing, a sense that the world is so much larger andgrander than you but that in some eternally signifi-cant way, your existence does in fact matter.At the conclusion of the Mass, after receiving com-munion with your fellow pilgrims, basking in thespectacle and the aroma of the botafumeiro (censer),and grasping your new “family” in a few more ex-tended embraces, you make your way to the back-side of the altar to continue on with the pilgrim tra-ditions.Behind the altar is the greenish black “Holy Door”that is only open during Holy Years. On this rela-tively small entrance are the eight critical momentsin Jesus’ relationship with the apostles. Since 2010 isindeed a Holy Year, or when the saint’s day of SaintJames, July 25th, falls on a Sunday, I was able to passthrough this sacred door to the ambulatory structurelocated in the apse of the Cathedral. From there, youcontinue the pilgrim experience by climbing the tinystaircase into the altar itself until you come upon thebackside of the gold covered apostolic depiction ofSt. James. As so many others have done before, youembrace the saint and peer out into the Cathedral,glimpsing for only a moment the view that he dili-gently oversees on a daily basis. This experience wasone quite unlike any other I have felt in a while. AsI wrapped my arms around his neck and embracedhim in a long-awaited intensity, the seashell symbolthat protruded from his back pressed back againstmy heart.I left the crypt with one last point to experience inthe Cathedral. It’s a rather small and non-impressivephysical aspect of the church but through my re-search and personal experience, I truly believe couldbe the most important aspect of the Camino de San-tiago. On the southern facade there is a rudimen-tary carving of the Greek alpha and the omega sym-bols—the beginning and the end. Uniquely, how-ever, they are inverted and read rather as omega andalpha—the end and the beginning. This is to symbol-ize that this site, this “destination,” is not the end—itis the end of the beginning. All that one learned and


ARCHITECTURE AND THE FRESCO

experienced and felt and gave and received duringthe arduous days of his pilgrimage must be takenback into one’s daily life. The love with which youlearned to pour out on others simply because youtruly understood their trial, must go back to influ-ence how you treat people on a daily basis. The uni-fying factor of the actual Camino may have come toend, but this small symbol challenges its pilgrims tofind a similar unifying factor in life itself, and this isindeed the beginning. Lucky are the few who cantake the lessons they have learned on the Caminoback to change their daily lives. And as the presid-ing priest said during the pilgrim mass: “Pilgrimsof every country, and all others, we are here todayas brothers and sisters in Christ, here in the houseof Saint James . . . and what is most important in thislife is not that we actually complete a pilgrimage, butrather that we come to find God in this pilgrimage oflife.”The relics and symbols of the Camino de Santiago inthe Cathedral of Santiago de Compostela play an in-tricate role in influencing the pilgrims who embarkon this Way of St. James. They serve as not only a his-torical representation of the life of the Apostle Jamesand a tradition of hundreds of thousands pilgrimsbut also as a final interaction with this life chang-ing experience that solidifies the lessons learned, thehardships overcome, the joys embodied, the rela-tionships built, and the personal identification un-derstood. They say that the Camino of Santiagohas helped shape Europe, and this research demon-strates that it continues to do so today.

Architecture and the Fresco

Brendan HartClass of ’12, Major in Architecture

As an architecture student at the University of NotreDame, I spent my third year of study abroad inRome, Italy. At the end of this experience, I waspresented with an opportunity to extend my stayin Italy for a month. Through the Nanovic Insti-tute’s Grant for Architectural Internship, I was able

to make this opportunity feasible. I spent my lastmonth in Italy apprenticing under David Mayernikas he completed a series of frescoes, studying therelationship between architecture and the arts, anddelving deeper into my major.

Figure 6: Borgo San Lorenzo, Italia.

I look back upon this month with the fondest ofmemories. Already, barely returned from an entireyear abroad, I can say that my last month will cementmy impressions of Italy in my memory forever. Itwas like seeing Italy for the first time all over again.On my own, I was able to devote my days to mywork. More than that, I was able to see Italy in a con-text outside Notre Dame’s classrooms. I feel that inmany ways I didn’t understand Italy until I was ableto live in it on my own for a while. However, theNanovic Institute offered me more than an immer-sion into a different culture, it offered me an immer-sion into my studies that continues today.Mayernik was one of my professors at Notre Dame’sRome Studies program. I enjoyed his classes and lec-tures, and when he offered us the chance to learn theart of fresco with him, I jumped at the opportunity.I knew I would need some financial aid in order tomake Mayernik’s offer feasible. Another professor inthe program, Steven Semes, helped me immenselyin realizing the availability of grants, such as thosethrough the Nanovic Institute, and also guided methrough the application process.


ITALIAN MUSEUM REDESIGN

Once I was awarded my grant, I set out to studythe development of frescoes in the cities of Rome,Assisi, and Florence. After an entire academic yearsurrounded by my friends in architecture, I at firstfound it strange and lonely to be on my own. How-ever, as I spent more time in my studies, I becamemore comfortable. During this time alone, I grewmore mature and self-confident.My month blossomed once I met with my profes-sor. We worked in the church of San Cresci abovethe small Tuscan town of Borgo San Lorenzo, justnorth of Florence. I couldn’t believe my eyes aswe drove up the winding country roads, followingrolling ridges of vineyards to the villa where wewould stay during our work. It was a beautiful set-ting, like the back of a Raphael. Our location was in-spiring, and I spent any moment I was not busy withfresco painting in watercolor. I had been given sucha unique opportunity, and I did not want to waste aminute of it.Watching my professor work, I learned the frescoprocess, and then completed a copy panel of Botti-celli’s Saint Augustine before assisting Mayernik onhis frescoes, which were depictions of the life of SanCresci. Being able to paint on the walls was an in-credible experience. I felt attached to the building inways that even architecture couldn’t satisfy. Frescopainting is an involved process. Meaning “fresh” inItalian, it is the application of pigments to wet limeplaster. The drying plaster cements the colors to thewall, creating a lasting bond. Our days of paintingwere busy ones. Starting early in the morning, wewould begin by applying the day’s plaster and bring-ing our materials up the scaffolding. Then it was afull day on the wall, making sure to finish the paint-ing before the plaster dried. After clean up, therewas usually only time to walk back home, get din-ner, and go to bed. Spending that much time doingnothing but one task every day would normally boreme to tears, but it is a tribute to the immersion I feltduring my time there that I found all the hard workinvigorating.By far the best part about my experience, though,was being able to spend so much individual timetalking to and learning from Professor Mayernik. I

was given the opportunity to spend days with a per-son who I looked up to immensely, a person whowent through the same academic program as me,and with whom I shared a number of interests. I wasable to learn from his success and wisdom in waysthat a classroom just could not provide. Apprentic-ing with Mayernik, I started to see my future roll outin front of me. I took the step from being a collegestudent trying to get to the next semester, to a seri-ously aspiring architect, who now has the confidenceto dream of a bright future.I cannot thank the Nanovic Institute enough for theopportunities it gave to me. With its help, my worldhas become a bigger place, one full of even more op-portunities and adventures. My grant allowed me tolearn to live in Italy, but it did even more than that.I have returned from my experience a more matureand more confident student, one who has been luckyenough to learn so much, and who is now excited tolearn even more.

Italian Museum Redesign

Pamela JohnsonClass of ’10, Major in Art History

In an ideal world, the solution to the physical prob-lems of the Pinacoteca Nazionale would be to constructa massive addition to the museum, modernize thegalleries (including changing the entrance to the Mu-seum), restore every work, and create a special ed-ucation department to provide visitors with infor-mation in five different languages. This solution isnot financially possible even in a very good versionof the world, so this paper will address some morepractical solutions that will make the Pinacoteca moreaccessible to visitors, both foreign and Italian.There are several guiding principles that affect howthe Pinacoteca privileges information and works ofart. According to Gian Piero Cammarota, the Direc-tor, the most important concern is making as manyartworks available in the gallery as can safely be dis-played. In an October 2009 interview he explainedthat the Guido Reni room was reorganized as re-


ITALIAN MUSEUM REDESIGN

cently as September to introduce all works by GuidoReni from the collection into the gallery. This re-cently added painting, The Altarpiece of St. Bernard,could not fit on the wall, so it is now on display in thecenter of the staircase, where visitors must be extravigilant to not brush up against it accidentally. Eventhough the addition of the piece further crowded thegallery, the staff decided it was more important toshowcase the wide range of Reni’s work present inthe room.

Figure 7: Guido Reni (1575-1642) was one of the mostadmired Italian painters of the seventeenth century.

The next guiding principle is providing clear andthorough information to the visitor. Mr. Cammarotaindicated that Pinacoteca is currently working on aseries of seven printed guides that will provide de-tailed information on all the works in the entire mu-seum. These itineraries are being translated into En-glish and will be printed during 2010. Although itis wonderful to see that the museum wants to reach

out to visitors, seven lengthy volumes on every sin-gle work in the collection do not help the viewer whomerely wants to know why there is a small model ofBologna in a painting. These guides also preferenceprovenance without a sufficiently detailed explana-tion so that a non-Catholic foreigner would be ableto understand why receiving a commission from theDominicans in Bologna is so prestigious. It wouldbe best to have one or two computer consoles in themost important galleries to provide extra informa-tion so wall space would not be sacrificed, but view-ers could decide independently what informationthey want to learn. The original context of a workcould be detailed in photos, or diagrams, so viewerscould gain a richer experience from the work. TheMuseum could focus specifically on Reni’s relation-ship to Bologna and why a particular Church is im-portant to the city or has special implications for thework. This would welcome more visitor interactionwith the works, rather than awe at the stately displaythat distances itself from the viewer.So much can be said to improve the Pinacoteca,but the smallest steps can be the most importantto modernizing an aging museum. Once the mu-seum recognizes its real need to cater to the for-eign or uninformed visitor, it can begin to invitehim to learn more about Bolognese art through in-troductory materials that do not assume a prior fa-miliarity with Bolognese art. Guido Reni is thequintessential Bolognese master painter, so this pro-cess should begin with his gallery. Explanationis desperately needed to understand some of hisworks, and the chronology of Reni’s style. Dueto the size of the works they cannot be organizedchronologically throughout the room, so explanationmust be given to show how Reni’s style developed.Without such information the viewer could believethat different artists created some of the paintingsbecause their styles are radically different. Mod-ern didactics can explain such concepts to viewersand give the viewer choice in what information theywant to learn. This introduction of viewer participa-tion with didactic materials is akin to participationwith the paintings, and fulfills the basic goal of mu-seum education. Now is the time for new advances,


POWER AND PIETY IN RUSSIA AND FRANCE

and making the visitor’s experience the first priorityis the best way to fulfill their education mission andpresent the collection to generations to come.

Power and Piety in Russia andFrance

Amanda QuallsClass of ’10, Major in Art History

Senior Honors Thesis

Over the Winter break I had the wonderful oppor-tunity to travel abroad with the help of the NanovicInstitute and the Institute for Scholarship in the Lib-eral Arts, in order to conduct original research for mysenior honors thesis in Art History, entitled “Powerand Piety: The Personal Chapels of Prince Vsevolodof Vladimir and King Louis IX of France,” and myCapstone Essay in Russian and Eastern EuropeanStudies. Not only did I get to travel to Russia, butI was also able to visit France, all in the span of acouple weeks.

Figure 8: The twelfth-century Demetrios Cathedral.Vladimir, Russia.

My initial impressions of Russia were that of com-

plete awe. The winters there are absolutely beauti-ful, and though the weather did pose some problemsfor my research, overall my experience was not toobadly hindered by the cold and snow. The primaryobject of my research, Saint Demetrius Cathedral,was in Vladimir, which is a three-hour train ride out-side of Moscow. The journey to this location was an-other unforgettable experience, and it struck me howamazingly different the Russian countryside is fromrural America with close clusters of little houses hereand there, and no retail outlets anywhere in sightover the flat, vast expanses of fields. The small re-gional train that took me to Vladimir was very basicand at most stations there was just a simple platform;often, those disembarking had to climb down off ofthe train car itself, as the platforms did not match upwith the train.Once in Vladimir I set off for Saint Demetrius on foot,as I knew it was not far from the train station. Uponreaching the Cathedral, I was able to conduct myresearch without any problems. I extensively pho-tographed the exterior and interior, and was ableto purchase two small booklets on the architectureof the region, as the interior of the church has beenconverted into a small museum. After completingmy research in Vladimir, I was able to spend sev-eral days in Moscow visiting the Kremlin Churchesand the reconstructed Cathedral of Christ the Sav-ior, which factors into my Capstone Essay. After myweek in Russia, I was able to fly to France, and re-search Chartres Cathedral, along with Notre Damede Paris, and Sainte Chapelle, which eventually tookthe place of Chartres in my Thesis. Though I hadbeen to France once before, so the experience was notquite so jarring as visiting Russia, I was still able toexperience many new things and conduct very valu-able research while experiencing the City of Lightsin the beautiful winter season.Because of my time in Russia and France, both mythesis and capstone essays took a much different di-rection than what I had originally planned. The ex-perience of visiting both of these locations first-handwas invaluable to my research, and I cannot imag-ine completing either my Capstone Essay or The-sis without the opportunity to experience these sites.


BUCHAREST-PRINCETON SEMINAR

Not only did this trip have a very defined and valu-able research component, but it also was a very en-lightening life experience. The Nanovic Institute,along with the Institute for Scholarship in the LiberalArts, were instrumental in helping me to completemy senior projects, and I would encourage anyonewho has the opportunity to get funding and travelabroad to do so, because it had an immensely posi-tive influence on my education as a whole.

Bucharest-Princeton Seminar

Kristopher Kast, Erin Islo, Kevin Mickey, MartaMichalska

As a part of a group of four Notre Dame undergrad-uates, I attended the 2010 Bucharest-Princeton Sem-inar in Early Modern Philosophy. This is a confer-ence of leading scholars in the field of history of phi-losophy hosted by the University of Bucharest. Ittook place in the town of Bran, Transylvania, nes-tled in the Carpathian Mountains of northern Ro-mania. Over a period of nine days, we dove intoboth the Romanian culture and the writings of “Non-Mechanical Philosophies” of the seventeenth cen-tury. The experience was incomparable in its illus-tration of the life of a mind engaged in the work ofa philosopher, and our brief foray into the history ofthe country was intriguing to the last day.Seated in the open dining hall of a bed-and-breakfast in the foothills of the Carpathians, twenty-six philosophers and graduate students (with fourDomers sprinkled amongst them) met to presentpublished papers and works-in-progress and to dis-cuss selected readings from Early Modern writers.The seminars began in the morning with one of theattending professors presenting a current work. Wethen began a discussion of two or three selected read-ings we were responsible for perusing the night be-fore. These reading discussions allowed us (as un-dergraduates) to speak-up and voice our own ideasor questions during the seminar. I was particularlyinvolved in the discussions of two readings fromGiordano Bruno and Francis Bacon, the latter being

the philosopher I had written on in my own sub-mission to the seminar. Finally, we ended the daywith two more papers being presented by gradu-ate students. These last talks were open for discus-sion, as well, and my colleagues and I availed our-selves of every opportunity to participate—even ifit meant going head-to-head with one of the field’sleading thinkers. But this has only described the aca-demic component of the conference. Outside of thedining hall, we were surrounded by a breathtakingpanorama.

Figure 9: Bran Castle in Transylvania, Romania.

The Carpathian Mountains curled around the smalltown of Bran. Perched above the rooftops was BranCastle, an eleventh century fortress first defendedby the Teutonic Order. This small settlement wassteeped in history—with ties to Vlad Tepes (the his-toric Dracula) and Queen Kestine Marie—and it hasretained its rustic feel. We bought food for lunch atthe market from local farmers (often dressed in tradi-tional garb). Dinners were held at restaurants serv-ing Romanian dishes: zacusca (a tomato-based veg-etable mash served with bread), goat cheeses (of ev-ery imaginable variety), lamb, cured beef. Our Ro-manian hosts were eager to immerse us in their cul-ture. While in Bucharest, the capital city, we weretaken to the Village Museum to see reconstructedhomes and churches from the different regions of Ro-mania, and we toured the People’s Palace, the sec-ond largest building in the world. The country was



in a stage of restoration. Having just joined the Eu-ropean Union, foreign investment has been pouringin for development. The capital was seeing the mostprogress, its historic buildings being refreshed andmodern infrastructure being erected. It was appar-ent that the “Paris of the East” is determined to re-gain its former prominence.This conference has been a blessing for me. Theseminar put me in contact with leaders in the fieldof Early Modern philosophy and exposed me to thereal work of the profession. Getting to know Pro-fessor Dan Garber of Princeton, Theo Verbeek of theUniversity of Utrecht, Peter Anstey of the Universityof Otago, and Dana Jalobeanu of the University ofBucharest both in a professional capacity and on amore personal level will be invaluable to me as I con-tinue my studies in philosophy. And, my experienceof the people and culture of Romania has broadenedmy worldview, giving me a perspective on the livesof those in Eastern Europe as they rebuild after thefall of communism. However, my participation inthis seminar is indebted to the Nanovic Institute forEuropean Studies and particularly its Snider FamilyEndowment for Excellence in European Studies.Without this support, I could not have enjoyed sucha wonderfully educating experience.

Kristopher KastClass of ’11, Majors in Biological Sciences and Philosophy

The simplest way to describe traveling and studyingin Romania is in a single word: intense. The city ofBucharest trembles with the energy of the youth thathave shed the shackles of communism that soughtto break the spirit of the people. The dichotomy thatdefines the city, the stark contrast between the pre-World War II buildings, elegant and stoic, and theCeausescu-era buildings that were erected followingthe war, little more than cement blocks with sparsewindows, gives a depth of character that can onlycome from great trial and the eventual triumph ofhuman will.The Bucharest-Princeton seminar in Early ModernPhilosophy did more than expand my knowledge ofRene Descartes and Francis Bacon. It was a trans-

formative experience that shaped my idea of whata future in philosophy would be like. Pursuing aPh.D. in philosophy had not been something I se-riously considered until I had the opportunity tospend a week in close quarters with many prominentphilosophers, doing focused and in-depth study oftopics that are truly of interest to all of us. Ad-ditionally, this seminar provided a chance to con-sider a continental style of philosophy. In the UnitedStates and Great Britain, analytic philosophy is per-vasive throughout almost all other specialties in thefield. The style of studying and philosophizing ismarkedly different in continental Europe, and ex-posure to this different and distinct way of think-ing was beneficial to me as a scholar with a recentlyawakened interest in pursuing graduate studies inphilosophy.

Figure 10: Francis Bacon, 1561-1626.

The setting in which the seminar took place couldnot have been more ideal. Romania is a vibrantcountry with a rich history and full of character.Bran, a mountain village in the shadow of a me-dieval castle, is home to tiny markets and traditionalrestaurants. Horses pulling old wooden carts stillmove lumber from the foot of the mountains to



the small farms that are scattered about the town.There are rugged trails leading up the steep cliffsand cherry trees along the country roads. In thisbeautiful scene was nestled the small villa where ourseminar was conducted; isolated, serene and stimu-lating, for a week we read, discussed and disagreedon the writings and views of men like Newton,Leibniz and Descartes. This is an experience I willalways remember, and one that I will always cherish.

Erin IsloClass of ’12, Major in Philosophy

I attended the seminar along with three other NotreDame undergraduates. In the spring, all four ofus took a philosophy course called “The scientificself: body and soul in seventeenth century Europe,”which helped to prepare us for the seminar. Theprofessors who co-taught the course, Dr. KatherineBrading and Dr. Samuel Newlands, coordinated thecurriculum with Dr. Dana Jalobeanu, one of the sem-inar organizers, who taught a parallel class in Ro-mania. The two classes video-conferenced severaltimes, as well as participating in an online discussiongroup together.The seminar’s theme for this year focused on non-mechanical philosophies in the seventeenth cen-tury. This time period, as part of the scientific rev-olution, featured major changes in the way peo-ple thought about the world, introducing a num-ber of ideas which endure in how we think aboutthe world (hence, this period is labeled ‘early mod-ern’). Prominent figures include Descartes, Bacon,Leibniz, and Newton. While one of the major intel-lectual changes was the challenges to Aristotelian-ism brought by ‘mechanism.’ There were a numberof non-mechanical philosophies being developed orshared. The seminar covered a wide range of thesephilosophies, from magic to Newtonian forces. Eachday would start with a talk that usually served asan overview of the topics to be covered that day.This presentation was followed by a daily readingsession. We discussed a selection of original philo-sophical texts, which I read beforehand. While Idid not have the specialized background of those

around me, I was able to contribute remarks basedon textual analysis, and discussions with my col-leagues enabled me to make connections beyondthe text. In the afternoons, professors and gradu-ate students would present their papers, often worksin progress, and a period for questions allowed forclarifications and feedback. The conversations dur-ing meals and breaks were opportunities to continuethinking about issues brought up in the workshop,or to delve into any engaging topic and collect di-verse opinions.In addition to learning philosophy, I learned aboutRomania’s culture: its history, its food, its language,and more. The location where the seminar washeld, Bran, is also the location of one of the cas-tles once ruled by Vlad III, commonly thought tobe the inspiration for Bram Stoker’s character Drac-ula. We toured the castle and learned about Tran-sylvania’s history (and its parallel fictional history).Since Bran is in a remote region of Romania, weflew into Bucharest, the country’s capital and largestcity. While there, we saw the stark contrast be-tween the beautiful neo-classical architecture builtbefore World War II and the sterile concrete build-ings constructed under Communist rule. We vis-ited the Palace of the Parliament, the second largestbuilding in the world, designed for the dictator Nico-lae Ceaucescu, and later we saw the memorials forthe 1989 revolution which overthrew him and theCommunist Party.Unlike most conferences, where a few hundred peo-ple listen to lectures, this workshop was less thanthirty people, sometimes sitting around a single ta-ble, which created a very special atmosphere. Iwas able to get to know each participant on a per-sonal basis, something which would never happenat a larger conference. We ate dinners together,and for one of the dinners we bought ingredients atthe local market and each of us made a dish fromour homeland. The seminar was very international,with participants from Romania, the United King-dom, France, the Netherlands, New Zealand, andthe United States. European philosophers tend tobe taught in the tradition of continental philosophy,while I discovered I had been educated as an analytic



philosopher, which involves a quite different style ofthinking.This seminar was truly a unique experience. With-out support from the Nanovic Institute, I wouldnever have been able to travel to Romania to developmy philosophical skills, learn about Romanian cul-ture, and become friends with philosophers acrossthe globe.

Kevin MickeyClass of ’11, Majors in Cognitive Science and Philosophy

My philosophy class last semester, Scientific Self, wasmeant to prepare me for the Bucharest-PrincetonSeminar in Early Modern Philosophy this summer.The class surpassed my expectations, but nothingcould have prepared me for the colorful experienceof attending a world class conference in the moun-tain town of Bran, Romania.Upon arriving, I was greeted by one of the Roma-nian graduate students and was soon reunited withthree of my fellow classmates. We spent the firsttwo days in Bucharest, getting to know some of theother conference members as well as the city. Be-fore any philosophy even began, we were exposedto culture, history, and wonderful food. Our din-ners would start at seven and last until midnight.This social time with professors and graduate stu-dents from Romania, France, and the Netherlands,to name a few, opened my eyes to the universalityof academia. Here I could discuss Bacon, Newton,and Shapin with people from various countries andculture who spoke various languages. After all themembers had arrived, we took a bus to the mountaintown of Bran among the Carpathian mountain range.In a little wooden villa overlooking Dracula’s castle,we began to read, discuss, and think about naturalmagic, God, optics, mechanism, and nature.During the conference there were many days whenI was full of nerves, feeling as if I did not under-stand the material at all and intimidated by the sub-ject and the discussions. Yet, remembering that I hadfelt similarly in the beginning of the semester in class,I forced down my worries. Both throughout the class

and throughout the conference, each day got a littleeasier and my confidence began to build. I learnedto find the courage speak up, even if I was not surewhat critiques would meet my comment. The mate-rial was so interesting and stimulating, that it wasnear impossible not to get involved in the discus-sions. The conference, in conjunction with the class,taught me to view my science classes in a whole newlight. I began to see topics discussed in class andat the conference manifest themselves in situationsall around me. Examples of such topics were thepursuit of an objective science, the purpose of scien-tific research, and the value of non-practical knowl-edge. I realized that the subjects of debate in the sev-enteenth century are just as important now as theywere then.It was intriguing not only to listen to what the pro-fessors had to say, but even more to how they re-sponded to one another. The calm and collected waythey listened to each other’s arguments, and then theeloquent, critical, organized responses were fascinat-ing. Years of training by thinking, reading and writ-ing, had created such scrupulous, astute minds. Ifelt so small here, and yet inspired to train my ownmind to think this way. By observing my reactionsto all that I was witnessing, I learned a lot about my-self, and also about what I wanted to pursue. Al-though I was in awe of the intelligence I saw here,I also sensed that something was missing for me. Iwanted to use the training I now felt inspired to pur-sue for something I felt was good. I had no doubtthat the professors in this seminar room were con-vinced that their time here and their contributionsto the world had great purpose and good. Yet, I re-alized that I would not be satisfied with this sort ofcontribution: I longed to use my mind to help solvetangible, present problems. I felt a desire to use phi-losophy to make life better for people. Although allthe subjects at the conference were interesting, theones that drove me the most and made me feel aliveand at attention, were the ones that touched me di-rectly, either by directing me in how to think aboutthe world, or by providing me with guidance on de-cisions I have to make. Becoming aware, both ofwhat inspired me and what I still longed for from this


TYROLEAN NATIONHOOD IN THE HABSBURG MONARCHY

experience, has helped me to better understand mydesires and what I need to do to attain them.During the five-hour bus ride back to Bucharestfrom Bran, I tried to take in the beautiful Romaniancountryside and reflect on all that I had learnedhere. It seemed that I had learned so many variousthings through the myriad of experiences I had hadhere, but overall, I left with a general realization thatmy gaze had been widened. I had seen more of theworld, met more of its people, and been introducedto new philosophical questions and questions aboutmyself. Instead of satiating my thirst for thesethings, it simply fueled my desire to think about,see, and experience more.

Marta MichalskaClass of ’12, Majors in Philosophy and Pre-ProfessionalStudies

Tyrolean Nationhood in the Habs-burg Monarchy

Ann WeberClass of ’11, Majors in History and Theology

While for most people monarchies are only the stuffof fairytales and imagination, I had the unique op-portunity this summer to examine firsthand the in-ner workings of what was arguably one of the mostpowerful and influential empires of Europe: theHabsburg monarchy. Thanks to the Nanovic Insti-tute, I was able to spend a month in Innsbruck, Aus-tria and a month in Vienna, Austria this summer re-searching conflicts between Italian and German na-tionalists in Tyrol during the late 19th and early 20thcenturies.Throughout the course of these two months I visitedthe Tyrolean Regional Archives, as well as the Aus-trian National Library and two separate branches ofthe Austrian National Archives. The documents andinformation I found in these archives and librarieswill aid me in completing my senior thesis in thecoming year.

Figure 11: Tyrol, 1847.

In the library of the Tyrolean Regional Archives, Iwas able to find general information regarding thestructure of the government in Tyrol after the re-institution of the regional parliament in 1861, aswell as regarding protests and riots that occurred inInnsbruck after the opening of an Italian Law fac-ulty at the University of Innsbruck. This prelimi-nary research was essential, as it gave me the back-ground necessary to understand the original docu-ments I found later in the National Archives in Vi-enna.Vienna, the heart of the former monarchy, pro-vided a wealth of resources for my project. In theAustrian National Library, I had the opportunityto examine original newspapers containing articlesabout the debate over granting autonomy to theItalian-speaking region of Tyrol. In the AllgemeinesVerwaltungsarchiv branch of the Austrian NationalArchives, I was able to examine correspondence be-tween the administration in Tyrol and the Ministryof the Interior. This often included reports of ri-ots and protests by Italian and German nationalistgroups, and in particular contained numerous docu-ments regarding the opening of the Italian Law fac-ulty at the University of Innsbruck. Through the doc-uments found in the Allgemeines Verwaltungsarchiv, Iwas also led to more documents relevant to my topichoused in the Haus-, Hof- und Staatsarchiv branch of


POLITICS OF EARLY FRENCH ROMANTICISM

the Austrian National Archives. There I discoveredcorrespondence between the Austrian ambassadorto Italy and the Ministry of the Exterior regarding thereaction in Italy to violence and injustice toward Ital-ians in Tyrol around the turn of the century.As my thesis advisor was also in Vienna this summerconducting his own research, he was able to provideme with valuable help and advice regarding how touse the archives and the National Library. This mademy research infinitely more successful. Before I be-gan, Professor John Deak met with me to discuss thestructure of the archives and what materials I shouldorder, ensuring that I understood how the processworked and was able to start research right away. Inorder to read the documents, I had to learn to readthe manuscript used in the empire around the turn ofthe century. Professor Deak was available to answerquestions as I struggled through this process and tohelp me decipher difficult documents. Thanks tothe Nanovic Institute grant, I was provided with aunique opportunity that few undergraduate historystudents experience—the opportunity to work side-by-side with my thesis advisor as I conducted origi-nal research in an archive.Although gaining experience in methods of histor-ical research, gathering material for my senior the-sis, and working side-by-side with my thesis advi-sor were all important benefits of the grant I receivedfrom the Nanovic Institute, perhaps the greatest ben-efit was the opportunity to experience history first-hand. This summer, I was able to hold documentsin my hand that were over one hundred years old,to work in a former palace, and to stand in placeswhere the emperors and empresses of the Habsburgmonarchy themselves once stood. In such surround-ings, the research I was conducting really came alive.And in such surroundings, who could help but fallin love with history?

Politics of Early French Romanti-cism

Andrew KellyClass of ’11, Majors in French and Pre-ProfessionalStudies

Figure 12: Victor Hugo (1802-1885), French poet,playwright, novelist, essayist, visual artist, andstatesman.

It is easy to be blinded by our current brand ofcelebrity, to believe that before our generation theworld was without such colorful characters. To dothis, however, would not just risk caving to the van-ity of today’s culture but perhaps even worse, itwould be doing the personalities of the past a grossinjustice.The men and women of the French colony of SaintDomingue and Paris in the late 18th century werenot much different from those of our own time, al-though in the former case the names of Sonthonax


THE EVOLUTION OF THE BONNET

and Polverel replaced those of Clooney and Pitt.Their contemporary fame was solidified in count-less fliers and reports from the National Conven-tion, as they were engrossed in the foremost topicof the times, the slave revolt in Saint Domingue andits aftermath. Nearly thirty years later, as the Kingof France prepared to recognize the colony’s inde-pendence, Victor Hugo embraced the subject andcrafted a novel centered on the struggle betweenslave and colonizer, giving life to the famed revo-lutionary Georges Biassou and his counterpart, theheroic slave Pierrot. To understand the power ofsuch figures during their time, one cannot simplyread what historians, critics, and in Hugo’s case, au-thors have written on them. One must embrace theexact texts that they may have read, with or with-out pleasure, and understand what their fellow cit-izens may have thought of them during their lives.It was at the Bibliotheque Historique de la Ville de Paris(BHVP) that I was able to do so, and in the processfamiliarize myself with one of the greatest celebritiesof the nineteenth century, Victor Hugo.Thanks to my grant, I was able to learn about Hugoand Bug Jargal not just from his biographers and lit-erary critics, but also from the people most involvedin his life, such as his brother, wife, and wife’s lover.To delve into the subject of Bug Jargal I immersed my-self in documents at the BHVP that recounted theRevolt and Revolution in Saint Domingue, and thegreat attraction felt towards it by the French popu-lace at the time. The library’s catalog did not disap-point, as nearly every one of my searches yielded adocument of whose existence I was completely un-aware of prior to my arrival in Paris. It was becauseof these novellas, newspapers, and brochures that Iwas able to educate myself in the relationship thatHugo had with the former colony, and in the pro-cess by which he came to choose it as the subject ofhis second published novel. I found all of these re-sources incredibly useful regardless of their bias, aseach individual document offered an additional lensthrough which to view the subject. Considering fur-ther that Hugo himself was no stranger to the publiceye, a variety of sources was indispensable in escap-ing the shadow created by the fame of a man who en-

joyed a parade down the Champs-Elysees in honorif his 79th birthday.As a result of receiving this grant, I enjoyed variousopportunities. Of these, I valued the chance to de-velop my own connaissance, or knowing, of VictorHugo the most. Although it is possible to memorizedates and quotations, and through them attempt tounderstand someone’s life, such attempts are fruit-less without truly knowing and understanding theindividual. It is for that reason that I so greatly valuemy opportunity, and am so thankful that I was ableto realize it.

The Evolution of the Bonnet

Ashley FoxClass of ’10, Major in Film, Television & Theatre

My research in London and Bath this summer fo-cused on the evolution of hats. Our textbook forthe class did not have much to go by, and I did notknow where to start. This opportunity that I havebeen given not only to have access to the many hun-dreds of fashion plates at the Victoria and Albert Mu-seum and the National Portrait Gallery, but also to beable to touch the garments, measure them, and talkwith experts about my research is an experience thathas improved the way I do research and my empir-ical thinking, and has opened my eyes to the capa-bilities that out-of-the classroom learning has to of-fer.The turn of the century brought about many changesin political and societal views, influencing greatlythe trends in fashion. Many of the fashion in Franceand England showed hints of the imperialism thatwas taking place in faraway places. India, Egypt,Australia, and Greece showed in the flowing fabrics,and many decorations that women placed on theirheads as well as their bodies. For example, in theJournal des Luxus und Der Modern, in 1798, many ofthe headdresses were made of softer material; satinor silk fabric to mimic Grecian statues, or turbanswith jewels and ostrich feathers. In October of thesame journal, one women is wearing a satin cloth


THE POLITICS OF DITCHLING

Figure 13: Empirical study shows a marked evolu-tion in women’s headgear.

that has been wrapped around her head, starting atthe nape of the neck and pulled to the top of hercrown. The fabric is then knotted and pleated onboth the left and right sides of her crown and thenfolded back to its center knot to make a large bow.This style, created with one piece of fabric, displaysthe creativity, and also simplicity of the turn of thecentury.The bonnet and hat has changed many forms withinthe several decades I was able to explore in the UK.However, the bonnet has kept and mimicked theshape of the gowns meant to accompany it. Start-ing in the 1790s, the woman’s silhouette was meantto be tall and thin and ethereal, with long feathersand poke bonnets that covered the woman’s face. Inthe 1800s, simplicity reigned. In the 1820s and 1830s,skirts became bell-shaped and the bonnets comple-mentarily oval. The 1840s brought about social re-form and conical changes to the bonnet, which wasdecked out in pastels and lace. The 1850s broughtabout wider skirts and more intricate designs on the

bonnets, ending in the 1860s, when the bonnet fitto the back of the women’s head and was meant tobe one of the focal points in her designated fashionsense.

The Politics of Ditchling

Juliana HoffelderClass of ’10, Major in Political Science

The Nanovic Institute provided me with a SeniorTravel grant to complete the research project, “TheGuild of Saints Joseph and Dominic: A Social Move-ment.” With this grant, I was able to travel to Lon-don, England with two fellow students and NotreDame Professor John Sherman to study the artist,Eric Gill, and the guild he founded in Ditchling, Eng-land.Throughout the trip, I focused on Gill’s politi-cal perspective, which was anti-capitalist and “dis-tributist,” a little-known political perspective, and ina sense, a Catholic version of socialism. I hoped toanswer the questions, “What makes a war memorialeffective?” and “Are there benefits to organizationsfounded on religious principles?” Very specifically,I aimed to use Gill’s war memorial at the Universityof Leeds, Our Lord Driving the Moneychangers Out ofthe Temple, as a visual representation of Gill’s politi-cal perspective.Professor Sherman called our trip an “academic ad-venture,” and I think that this is a great way to de-scribe it. In London, we met up with several expertson Eric Gill, including Lottie Hoare, Ruth Cribb, herfather, Joe Cribb, and Notre Dame Professor DennisDoordan, who is currently teaching in Notre Dame’sLondon Program. In Ditchling, we had the opportu-nity to meet with staff at the Ditchling Museum, andalso former residents of Ditchling. Finally, we metwith Ewan Clayton in Brighton, England, a formerresident of Ditchling.Ruth Cribb, a Ph.D. student in art history and a staffmember at the Virginia & Albert Museum first tookus to her father’s place of work, the British Museum,


NEW CLASSICAL AND FLAMENCO CONNECTIONS

where we were able to look at the museum artworkin Special Collections. Joe Cribb is the son of JosephCribb, Eric Gill’s assistant in Ditchling. The father-daughter duo showed us hundreds of original Gillprints and sketches; the experience was a unique onethat I will not forget.After meeting the Cribbs, I travelled to Leeds viatrain to view Gill’s war memorial at the University ofLeeds. After viewing the memorial, I had lunch withBenedict Read, an art history instructor at the Uni-versity of Leeds. Read helped to explain the contro-versy that surrounded the memorial when it was un-veiled in 1923. His information about Gill’s critiqueof capitalism was invaluable to my research.

Figure 14: Ditchling, East Sussex County, southeast-ern England.

Upon my return from Leeds, I travelled to Ditchlingwith my fellow classmates and Professor Sherman.Here, we toured the remote village and the DitchlingMuseum, which had a great amount of informationon Eric Gill and his guild.We also had the opportunity to meet with EwanClayton, someone who I felt was particularly inter-esting. He confirmed for me that Eric Gill was po-litically motivated, and that his work both steppedoutside of the box and initiated conversation. Clay-ton also explained that issues such as consumerism,globalization and sustainability are issues that bothGill dealt with and that we deal with today.In response to my question, “What makes a war

memorial effective?,” I am convinced that the mosteffective war memorials motivate discussion anddialogue, and I can faithfully conclude that Gill’swar memorial at Leeds, does just that. Althoughcontroversial, the memorial initiates a conversationabout the political intersects between war and con-sumerism, and it raises significant questions, whichis just what Gill set out to do.In response to the question, “Are there benefits tomovements organized on religious principles?,” Ihave concluded that, while not necessary, religiousprovide a present framework upon which an organi-zation may build perspective. Gill’s Catholic beliefsallowed for him, and other members of the Guild,to organize their political thought according to theirbeliefs in a higher power. In Gill’s case, his religiousbackground was highly beneficial to his movement.His ideas of anti-consumerism and distributism arebased on Catholic Social Thought.I would not have been able to travel to London,England to participate in this research without theNanovic Senior travel grant and I sincerely thank theNanovic Institute for the opportunity. I know thatthis experience will continue to be a significant aca-demic adventure for me, and I hope to incorporatemy findings in my senior Peace Studies capstone pa-per this upcoming semester.

New Classical and flamenco Con-nections

Lee HaggenjosClass of ’12, Major in Classical Guitar Performance

This summer I had the incredible opportunity totravel to Madrid to study, practice, and researchhow the folk and traditional music of Spain has in-fluenced and can be used to better interpret manymodern classical works for the guitar. I specifi-cally focused on the Tres Piezas Espanolas by Rodrigo,Muiniera by Mompou, and the Homenaje for Debussyby De Falla. Throughout the summer, I was able towork weekly with Francisco Javier Jauregui, a very


NEW CLASSICAL AND FLAMENCO CONNECTIONS

gifted professional classical guitarist. Using his in-sight, I was able to explore new ways of perform-ing and perfecting the pieces I was studying. Alongwith these lessons, this grant allowed me the time toadhere to a rigorous practice schedule of five hoursof independent practice every day during the week.I was able to drill, dissect, and rehearse my musicto analyze and articulate the compositions in a morecomprehensive way than I have ever had the time todo before.I also went to the national library in Madrid everyweekday to access their resources regarding tradi-tional and folk music of Spain. The diverse collec-tion at the library consisted of books, scores, refer-ence materials, and even DVDs and CDs of Spanishfolk and flamenco music. Many of these sources areonly available at the library and were invaluable tomy studies. For example, I was able to access thethree original scores of the Homenaje by De Falla thatall differ slightly. I was then able to consider thesein the context of the De Falla’s life and the forms andmusic he drew on to construct the work with otherwritten sources and CDs from the library. The mul-tifaceted view of the pieces that resulted from thistype of detailed investigation further added to myunderstanding of the music.My exploration of Spanish music did not end withmy personal practice and research. I also was ableto attend numerous concerts of flamenco and tradi-tional Spanish music in Madrid and in other parts ofSpain. One amazing chance performance happenedwhen in the Plaza de Espana in Madrid, where a Gali-cian culture festival was being held. I was able tohear first hand the bagpipes and drums I had stud-ied in the national library that directly influencedMompou’s composing of the Muiniera. In anotherfantastic trip, I attended two flamenco concerts (JohnAmir-Haddad and Carlos Ledermann) in Cordoba inconjunction with the Cordoba Guitar Festival. Thesetwo professional concerts displayed hugely contrast-ing aspects of the art of flamenco music that perme-ates much of Spanish music and culture. I was ableto see numerous other remarkable flamenco concertsin Madrid and other cities that deepened my appre-ciation of flamenco music, its genesis in Spanish folk

Figure 15: Manuel de Falla (1876-1946), a Spanishcomposer from Cadiz.

music, and its influence on not only many of thepieces I studied, but many other modern composi-tions.Another extension of my work came from a lessonwith the professional flamenco guitarist, Oscar Her-rero. This lesson introduced me to the intricate andunique technique that is employed in the perfor-mance of flamenco music. I focused on flamenco’srhythmic construction on 2s, 3s, and 12s, and thehemiola that often results. I also learned how tocarry out many flamenco right hand attacks such asrasqueados, golpes, and melodic articulation with thethumb. This lesson proved to be one of the most im-portant and revolutionary lessons I have had on theguitar. It opened up new methods of expression onthe guitar, and allowed me to correctly play parts ofmy pieces I had been unable to previously.In short, my research this summer in Spain is some-


RWANDAN GENOCIDE IN GENEVA

thing that has deepened my abilities and under-standing of performing music on the classical gui-tar in ways I have never experienced before. How-ever, along with my growth in knowledge and un-derstanding of the pieces and techniques on which Ifocused, I also came to develop a deep affection forSpain itself. I lived and appreciated the food, lan-guage, landscape, weather, culture, and the people.This exposure and affection has, as much as my stud-ies, added to my research of Spanish music on theguitar in ways studying this music outside of Spaincould have never matched. It has been an experiencemost never have the opportunity to undertake andone I will never forget.

Rwandan Genocide in Geneva

Eleanor M. HuntingtonClass of ’10, Major in History


Between 500,000 and 1,000,000 people died in theRwandan genocide in less than four months. Whilemost of those killed were ethnic Tutsis, many werealso of mixed Hutu parentage or were politicallymoderate Hutus. In addition to decimating theRwandan population, government, and infrastruc-ture, the genocide resulted in massive forced migra-tions, turning thousands of citizens into country-lessrefugees. of pre-colonial, colonial, and post-colonialEast African history.In my thesis for the History Honors Program, I hopeto contextualize the resultant refugee crisis. In or-der to understand fully the depth of migration beforethe genocide in post-independent Rwanda, I com-pleted archival research at the UNHCR Archives andin Geneva, Switzerland. These records held docu-ments spanning from the 1950s to the 1990s dealingwith the international politics of refugee policy. Thedocuments that enunciated Uganda’s problems withhosting a refugee population period during the sametime in which it strove to become an independent,functioning nation especially intrigued me.

Figure 16: UN headquarters in Geneva, Switzerland.

My research process was mostly archival andliterature-based, but I also learned from my personalinteractions with the men and women working atthe UNHCR. The archivist with whom I worked hasbeen employed by the UNHCR since the 1960s andprovided a lot of necessary background explanation.I looked specifically at the collections on repatriation,which consist of correspondence between the UN-HCR and its field offices to determine repatriationprocedures and to assess free will’s role in the pro-cess; on protection of refugees, which holds informa-tion on the legal situation of refugees abroad and intheir native country; and on nationality, which looksat legislation on protracted refugee situations andthe legal loss of citizenship. The majority of the in-formation I looked at dated from the 1960s, but I wasable to have access to some documents immediatelypre-dating the genocide, as well as several dealingwith the immediate post-genocide aftermath.Prior to my research trip, I worked with my fac-ulty thesis advisor to review how best to utilize anarchive’s collections. I also met regularly with acurrent history graduate student who did researchin Geneva for his dissertation for specific informa-tion about the city and about Swiss archival poli-cies.The information I gained from the archival visit pro-vided specific statistical information as well as intro-duced me to new issues I had not before encountered


DC TO DUBLIN: A COMPARATIVE STUDY OF HOMELESSNESS

or considered. For instance, I did not realize howthe interaction of the issues of Ugandan indepen-dence from colonial Britain with the displacement ofRwandan refugees affected UNHCR and Ugandanpolicy. So much of the inter-office communication atthe UNHCR during the initial Tutsi displacement in1959 focused on whether or not newly independentEast African nations would ratify the UN RefugeeConvention rather than on the pressing and imme-diate issue of refugees. I also learned about howthe international community responded to differentwaves of refugees at different times and which inter-national organizations and NGOs have had a long-standing presence in the region.I also became intrigued by the lives of UNHCR of-ficials and sought to understand their motivationsand perspectives of UNHCR officials. I found theUNHCR Action Sheets particularly interesting, aseach UNHCR high-ranking officer used to write per-sonal comments on every memo and telegram thatpassed through the central office. Instead of sim-ply being documents to catalogue, I found the docu-ments come alive through these personal, often bom-bastic and humorous, writings.Before this trip, I had only entered the Notre DameArchive to learn about accepted behavior in theArchive. After this trip, I feel more prepared to doarchival research in graduate school. Several of theUNHCR archivists commented on the rarity of hav-ing an undergraduate researcher and seemed veryimpressed that my school encouraged undergradu-ate research. Though I did tire from reading so manydocuments a day, I also was able to cover so muchinformation and go into detail about specific inci-dences I had not found detailed in any other liter-ature.The UNHCR Archives closed half-day on NewYear’s Eve and closed for the full day on New Year’sDay. During the days in which the Archive wasopen, I read documents from 10am to 4pm, withan hour break for lunch. I appreciated the hourbreak because the UNHCR archivists invited me toeat lunch with them and their colleagues in the UN-HCR cafeteria. During lunch, I learned a lot aboutthe different offices and responsibilities of the UN-

HCR as well as heard about the very interesting anddiverse people who work at the organization.Through this research trip, I discovered informa-tion on refugee and human rights law that I willuse to provide depth of purpose as well as geogra-phy and time period to my History Honors thesis onthe refugee experience following the Rwandan geno-cide. I am interested in providing a balanced viewof the genocide’s disastrous effects against the Tutsipopulation while presenting a previously unstudiedview of the Hutu refugee plight.I plan to present my research in different stages, atthe University of Notre Dame Human DevelopmentConference in February, the Notre Dame Peace Con-ference in March, and the Notre Dame Undergradu-ate Scholars Conference in May. I am also interestedin traveling to present my research at the York Uni-versity Annual Student Refugee Studies Conference,normally held in April. I hope to submit the com-pleted written work for publication either to a NotreDame undergraduate research journal or to an out-side journal. I already submitted one chapter of mythesis to the Notre Dame journal Beyond Politics. Iplan to use the entirety of my thesis research experi-ence as a basis for future graduate research.

DC to Dublin: A ComparativeStudy of Homelessness

Amanda JohnsonClass of ’10, Majors in American Studies and French,Minor in European Studies


This report focuses on the Dublin side of the home-less issue as the research completed with the fund-ing from this grant occurred in Dublin. Researchat the Dublin City Archives provided a case studyfor the ways in which the homeless population ofDublin changed fundamentally in the 1960s to the1980s. This shift in the homeless population resultedin one shelter, the Dublin Shelter for Men, closing


DC TO DUBLIN: A COMPARATIVE STUDY OF HOMELESSNESS

its doors due to lack of use despite a rising home-less population. The reasons for its closure are man-ifold: a changing demographic breakdown of home-less people, a rise in alternative shelters, and anoverall change in mentality of the homeless. Thischange in the mentality especially reflects larger so-cial mores and new requirements the homeless weredemanding that their shelters meet.The Dublin Shelter for Men, founded in 1894, pro-vided shelter for a specific type of homeless man.Usually the man was between sixty to eighty yearsold with no family to take him in. The shelter wantedonly men who would pay a few pence a night forclean housing. The rest of the funding would comefrom subscription holders. They would not acceptanyone who was currently under the influence ofdrugs or alcohol. They also avoided those homelessmen with violent tendencies, finding them disrup-tive to the other men staying at the shelter. Whilethis sounds like an ideal situation, the numbers ofmen using the shelter steadily declined. In the en-tire year of 1972, the shelter never reached full ca-pacity despite a 78-year history of serving the Dublinhomeless community. In order to determine why theDublin Shelter for Men closed, one must examine thechange in the homeless population of Dublin in the1970s. This examination will reveal that the closingof the Dublin Shelter for Men is a symptom of a greatshift in population.Minutes from a 1973 meeting of the Committee ofManagement for the shelter reveal “there was not adrop in need but a drop in the type of man who couldbe let in, and that it would be a pity to lower the stan-dard.” This desire to maintain a “standard” left anaverage of ten empty beds in the shelter each nightdespite the not insignificant number of men sleepingon the streets. In the 1980s, some reports estimate48% of Dublin’s homeless population slept outsideeach night. Shelter management wanted to housesober men without drug or alcohol addictions for alow cost. This prerequisite eliminated those with ad-dictions and those who saved the few bits of changethey could make for other purposes. Other popu-lation factors that contributed to the decline of theDublin Shelter for Men were a rise in homeless fam-

ilies and homeless youth.The 1980s led to many effects that changed the na-ture of homelessness: a worsening economy, cutsin social programs, closing of large institutions forthe mentally ill, and increased presence of the SimonCommunity, Women’s Aid, and other programs. Si-mon Community began in 1969 as a college studentorganized soup run. By 1976, it evolved into two per-manent communities and a night shelter in Dublinwith centers elsewhere. It specializes in free shelterfor the homeless, including those with drug or alco-hol addictions. Within the eleven groups of home-less acknowledged in a report for the Dublin Shel-ter for Men, the shelter only served a small portion,not reaching: young runaways, battered wives andchildren, unmarried mothers, travelling people, ex-prisoners, young people, including criminals, andthose from mental hospitals.The shift in the homeless population and the riseof alternative shelter options were not the only rea-sons for the eventual closing of the Dublin Shelter forMen. The homeless population itself was experienc-ing a shift in psyche. Despite a rise in crime againstthe homeless, this new generation of the homelesswould sometimes prefer to sleep on the streets (re-ferred to as “sleeping rough”) instead of coming into a shelter that forced strict regulations on them.In 1986, the Dublin Shelter for Men hired a sociol-ogist to do a report on the aspects of homelessnessin Dublin City in order to help provide better ser-vices for the homeless. This report showed that thechronically homeless would prefer to sleep rough orsleep at Simon shelters instead of “an empty build-ing which is in poor repair and must be vacated byday; and offers none of the personal human contactoffered by full-time staff and volunteers in the SimonCommunity.”The decision to sleep rough points to a growing feel-ing of independence from the homeless communityand a demand for respect. The report goes on tosay that the homeless felt that the impersonal as-pect—with its myriad rules—of the Dublin Shelterfor Men “is no great attraction however destitutethey appear to be.” Some members of the Board ofTrustees for the Dublin Shelter for Men commented


SELLING INTERNATIONAL CULTURE IN SWEDEN

Figure 17: The Dublin Shelter for Men (first openedin 1894) is now closed.

on this general sentiment of pride among the home-less. A former Trustee, in a letter to the Secretary ofthe Board at the time commented on the pride of thehomeless men he had known when he was servingthe Dublin Shelter for Men. “Old Marlow with hisworldly possessions hooked onto a belt round hiswaist was not a tramp. He would tell you he wasa ‘professional itinerant.’ And he had a thoroughscrub every day to prove it.”The homeless were encouraged by various agen-cies to stay housed, but they continued to sleep onthe streets. Homeless agencies worked together toensure that men would find an appropriate placeto stay. A 1980 report of the Dublin Center forMen showed that “there were a number of menwho needed less turbulent environment than Simoncould offer.” The Simon Community referred thosemen to the Dublin Shelter for Men. Even so, in 1980,the number of men staying at the shelter went fromthe dismal 31-36 beds a night of 1972 to 24 to 26beds filled each night. The Dublin Center for Menalso kicked the homeless men out of the shelter ev-ery morning for a certain amount of time. Homelessmen thought they would rather sleep rough and savetheir money than be kicked out of the accommoda-tions for which they were paying.A rise in street violence complicated matters for menwho moved off the street. In 1975, a speech given

to the Board of Directors of the Dublin Shelter forMen pointed out a rise in senseless violence towardhomeless. Any man can turn his back, or shelterin a doorway to avoid the full impact of a showerof sleet, but there is no relief to be had by turningaway from the steel-capped boot or the jack-knife.Old men, with nothing to give and therefore noth-ing to take might appear to be immune, but suchis the nature of this senseless brutality that they areeven more likely to suffer than those citizens whoare well endowed physically and materially. Thathomeless men would prefer to sleep rough insteadof seeking the protection of a shelter indicates an in-creased sense of independence.The government put pressure on the existing home-less agencies to coordinate their efforts. A 1981speech by the Lord Mayor of Dublin, Alexis Fitzger-ald shows that the “public authorities were unable toprovide adequate public housing, and felt that someeffort should be made to co-ordinate the work ofthe various organizations trying to provide for thehomeless.” When the Dublin Shelter for Men shutits doors, the Board of Directors distributed the re-maining funds in the trust to the various other mainhomeless agencies in town, including the SimonCommunity and Salvation Army in hopes that thesetwo organizations could succeed where the DublinShelter for Men had failed and meet the needs ofa larger segment of the changing homeless popula-tion.

Selling International Culture inSweden

Catherine CurtinClass of ’10, Major in Marketing

Thanks to the generosity of the Nanovic Institute andits passion for cultivating student knowledge of Eu-ropean culture, I had the opportunity to travel toStockholm, Sweden, and conduct primary researchon international influences in Swedish culture. Af-ter having visited for a short weekend last year dur-


SELLING INTERNATIONAL CULTURE IN SWEDEN

ing my semester abroad, I instantly grew fascinatedwith Sweden and its culture. Impressed by the peo-ple and the beautiful city of Stockholm, I was partic-ularly surprised to see such a prominent presence ofother foreign cultures. Determined to research thisfurther and delve into the idea of what is means tobe Swedish in Sweden, I returned to Stockholm inJanuary to interview a Swedish-American marriedcouple, Peter and Judy Nordin. Their unique expe-riences as entrepreneurs in the restaurant businessproved invaluable to the research I am currently ex-ploring in my thesis for my European Studies mi-nor. The information gathered from the interviewwill serve as a case study of Swedish business trans-actions in order to understand the concept of inclu-sion in Sweden and how it is implemented in mod-ern culture.

Figure 18: The “Swedish Taco Craze” is a knownmarketing phenomenon.

At the beginning of the interview, Peter and Judy de-scribed their unique story of how they thought of the

idea to introduce Mexican cuisine to Sweden. Peter,born and raised in Stockholm, met Judy (Japanese-American) in Hawaii. In 1979, Judy took Peter to aMexican restaurant. After tasting Mexican food forthe first time, Peter explained to Judy that Mexicanfood did not exist in Sweden and that the Swedeswould devour the spices and basic ingredients of thecuisine. At this point in Sweden, the only interna-tional restaurants in place were Italian and Greek,mainly because immigrants from Italy and Greecemigrated to Sweden in the 1950s and 1960s. One yearlater in 1980, the couple moved to Sweden with theintention of opening a Mexican restaurant in Stock-holm. Eventually they opened their very first Mexi-can restaurant, Taco Bar. Today, Taco Bar has gainedenormous success throughout the past ten years asa popular restaurant chain, now owned by NordicService Partners. As I noticed during my visit, thereare numerous Taco Bar restaurants located in all ma-jor traffic areas throughout the city. The readiness toadapt and integrate Mexican cuisine into their ownculture demonstrates Sweden’s openness to foreigninfluence.The interview then took a different direction whichfocused on the management of the Taco Bar restau-rant chain. Peter and Judy expressed two chal-lenges to their managerial methods: adapting to theSwedish way of decision-making (versus the Amer-ican way of decision-making), and managing immi-grant workers. One main difference between Swe-den and the United States is that Sweden is a wel-fare nation state, where ideals such as moderationand responsibility for the common good are valued.This is projected into the Swedish business decision-making process that Judy, as an American, founddifficult to adapt to. Decision-making is done byconsensus in Sweden, incorporating everyone’s in-put (even from bottom-level employees), thus elon-gating the decision process. Judy articulated herfrustration in adapting to a more tedious and lengthyway of doing business. However, this simply tookgetting used to and eventually Judy identified bene-ficial aspects to a longer, all-inclusive process.The second challenge of managing immigrant work-ers relates to the issue currently facing Sweden


BUSINESS INTERNSHIP IN TOLEDO, SPAIN

and its migration policy. In the 1990s (as wellas the 1970s, but to a lesser extent), there was asecond wave of immigration into Sweden of non-Europeans, primarily Somalians and Iraqis. How-ever, different from the quick reception and assimila-tion of the Greeks, Italians and other European immi-grants from the first wave, this second wave of immi-grants raised many significant issues. The differencebetween the two migration periods is that the Euro-pean immigrants have much more in common withthe Swedes than the non-Europeans do. Not only dothe non-European immigrants visibly look different,but they also hold different values and cultural tradi-tions that set them apart from the norm in Sweden.As a result, racism is becoming a growing concernas this influx of diversity has raised questions aboutSwedish identity. Peter and Judy have witnessedthis cultural challenge first hand because many of theemployees working at the fast-food chains are non-European immigrants. This final portion of the inter-view on the issue of migration will provide a real-lifecontext for the limit of inclusion in Sweden.My interview with Peter and Judy in Stockholm wasa great success. Not only did I learn more aboutSwedish culture, but it also helped me to form adirection for my paper: the spirit of inclusion ver-sus the actual implementation of inclusion as it ispracticed within the country of Sweden. Therefore,thanks to the Institute’s grant, I have much to writeabout for my thesis and I am excited to embark onthe topic of inclusion in Sweden.

Business Internship in Toledo,Spain

Quinn KettermanClass of ’12, Majors in Science and Business

Before travelling to Spain this summer, I had onlyvisited Europe on one previous occasion, travellingexclusively in Italy. Therefore, working and study-ing in Spain for six weeks became a tremendouslearning experience in the areas of language, cul-

ture, relationships, business, and professionalism.Through my University-sponsored study abroadtrip to Toledo from mid-June through July, I hadthe opportunity to select an internship paired witha classroom component. I worked for fourteenhours each week at Federacion Empresarial Toledana(FEDETO), which translates to Business Federationof Toledo.

Figure 19: Toledo, Spain.

Originally, upon arriving at our residence and class-room building, the Ortega y Gasset Foundation forInternational Studies, I thought that I would beworking at the Chamber of Commerce in Toledo, thelocation for which I had applied. However, my su-pervisor soon informed me that I had been trans-ferred to another location, FEDETO. I did not havea great deal of information on what type of work Iwould be conducting at either organization, so I ac-cepted the switch without much of a problem.Within my first three days abroad, I had alreadymet my new boss, stumbled through introductionsand preliminary instructions in Spanish, and walkedthe route to FEDETO which would take a few triesthrough the winding, narrow streets of Toledo tomaster. I worked in the International Division whichdeals with imports and exports from Toledo andthe surrounding areas. FEDETO is an organiza-tion which promotes and supports the economy ofToledo by aiding local businesses and merchants andby searching for profitable opportunities to importor export goods and services. The Federation is im-


PARASITES IN GIBRALTAR

portant in a time when the economies of Toledo andsome other parts of Spain are struggling.Each day at work, I sat at a workstation with deskspace and a desktop computer. My main task in-volved researching the presence of renewable en-ergy technology in the United States. Various Span-ish companies manufacture certain renewable tech-nologies, mainly pertaining to photovoltaics andwind. My research encompassed various aspectsabout wind, solar, photovoltaic, and biomass energyin America. I created a document recording for eachstate and each type of energy the installed capacity,predicted capacity by 2020, and government subsi-dies or initiatives supporting installation. FEDETOwill be able to use this information to target regionsthat may be interested in hiring or purchasing equip-ment from Spanish manufacturers.Working in a foreign country posed several chal-lenges to which I had to respond. The most intim-idating barrier I had to work to overcome was thelanguage difference. Since he is the head of the Inter-national Division, my boss spoke English fairly well,but most other FEDETO employees barely knew anyEnglish. It took some time for me to gain confidencein speaking and understanding my co-workers, andthis was an intimidating process when trying to lis-ten for instructions on the job. Everyone through-out the office was extremely nice and welcoming;however, in general Spaniards do not tend to slowdown their speech or emphasize articulation whenconversing with a non-native speaker. Thus I wasthrown directly into having to listen carefully andthink quickly on my feet when speaking.Another fascinating aspect of my experience was be-ing immersed into a new culture. At first the dif-ferences were somewhat challenging but easier togrow accustomed to than the language barrier. Onmy first full day in the office, my supervisor intro-duced me to every single other person present in thebuilding. When we walked in each different room,nearly everyone got out of their seats immediatelyto greet me; they knew that I was new. At onceI was introduced to the Spanish custom of dos be-sos, which means “two kisses” and is the traditionalway to greet a female—with a kiss on either side of

the cheek. I had to learn quickly as each female ap-proached me for an embrace and dos besos as the cus-tomary way of meeting either someone new or fa-miliar. Other similar, subtle customs took time to getused to, but I had to learn quickly in order to remaincourteous.Regardless of the language barrier, it was interestingto realize the ease with which one can form relation-ships with co-workers, even outside my area. Thego-to conversation subject was soccer as I was therewhile Spain was competing for the World Cup. Ev-eryone was always willing to discuss their nationalteam, and I had a good time following them as well.Additionally, most people are very loyal to the Span-ish club team they support and will be quick to dis-cuss matches and rivalries. These instances of infor-mality in the office, sometimes involving faux threatsfor rooting for another club, led to a level of comfortbetween acting professional and informal conversa-tions about football or simply joking around.At times everyone in our division would be work-ing hard, and then my boss would randomly throwa little ball around the room to lighten things up. Wewould take a brief break and joke around for a whilebefore getting back to work. The mind-set of Span-ish businessmen and women is in stark contrast withthe stressful nature of many offices in America as theSpaniards have generally laid-back attitudes. Addi-tionally, work hours during the summer are short-ened slightly compared with the rest of the year, andtherefore the workplace is more relaxed.The entire abroad experience from working in a for-eign environment to having some freedom to travelon days off offered me an extremely rich and reward-ing six weeks. I greatly improved my ability to speakSpanish, learned much about renewable energy inthe U.S., figured out how to adapt myself to newand challenging situations, and made countless newfriends.

Parasites in Gibraltar

Collin McCabeClass of ’10, Major in Anthropology and Biological


PARASITES IN GIBRALTAR

Sciences

The objective of this study, namely to continue re-search on a gastrointestinal parasite survey of Bar-bary macaques in Gibraltar, begun in the summerof 2009 with Notre Dame Anthropology profes-sor Agustin Fuentes, was fulfilled with much suc-cess. Results found in this second sampling of themacaque population were exactly what would havebeen expected under the first sampling: there wereno statistically significant differences in parasite bur-dens within groups in the population from the first tothe second samplings, yet the significant differencebetween Ape’s Den and all other sites was main-tained.

Figure 20: An infested macaque eyes the mainland.

Fecal samples equivalent to 40% of the macaquegroup size at each of four sites in the reserve werecollected during my research, at: Ape’s Den, withhigh levels of human interface; Prince Philip’s Arch,

with high levels of human interface, but a largerrange than Ape’s Den; Anglian Way, with reducedlevels of human interface; and Middle Hill, with neg-ligible human interface, restricted to occasional mil-itary personnel and researchers. Egg flotation testswere conducted for identification and quantificationof parasite eggs. Copious amounts of photographswere taken to ensure that identification of the para-site was and is accurate.Portions of samples were also preserved in forma-lin, as well as in ethanol, and are currently beingshipped back to the United States for further DNAanalysis and second opinions in the lab of Univer-sity of Notre Dame Biological Sciences Assistant Pro-fessor, Dr. Elizabeth Archie. Both CDC and CITESpermits have been secured by the necessary partiesfor shipping, in order to ensure that proper protocolis observed in importing the samples. Photographsof the eggs confirm the original identification, anddefinitive positive identification of eggs and/or lar-vae in the Archie lab is anticipated to follow verysoon.The hypothesis presented in the original manuscript,based on the first sampling, appears to be supportedby the data which were found in the second sam-pling. This hypothesis was that the high mean para-site burdens observed in the Ape’s Den group werecaused not by the high levels of tourist interaction(as the Prince Philip’s Arch group sustained sim-ilar levels of interaction), but rather, were causedby the habitat structure of the feeding site in Ape’sDen. The pavement around the Ape’s Den feedingsite, unlike any others on the Rock of Gibraltar, wasscored with deep channels, to give the impressionof tiles cut from concrete. These deep channels, Ihad hypothesized, were acting as a reservoir for wa-ter, which could then mix with macaque feces andact as an intermediate pool in which parasites couldlarvate and survive longer before infecting anotherhost. However, upon my arrival in Gibraltar overSpring Break, I discovered that the pavement aroundthe Ape’s Den feeding site was in the early stages ofreconstruction. The final outcome of this reconstruc-tion is to be a completely smooth paved surface, verysimilar to those at all other sites. Construction is set


ARCHITECTURE IN PARIS

to be completed by early May.This situation has thus provided the opportunity fora perfect natural experiment. If the atypical habi-tat structure (i.e. the pavement channels) were thedriving factor behind the high parasite burdens inApe’s Den, relative to those in all other sites, thenone would expect to observe a reduction in the meanparasite burdens within the Ape’s Den group a shorttime after the construction has been completed. Athird sampling of the Ape’s Den group, after the con-struction has been completed, would be able to con-clusively determine whether the habit structure trulywas driving the driving factor effecting the high lev-els of parasites in the group. It is in light of this devel-opment that I have decided to delay publishing untila third sampling can be conducted to determine thecause of the differences in parasite loads within thepopulation.

Architecture in Paris

Paige MariucciClass of ’11, Major in Architecture

This summer the Nanovic Institute for EuropeanStudies provided me the opportunity to pursue anarchitecture internship at Styles Architects in Paris,France.

Figure 21: The Champs Elysees, Paris.

At the firm I was able to undergo a variety of differ-ent tasks in order to further my architectural stud-ies. For example, I began my summer working onhand drawings for the office, and then later movedonto constructing a model of a resort hotel, help-ing complete drawings on the computer, design-ing a building in a three-dimensional computer pro-gram, and lastly sketching out urban design render-ings for an upcoming project. However, perhapsmy favorite part of the work day, which was uniqueabout working at an office in Paris as opposed toone in the United States, was that every day dur-ing lunch my co-workers and I would walk to thenearest bakery, select a freshly-made French sand-wich on a baguette, and walk around Paris, whilethe architects of the firm discuss with us the archi-tectural character of the region and the history of theneighborhood. I truly felt lucky that the architectsat Styles Architects treated the internship as an edu-cational experience for me. They were exceptionallypatient teaching me concepts and ideas of both ar-chitecture and the French language that I was not fa-miliar with, in addition, were particularly interestedin giving me exciting projects in which I would beable to gain knowledge from working on during mysummer. Nonetheless, another amazing advantageof having an internship in Paris was that the week-ends evolved into a time for independent study andexploration. In other words, my weekends allowedme time to walk around Paris at my own pace, reallysoaking in how architecture defines the city, as wellas what are the fundamentals of French architecturaldesign.This internship was a fantastic summer experiencebefore entering my fifth and final year at NotreDame. I was not only able to receive the experi-ence of working in an office environment as an archi-tect, but also blessed to have the unique experienceof being immersed within a new culture in order tostudy it and learn from it. Perhaps my year abroadin Rome, Italy with the School of Architecture im-planted a ‘bug’ in me for European travel and study.I seem to not be able to get enough of it. I am fasci-nated with studying the architectural context of dif-ferent regions and how such basic building features,


CHEMICAL ENGINEERING IN AACHEN

such as windows, are drastically altered or subtletyadapted to thousands of different regions around theworld based on differing reasons such as weather,culture, purpose, etc. Through my European travelsI have become aware that the United States is dan-gerously close to losing its personal identity in somany of it’s cities that once seemed so unique. Themonotony of suburbia and the repetition of typical,disenchanted strip malls and parking lots are quicklyclosing in around us, and if we do not do somethinginstantly we risk losing it all before we ever realizethere is a problem. Many cities in Europe providean excellent example for how we can adapt our cur-rent cities to address immediate needs, as opposedto consistently opting for new construction, biggerprojects, and significant funding. In my future I planon studying more examples that Europe provides forus, and how they can be applied to architecture inAmerica. Ultimately, having the chance I was pro-vided with this summer allowed me to realize thepossibility and reality of reaching out and going fora job position in Europe. Thank you Nanovic Insti-tute for European Studies for helping me make thisopportunity possible.

C h e m i c a l E n g i n e e r i n g i nAachen

Douglas PernikClass of ’12, Major in Chemical Engineering

My internship in Aachen, Germany proved to be atremendous supplement to my Notre Dame under-graduate education. I performed research in Aachenas a part of RWTH Aachen University’s Undergrad-uate Research Opportunities Program (UROP). Theresearch I performed while in Aachen deals with bio-fuel production and applies directly to my major,Chemical Engineering. But the education I receivedin Germany extends far beyond my research project:I was able to broaden my mind as I experiencednew cultures and came into contact with people whowere completely different from myself.

Figure 22: RWTH Aachen University, main building.

First, my research project provided me with a won-derful opportunity to expand my knowledge of thesciences. My project was entitled “Kinematic Anal-ysis of Cellulose Hydrolysis in Ionic Liquids.” Thegoal of this project was to analyze how cellulose ishydrolyzed in ionic liquids. Cellulose is the mostabundant organic molecule on earth, and as such,much research is currently focused on finding waysto convert this complex molecule into a usable sub-stance for biofuel production. I worked with theAachener Verfahrenstechnik (AVT) group, developinga computer model for this depolymerization of cel-lulose in ionic liquids. The AVT’s current researchin this area is quite interesting; they recently foundan enzyme that can depolymerize cellulose whilethe cellulose is dissolved in ionic liquids. Nearlyall other organic enzymes would quickly die in thisionic liquid solution; however, this new enzyme isactive under these conditions and looks to be quitepromising for future commercial production of bio-fuels. The AVT will continue my work and improvethe molecular model I created as more experimentaldata becomes available from collaborators.My summer in Aachen did not only allow me toexpand my knowledge of the sciences. It also pro-vided me an opportunity to immerse myself in acompletely new culture at a very exciting time of na-tional pride. I learned that German national pridehad been largely suppressed from the end of WorldWar II until 2002. The nation had still been feel-


HERITAGE AND COMMODITY IN WESTERN IRELAND

ing the collective guilt that resulted from the roleit had played World War II. But in 2002 a certainevent brought the Germans out of their remorsefulrut. That event was the 2002 FIFA World Cup, heldin Germany. Flags were once again waved and asense of national pride was restored. This summerI was lucky enough that the World Cup coincidedwith my stay in Germany. Although the Cup washeld in South Africa, I could see for myself how im-portant soccer was as a symbol of German nationalpride. Each weekend I traveled to a different partof Germany, learned the local history, absorbed theculture, tasted the food, and saw firsthand just howcrazy Germans are about soccer.Also as a part of the University of Aachen’s programI participated in German language classes, and bythe end of the summer I could communicate with na-tive Germans slowly but effectively. During my lastweekend in Germany, I stayed with my friend’s rela-tives, a native German family from the small town ofRuedigershagen in the state of Thuringia. The fam-ily had lived through more than twenty years of EastGerman rule before the eventual fall of the BerlinWall ended Soviet rule in all of East Germany. Thisweekend with the family ended up being an enor-mous history lesson for me. I learned how difficult itwas to grow up in East Germany with such severelylimited freedoms. The father even described it as be-ing a prisoner in one’s own country. I visited a mu-seum on the old border between Eastern and West-ern Germany and was able to see a preserved sec-tion of the militarized fence separating the two Ger-manies. Looking at the intricacies of all the defensesset up to prevent East Germans from crossing intoWest Germany, I gained a deeper appreciation forhow difficult it must have been to grow up in thispart of the world just over twenty years ago.I am extremely grateful to have had the opportunityto participate in RWTH Aachen University’s UROPInternational program. I was able to enrich my stud-ies and grow as an individual as I obtained a trulyinterdisciplinary education in Aachen, Germany. Icould not have participated in this program withoutthe financial assistance of the Nanovic Institute. Forthis, I give my deepest thanks.

Heritage and Commodity in West-ern Ireland

Claire BrownClass of ’11, Major in Anthropology


Standing atop a rocky hill in Connemara that feltmore like a mountain, I scanned the windsweptcountryside below me through the pelting rain in avain effort to find ponies that were most likely in amuch more sheltered area than I. These Connemaraponies are perfectly suited for such conditions, astheir hardiness and stamina has been honed throughcenturies of breeding to suit the wilds of western Ire-land. The ponies are in essence living history, and Ihad the privilege of working with them every dayduring my summer research experience thanks tothe gift of an Undergraduate Travel and Researchgrant from the Nanovic Institute for European Stud-ies.

Figure 23: Connemara, western Ireland.

Working with Connemara ponies was an integralcomponent of the two months of fieldwork uponwhich I embarked for the purpose of garnering in-formation for my senior anthropology honors thesis.This research began in the summer of 2009, when Iwas awarded my first grant from the Nanovic Insti-tute to investigate the Connemara pony’s influenceas a manifestation of agricultural heritage and rural


HERITAGE AND COMMODITY IN WESTERN IRELAND

Irish identity. The pervasiveness of the pony withinthe Connemara community came as a welcome sur-prise, and I left with the strong conviction that therewere deeper socio-cultural issues at play that neededfurther study. Therefore my research for the sum-mer of 2010 was expanded into an ethnography ofthe Connemara people, focusing upon the mergingof heritage and social networks within the breedingand showing of the Connemara pony.I conducted my fieldwork by completely immers-ing myself within the world of the Connemara pony.I engaged in participant observation by workingat Errislannan Manor, a local pony trekking cen-ter owned by Mrs. Stephanie Brooks, author ofSeahorses: Connemara and its Ponies. Throughmy involvement at Errislannan I made crucial so-cial contacts with noted breeders, judges, and show-men throughout Connemara. I conducted inter-views with these individuals during which time theyshared their opinions about the pony and how it haschanged through the years. My attendance at the lo-cal pony shows held each Sunday acted as both an in-tegral component to my understanding of the socialnetworking in the pony world and an opportunityfor me to view those I had interviewed in action. Iintroduced a comparative framework to my researchthrough the attendance of other equestrian eventsthroughout Ireland including the Royal Dublin So-ciety Horse Show, the Midlands Connemara PonyBreeders Championship Show, the Galway RaceMeetings, the Omey Races, and the Errismore Races.This varied methodology gave me the tools to studythe ponies on multiple social, economic, and geo-graphic levels.Socially, the pony serves as a means for interac-tion between members of the Connemara commu-nity from different economic classes. A local individ-ual expressed to me that winning at a show allowsone who is of a lower class achieve recognition in thecommunity that he would not have been given oth-erwise. The forces of social cohesion at work withinthe pony world are thereby translated into commu-nity relations outside of the showing sphere. It isthe status, recognition, and experience of winning ata show that brings these participants back, not the

prize money or the trophies.The pony acts not only as a catalyst for social net-works, but also as an extension of its owner’s senseof self and identity. I was told on more than one occa-sion during interviews to “Come see my ponies, andthen you will know more about me.” Breeders viewtheir stock as an extension of their breeding valuesand diligence, and were thereby eager to show metheir ponies so that I would in turn understand thehuman behind the animals. The breeding of Con-nemara ponies is a process in which one breeds forcertain conformational characteristics through thecombination of specific bloodlines. Through thispractice, it is evident what one values in a pony byviewing the pony that he or she has bred.My inclusion into the local Connemara pony com-munity made me privy to the specific knowledgeof what types of ponies specific individuals breed,who has been winning over the summer, who hasa nice filly this year, etc. The larger equine eventsthat I attended in the comparative framework ofmy research illustrate the unique nature of this lo-cal phenomenon. Just as the Connemara pony isbred, shown, and ridden on an international playingfield, so too are Irish sport horses and race horses.However, events such as the Royal Dublin SocietyHorse Show and the Galway Race Meetings entirelylack the shared knowledge that is omnipresent at anylocal Connemara pony show. The Irish equestriansphere is thereby characterized by a dichotomy be-tween the sport horse and the Connemara pony. Anattendee of a Connemara show can have a sense ofpersonal familiarity with a showman and his ponythat is largely impossible in the high profile worldsof racing and show jumping.This personal familiarity was an essential compo-nent to the success of my fieldwork, and is a directproduct of living in the community for an extendedperiod of time and having the means to sustain one-self during that time. The Undergraduate Travel andResearch grant gave me both of these things, withoutwhich I would not have been able to continue mythesis research from the previous summer season. Iplan to use my work from my two field seasons inthe creation of a senior honors thesis that will ulti-


IMMERSION IN IRELAND’S GAELTACHT REGION

mately lead into graduate work in anthropology. Ifeel that there is a depth to this topic that can be fur-ther explored at the graduate level, and plan to pur-sue my work in this area throughout my graduatestudies.

Immersion in Ireland’s GaeltachtRegion

Kristina HamiltonClass of ‘13, First Year of Studies

Studying Irish at Notre Dame has provided me withan introduction to Ireland’s mother language, andhas also exposed me to some of the country’s richculture. For example, while learning about thedifferent dialects spoken within the language, wewere introduced to the way Ireland is segregated be-tween those who speak English (urban areas) andthose who speak native Irish (west coast, known asGaeltacht regions). Over the last few years, Irelandhas seen impressive growth in various business en-terprises within the urban area. I began wonderinghow and if the economic boom has also moved to theGaeltacht, and whether it has affected the customsand traditional jobs held in those regions.

Figure 24: A beach near Carraroe, western Ireland.

This subject piqued my interest, and led me to be-gin thinking about proposing a research project thatwould explore how the Irish language has affectedthe economic situation of the Gaeltacht regions. To

effectively carry out a future research project cen-tered around this topic, I needed to increase myunderstanding and fluency of Irish. Attending theNational University of Ireland- Galway’s Irish Lan-guage Summer School this summer helped me fulfillthis requirement. The immersion program allowedme to gain key insight into how best to structure myfuture research on the economics of the minority lan-guage.The program was located in An Cheathru Rua (Car-raroe in English), which is about an hour outside ofGalway City. We took a bus from the Galway cam-pus into Carraroe, then immediately went to meetour host families, with whom we would be spendingfour weeks. My bean an ti (woman of the house) wasBairbre (pronounced like our Barbara), and she in-troduced us to her husband, Mike. There were ninestudents (including me) staying with Bairbre, whichwas about the average number of students with eachfamily. There were four levels of language immer-sion offered through the program, and within ourhouse, there was someone in each level. Because ofthis diversity, I was able to speak with some whowere above my language level, as well as some whowere below, and that opportunity served as an excel-lent learning and studying tool throughout the fourweeks.My instructor’s name was Yvonne. One of her bestteaching strategies was to teach class in as much Irishas she possibly could. She inserted English phrasesinto Irish-structured sentences, and used pictureswhen introducing vocabulary as an attempt to elim-inate our brains’ need to process English into Irish.Our vocabulary subjects covered many topics, suchas personality/physical descriptors, neighborhoodand daily living adjectives, and occupations/collegevocabulary. I found that while we focused more onvocabulary than grammar, I was able to use nearlyeverything I learned from the grammatical instruc-tion I received here at Notre Dame. We covered someirregular verbs and a new verb tense in Ireland, butmy greatest improvement to my Irish was my in-creased terminology, as well as my improved pro-nunciation and comprehension.Being in the classroom with a native (fluent) instruc-


TEACH BHRIDE VOLUNTEER IN WEXFORD, IRELAND

tor for over five hours each day really impacted myunderstanding of the language and how it is struc-tured. In many phrases that we would translate fromEnglish, the Irish version would express the needto be ‘applying’ or putting something onto the sub-ject. For example, “I am sorry” in Irish is ta bron orm,which literally translates as “there is sorry on me.”Much of the language involves these sorts of physi-cal applications of emotions and relates to the waysin which the Irish live their lives. When talking to myhost family about different occupations in the area,they expressed that though many people are inter-ested in some of the newer fields of work and howthey could be applicable to the area, people feel theneed to be doing physical or laborious work of somekind. Together, they helped to explain that the Irishpeople do not feel satisfied with their day at work ifthey cannot see the physical difference or improve-ment they made in that day. They also maintain tra-ditional jobs as they believe it serves as job security inthis time of economic uncertainty; there will alwaysbe a need for fishermen, and clinics will always re-quire additional help to the doctors. For this reason,I believe that the economic situation of this area re-mains as it is because of this caution to change, andthe Irish language is helping to maintain these beliefsas it is very traditional and adheres to the beliefs andcustoms of the people.Having had exposure to the area of Galway (andCarraroe specifically), I believe that the best way toconduct research would be to have personal inter-views with the local people, asking them to sharetheir family history, and why they have stayed in theGaeltacht regions. I believe that this would providethe best opportunity to have meaningful data, andit would be an eye-opening experience to hear fromsome of the people whose families have never left thearea.From the learning opportunities to the wonderfulpeople I met while in Ireland, I know that this expe-rience has changed the way in which I see the worldand how I see language as a gateway into a culture.Thanks again for supporting me financially as I tookpart in this amazing program. I know that the mem-ories I have and the knowledge I have attained will

forever serve as a positive reminder of how uniqueIreland is.

Teach Bhride Volunteer in Wex-ford, Ireland

Annette RuthClass of ’11, Majors in Biology and Psychology

In taking the initiative to travel to Ireland, a tripthat I could not have afforded without the gener-ous funding of the Nanovic Institute, I have expe-rienced faith and spiritual life in Eire. I have beenable to directly witness and participate in the workof the Teach Bhride mission, and also to see that hopehas not been lost. The zeal with which many localsof County Wexford have come to participate in theMass and to encourage their children to actively joinin the liturgy—to sing and join the choir—have be-come great signs of hope for not only the present, butalso for the future generations in Ireland. The eager-ness with which the grade school children sang wasbeyond anything I have ever seen in a typical class-room here in America. Working with the children ofWexford has indeed been a sacramental service, or aservice of public prayer, in helping them revive theirfaith community by teaching them how to be modelsof active faith for their parish.

Figure 25: St. John the Apostle in Ardamine, CountyWexford, Ireland.


SEMINAR WITH THE HOLY SEE

During my time in Ireland, I had the joy of walkingeverywhere, from Clonard to the shores of the bayby the docks. I toured through the old churches inthe area, including St. Iberius and the Bride Streetand Rowe Street Churches. The latter are Wexford’sidentical twin Churches. Built in the Neo-Gothic ar-chitectural style, they were opened in 1858, and thetwin spires are part of the unique skyline of the sea-port town, standing as monuments to a rich past inthe Catholic tradition. A large Polish population re-sides in the area as well, mostly attending St. Fran-cis Catholic Church, located near the North twinChurch, further contributing to the area’s dominantCatholic character.The people in Wexford were always most amiable,eager to interact with tourists in businesses and ca-sually. The Irish truly have a way of taking their timewith their daily activities. Here in the States we be-come so absorbed in the daily rush to get everythingon our schedules accomplished that we overlook op-portunities to relax, socialize, and to notice detailsof the world around us. Even meandering about atwhat I thought was a slow pace, I found myself be-ing reminded to take my time on more than one oc-casion. I have learned to take things more slowly,knowing that everything will happen as it shouldin good time. Of course, this doesn’t mean that weshould abolish our commitments, but perhaps thatwe should be more inclined to live a mentality thatdoes not rest on a mantra of stress. The people of Ire-land reinforced the wisdom in taking time to thinkthoroughly about a situation before speaking or act-ing. To move slowly, rather than quickly, holds greatvalue in our daily interactions.My time in Wexford has opened up my mind to thelandscape of a whole new culture and a way of think-ing and social interaction that has far fewer reserva-tions than our own. I was truly challenged to stepin and interact with the people, the children espe-cially. Observing and working with the childrenhas further solidified my interest in pediatrics froma faith perspective, and I have decided to continuemy work in service post-graduation in a capacitythat will best serve the needs of the younger gener-ations. Practicing medicine is a useless pursuit if I

cannot nurture the whole person, body and spirit,and only in understanding the value of the spiritcan one gain the fullest appreciation of humanity asone body and one spirit in the Living God. We arecalled to serve in multiple capacities and to utilizeall of our talents for the benefit of others. I have wit-nessed the beauty that comes from families recon-necting with their faith community, and how theyhave been drawn closer in their relationship withGod through this interpersonal bond. It truly doesnot matter what our vocation in life is; if we can-not nurture those around us in body and spirit, thenwe cannot appreciate humanity as one body and onespirit in the Living God.Thanks to the Nanovic Institute for European Stud-ies, I have been able to expand my horizons in ex-periencing life in a European culture, and to learnvaluable lessons regarding life, spirituality, and ser-vice in faith that will remain with me and help guideme on my personal journey.

Seminar with the Holy See

W. Patrick McCormickClass of ’12, Majors in Political Science and Peace Studies

“Love—caritas—is an extraordinary force whichleads people to opt for courageous and generous en-gagement in the field of justice and peace.” Withthese words, Pope Benedict XVI exhorted not onlythe faithful of the Catholic Church, but “all peopleof good will,” to confront the challenge of injusticein our world through service to the cause of integralhuman development. Through an UndergraduateInitiative Grant provided by the Nanovic Institute, Ihad the opportunity to participate in a seminar spon-sored by the Holy See Mission to the United Nationswhich enabled me to explore how I might most effec-tively respond to this call through my own life andwork.The week-long seminar was hosted by the Perma-nent Observer of the Holy See to the United Na-tions, Archbishop Celestino Migliore, and was enti-tled “Freedom, Truth, and Charity: Promoting Hu-


SEMINAR WITH THE HOLY SEE

Figure 26: His Excellency Archbishop CelestinoMigliore, Permanent Observer of the Holy See to theUnited Nations.

man Development as a Vocation.” Through the pro-gram, I joined students representing colleges anduniversities from across the country to learn moreabout the work of the Holy See Mission as well asthe United Nations as a whole. We also delveddeeply into the study of Catholic Social Teaching,and considered its implications for international de-velopment efforts around the world. Over the courseof the trip, we had the privilege of meeting withdiplomatic leaders, including the Archbishop him-self and his staff at the Holy See Mission to the UN;representatives from the UN Missions of the UnitedStates, the United Kingdom, and Germany; a formermember of the Israeli Ministry of Foreign Affairs;the First Counselor for the Permanent Observer ofPalestine to the United Nations; the Editor-in-Chiefof America magazine; the Caritas Internationalis Headof Delegation to the UN; the Secretary General of theWorld Conference for Religions for Peace; and nu-merous other academic, governmental, and civil so-ciety experts on development issues ranging fromeconomic inequality to climate change to interfaithdialogue.Reflecting upon all that we experienced over thecourse of the week, I would like to share two ob-servations. First, the uniqueness of the Holy See’s“distinctive international juridical personality” lies

in its effort to bring to bear a moral perspective oninternational affairs that extends beyond the realmof mere geopolitical realism to instead offer a moretranscendent vision of human society founded uponthe fundamental dignity of the human person. Sec-ond, the United Nations has extraordinary potentialto affirm the dignity of the human person throughits ability to assemble the nations of the world to-gether into a more coherent community where eachrecognizes its own self-interest as inseparable fromthe broader demands of the common good—a goodthat knows neither the boundaries that divide nationfrom nation, nor those that separate one people fromanother on whatever lines, be they ethnic, religious,or otherwise. The United Nations provides an ex-ceptional forum for individuals and nation-states towork to extend these seams of solidarity accordingto an architecture of charity that seeks the authenticdevelopment of each and every human person in anever more inclusive human society. In such a world,though justice is undoubtedly the “primary way ofcharity,” charity simultaneously “transcends justiceand completes it in the logic of giving and forgiv-ing.”On our last full day in New York, we had the oppor-tunity to visit St. Patrick’s Cathedral in Manhattan.I was struck by the grandeur of this Cathedral builtby immigrants, and how my own participation in thetrip had been made possible by a University whose“Fighting Irish” mascot derives from a comment thatwas intended to be a slur against a population thatwas, at the time, an ethnic minority. Today, IrishCatholics are widely accepted and integrated intoAmerican life, but new migrants from other parts ofthe world now face the challenges of my ancestors.Reflecting on this reality became a time of recommit-ment for me to an ideal that is at once both Americanand universal—the struggle to secure liberty and jus-tice for all.In closing, I would like to reiterate my gratitudeto the Nanovic Institute for European Studies, theKroc Institute for International Peace Studies, andthe Holy See Mission to the United Nations for pro-viding me with such an unparalleled opportunity toencounter the intersection of Catholic Social Teach-


THE POWER OF RELIGION IN MODERN UKRAINE

ing theory and practice on the world stage. Thoughmy time on the seminar has come to a close, I knowthat the process of working so that my learning inNew York might bear fruit in service to justice hasjust begun. Thank you for the privilege of attendingthis year’s Path to Peace Foundation Seminar, andfor all that you do on behalf of Notre Dame.

Vaclav Havel and the CommonGood

Richard YbarraClass of ’10, Majors in History and Philosophy

My research was on the political theory of VaclavHavel, a Czechoslovakian dissident during Commu-nist rule, and the notion “The Common Good” as un-derstood in the Catholic tradition.

Figure 27: Vaclav Havel speaking to German Presi-dent Kohler, 2000.

I was taking a class with Professor A. JamesMcAdams on the rise and fall of world communism,in which we studied Havel’s profound work titledThe Power of the Powerless. Professor McAdams ad-vised me on the paper which sprung from his course.My research studied Havel’s work and related it tothe topic of globalization, or, more specifically, howChristianity can inspire a global culture. I was setto present my paper titled “The Common Good and

Vaclav Havel” at the 43rd annual UNIV Conferencein Rome, Italy. The topic of the conference was glob-alization. The paper I presented served as a cap-stone project, allowing me to bring together impor-tant ideas from my previous coursework on Havelin my political theory courses with Professor MaryKeys, and on the concept of the “common good” inmy class with Professor Alasdair MacIntyre.At the UNIV Conference, there were students pre-senting their papers from all over the world. In-teracting with these students gave me a wider per-spective as I learned about their cultures and coun-tries and how, even though we are quite different inskin color and primary language, strong our com-mon ground is. Luckily most of the students therefrom the other countries could speak English. Mypresentation was well-received. On my panel weretwo other presenters and we had an engaging discus-sion with the audience on the importance of leader-ship in politics and more practically, how leadershipcan influence individual people in society.Out of over seventy presenters from all over theworld, my paper won an award, an honorable men-tion. There were only five total awards given.Attending the UNIV conference also gave me myfirst opportunity to see the eternal city, Rome. Espe-cially as a Catholic, my trip to Rome was spirituallyenriching. I was able to see the sites of early Chris-tians. I visited the catacombs. The conference wasduring Holy Week, which meant that I was able to at-tend some of the Easter services. I was at the Colos-seum for the Stations of the Cross on Good Fridaywith the Holy Father, Pope Benedict XVI, at Saint Pe-ter’s Basilica for the Easter Vigil Mass with the HolyFather as well. The time I spent in Rome made meproud and very grateful to be a Catholic.

The Power of Religion in ModernUkraine

Katherine MohrigClass of ’11, Major in Physics, Minor in Russian andEast European Studies


THE POWER OF RELIGION IN MODERN UKRAINE

Lviv is a fascinating laboratory where the amalgama-tion of various religions, ideologies, and peoples oc-curs. Lviv has been ruled by Poles, Cossacks, Austri-ans, Russians, and finally Ukrainians, and thus com-fortably hosts cultural remnants of all these groups(most notably religious remnants). The City of Li-ons was once home to over sixty churches, and theinterest in religion is notably high. People enthu-siastically discuss religion, and a far broader spec-trum of people believe religion is an integral part ofthe unification of a place. Religion is frequently adefinitive quality of a group of people, and the suc-cessful cohabitation of the various religious groupsin Lviv is a result of a mutual respect between thefaiths, as well as a passion for ecumenism. Peoplein Lviv generally have an intense awareness of theirhistory as well as their current affairs, albeit they areoften quite pessimistic when discussing their politi-cal situation. The long and intricate history of Lvivgives it a unique character, which contrasts so starklywith cities in the States.

Figure 28: Lviv, Ukraine, seen from above.

While in Lviv, I was able to experience Ukrainianand Lvivan culture through the working environ-ment, as well as through daily activity within thecity. At the Ukrainian Catholic University, I workedto help market the Distance Learning Master’s Pro-gram as efficiently as possible. I created a Facebookpage as well as a Facebook group, because social net-working websites such as Facebook have become alarge part of the lives of young people. Throughour Facebook account named “Ecumenism Lviv”

(separate from the group we created), we gainedover 200 friends in a mere three weeks, and I estab-lished conversations with several of them. In ad-dition to our account, I created a group for peoplewho wanted more information about the program.I managed to gather over 150 group members dur-ing my time in Lviv, and received some feedbackabout the program. Through the group, I providedinformation, pictures, and started discussion boardsabout the program. I also created a Wikipedia pagewhile at UCU. At first my page was deleted, as theWikipedia Executive Editors saw it as an advertisingpage rather than an informative page. I had to gainclearance and begin revising the page in order to getit approved. I thus made the page, in English, a pageabout the department rather than just the programalone.In addition to my general advertising, I contactedpeople from the Edinburgh Conference with infor-mation about the program and how they can helpsupport or further it. Moreover, I sought out profes-sionals with an interest in ecumenism through theSpirituality Network. I wrote to these people, wholived in various countries around the world, aboutthe program also. Besides advertising the program,I also contributed to publications. I edited publica-tions, ensuring the writing was clear and concise.I worked on the brochure advertising the program,a brochure advertising another program within thedepartment, weekly newsletters, and a few other mi-nor works.I also talked to many people in the communitythrough my connections at UCU, and found that re-ligion is frequently an active part of people’s lives.Nevertheless, they do not always adhere strictly toreligious doctrine, and take many other factors intoconsideration when making decisions. The difficul-ties experienced by the older generations under theUSSR have largely shaped their worldview, and theyounger generations are influenced by the difficulteconomic situation and strained Russian relations.Personal daily experiences also are formative, andbecause so many differing religious doctrines coex-ist, habitants of Lviv easily adapt and accept portionsof multiple beliefs.


GLOBAL CULTURE AT THE PONTIFICAL UNIVERSITY OF THE HOLY CROSS

Ukraine is a captivating place, and my summer inLviv has helped me determine my future plans. Ihave decided to continue my studies in graduateschool; I shall participate in a regional studies pro-gram where I can focus on the ever-complicated Rus-sian and Ukrainian relations. I have already madeplans with my hosts for a return in two years, andhope to have completed a Master’s degree by then.I am eager to return to the city, largely built bythe Catholic Poles and Austrians, currently ruledby Orthodox and Eastern Catholic Ukrainians, thecity where Eastern European cultures delicately coa-lesce.

Global Culture at the PontificalUniversity of the Holy Cross

Brandon PayneClass of ’10, Major in Economics

The Nanovic Institute gave me the opportunity tospend Holy Week at the UNIV Forum, held at thePontifical University of the Holy Cross. This form,sponsored by Opus Dei, focused on the topic of howChristianity could inspire a global culture. Studentsfrom around the world contributed to the discussionof how the Christian conception of the human per-son and society can aid in the development of anauthentic global culture. Ultimately, this experiencewill add to my ongoing comparative study of groupslike Opus Dei and the U.S. Social Forum.The keynote speaker of the men’s conference was Dr.Andrew Hegarty, director of the Thomas More Insti-tute in England. Dr. Hegarty’s speech was titled,“Engagement with Our World: Considerations In-spired by St. Thomas More.” The speech intendedto use St. Thomas More as an example of how to livea principled, pious life while being an active mem-ber of society and a leader, rather than being reclu-sive.The emphasis on education is apparent amongUNIV participants; many of the adult organizershave Ph.D.s or Masters degrees in technical fields

Figure 29: Pontifical University of the Holy Cross.Rome, Italy.

(from secular universities such as NYU, Stanford,UC Berkeley, Harvard, MIT, Princeton), as well asyears of study in Opus Dei’s theology formation pro-grams. This fulfills one of the group’s essential goals:“We need scientists who know how to be apologistsof the faith, each in their own field, in all profes-sions.” According to Dr. Hegarty, Thomas More wasa perfect example of carrying out one’s professionallife as a recognized authority, but also as an ardentapologist for the faith, ultimately leading to his exe-cution. He added that in addition to individual ef-forts to become professionals and active witnesses,“political intervention in some shape or form” maybe necessary.Throughout the rest of the week I asked participantswhat they thought Dr. Hegarty meant by political in-tervention. One participant who is from Venezuelabut studies in Spain intends to return to his home-


ARCICONFRATERNITA DELLA MISERICORDIA IN SIENA, ITALY

land to join the anti-Chavez movement. He sees thatpolitical struggle as part of his theological formation,noting that to Chavez’ supporters “He is their god.”Most participants, however, did not see their per-sonal potential tied up with politics. Some were evenreluctant to be open about their religious commit-ments in the professional world.Other participants simply confided that bringingChrist to everyday life was their calling. A primeway of evangelizing is through being someone’s“best friend” and living virtuously. A Christianshould have a positive impact on thousands of lives.He should make himself available so that othersmay have the opportunity to meet a Catholic. Heshould not convince others to do things or under-stand things, but he should be their best friend; be-cause friendship is not a tool of apostolate, it is apos-tolate. A Christian can be a friend with one whothinks in a completely different way. Yet, Opus Deiis constantly expanding and looking for new mem-bers, who are often drawn in by being invited to Cen-ters of the Work.Much of the research presented by students fromdeveloping countries focused on how those coun-tries were struggling with the onset of moderniza-tion and modernity. Groups from Kenya and thePhilippines decried an increase in sexual advertis-ing (or sex-vertising) in their nations. The groupfrom Kenya argued that companies can be successfulwithout attracting consumers through immoral ad-vertising; they pointed to Starbucks as an example.Various debates about nihilism and humanism asnegative aspects of globalization were batted aroundby groups from Brazil and Spain. Though neitherof these groups was particularly clear in their ar-guments, they both conceded that globalization de-void of Christianity is a toxic export of Western na-tions.Thanks to the Nanovic Institute, I may now continuemy study comparing groups like Opus Dei withmore open groups like the U.S. Social Forum.

Arciconfraternita della Misericor-dia in Siena, Italy

Emma ZaineyClass of ’11, Majors in Italian and Liberal Studies

My service project began in a cramped classroom atthe top of a winding, narrow staircase in a beautifulpalazzo in the heart of Tuscany. As a requirement ofthe internship program at the Dante Alighieri lan-guage school in Siena, I had to attend two weeksof Italian language courses. Initially, I thought thatI would never need those two weeks of classes be-cause I naively believed my proficiency was far be-yond the required level. Of course I could ordera slice of pizza, ask the location of the nearest re-stroom, and converse about the weather, but I didnot possess the necessary vocabulary to communi-cate with someone on a technical level or to engagein a conversation about someone’s past. Within myfirst three days at the Arciconfraternita della Miseri-cordia, I became acutely aware of the benefit thosetwo weeks had provided me.

Figure 30: The historical seat of the Confraternita diMisericordia, Siena, Italy.


ARCICONFRATERNITA DELLA MISERICORDIA IN SIENA, ITALY

The Misericordia is the oldest and most prestigiousnon-profit organization in Siena that provides as-sistance to people with disabilities and immigrantsdealing with problems in integration and distributesfood to the poor. The area of service in which I vol-unteered the majority of my time was transportingdisabled persons to and from medical appointments.On my first day of service a driver asked the directorif he should communicate with me in Italian or En-glish, and the driver responded Italian, solely Ital-ian. At precisely that moment I realized the Italianlanguage delved much deeper beyond the realm ofweather, gelato, and the nearest picturesque cathe-dral. Over the course of four weeks of service I in-teracted with numerous people, each with a uniqueand engaging story to tell. It was during these dailyinteractions that I truly realized the benefits of therequired two weeks of language classes.My days consisted of five hours of service begin-ning at nine o’clock each morning. Every morning,Rosario, a young disabled man serviced by the Mis-ericordia, cheerfully greeted me and engaged me inconversation until my service vehicle arrived. Al-though I was never placed with a specific driver andvolunteer group, I would occasionally work with afamiliar face. Working with the same drivers andvolunteers provided me a more fruitful opportunityto improve my Italian because we could continueprior conversations. I spent countless hours in thefront seat of a Misericordia service van learning Ital-ian and laughing at my attempts to do so. Thedrivers were gracious teachers who never gave upon me despite my floundering efforts to master a cer-tain turn of phrase or difficult, new term.The other and possibly more rewarding aspect of myfour weeks of service consisted of my interactionswith those I served. In particular, a retired marinenamed Sergio who was undergoing radiation treat-ments for a brain tumor comes to mind when I re-flect on my summer. He lived in a beautiful villaoutside the city that took us a considerable amountof time to locate, and yet our tardiness never upsethim. He was very soft-spoken yet never unpleas-ant, and despite his debilitating condition, he alwaystook care to dress himself elegantly. His peaceful,

collected demeanor inspired in me respect and ad-miration.At the end of my four weeks of service with theMisericordia, I reflected gratefully upon my begin-ning two weeks spent in that cramped classroom atthe top of the winding, narrow stairs. They pro-vided me the foundation upon which I could buildmy own Italian vocabulary through my interactionswith both the other volunteers and drivers and thepeople we served. Would I do it again knowingthat my service work would entail carrying peoplein wheelchairs up five flights of stairs to their apart-ment on a sweltering July day? Absolutely. Evenif the language barrier prevented me from fully un-derstanding what was happening around me? Ofcourse.


Graduate Students

Monastic Lay Brothers and Sistersin the Low Countries

Damian ZurroDoctoral candidate in History

I used my Nanovic Graduate Travel and ResearchGrant to go to Belgium for almost six weeks this sum-mer where I worked in several state, regional, andecclesiastical libraries and archives. This was nec-essary foundational research for my dissertation inmedieval history on the monastic lay brothers andlay sisters.

Figure 31: Grimbergen Abbey, Flemish Brabant, Bel-gium.

The lay brothers and lay sisters (conversi and con-versae in Latin) were members of various monasticorders from the twelfth century onwards who pro-fessed vows similar to those of the monks and nunsbut who dedicated their lives to labor rather thanto prayer and occupied an auxiliary position in thecommunity. Lay brothers mostly worked the agri-

cultural lands that supported particular monaster-ies; lay sisters mostly did domestic work within con-vents. I hope to use this research in my dissertationto answer questions about the spiritual and materialvaluation of labor in monastic life in pre-modern Eu-rope. I based myself in Brussels, Belgium, for thefirst month of my trip to work in archives there andto make research trips to archives around Brussels.At the end of the trip, I resided in Bruges to makeuse of the state archives.I focused on three monasteries, all of which werelocated in what is present day Belgium. They arethe Cistercian abbeys of Villers and Les Dunes alongwith the Premonstratensian abbey of Grimbergen.The research for Villers—a thriving monastery inthe twelfth and thirteenth century—brought me tothe Bibliotheque Royale in Brussels, the state archivesin Louvain-La-Neuve, and the diocesan archives inMechelen. I examined cartularies (books or regis-ters containing copies of the deeds or charters relat-ing to the lands, churches, and other properties of amonastery, or of any other establishment) of Villersto find evidence of lay brother work and presence. Inaddition to reading the sources in person, I was ableto take digital photos of many of the manuscripts forfuture reference.Since the lay brothers would have come from the il-literate peasant population, they did not leave be-hind evidence in their own voice, and one musttease out clues to their presence. As people donatedland, this could be evidence that certain donors mayhave joined as lay brothers. These records will helpme to determine how many lay brothers could haveworked on a grange (cultivated lands at a distancefrom the monastery) and how their work wouldhave contributed to sustaining the monastery.

49

THE REFORMATION OVERSEAS GRADUATE STUDENTS

The research for Grimbergen brought me to themonastery itself, just outside of Brussels. Premon-stratensian canons still reside at this house, whichwas founded in the twelfth century and still pos-sesses many of its archives. I will use this researchto compare the relationship between Premonstraten-sian use of lay brothers and the order’s ideals aboutlabor with Cistercian views on this same relationshipwithin their order.I eventually left Brussels for Bruges, where I spenttime in the state archives to research the Cistercianmonastery of Les Dunes. Les Dunes was located innorthern Belgium, not far from the North Sea, and itis noted for having a large population of lay brothers.As in the other archives, I read and photographed acopy of the cartulary of the abbey.In addition to gathering sources, this trip helped memake connections with the librarians and archivistsin the different cities. I am especially grateful to thearchivist in Mechelen, who was always exception-ally attentive to my needs and who offered helpfulguidance. These connections will prove valuable onfuture research trips.It was a fascinating time to be in Belgium, wherean election a few weeks before I arrived resultedin a parliamentary majority for the Flemish sepa-ratist party. Belgium is an officially bilingual coun-try whose residents speak French and Flemish. TheFlemish separatists want the Flemish-speaking areasof the country to secede from Belgium and form theirown country in the European Union. Since I workedon both sides of the linguistic line, I had a chanceto ask people diplomatically their views on this con-tentious topic. I met no adamant Flemish separatists,but instead I met both French and Flemish speak-ers who told me that separatist controversies existonly among the politicians, while the general pub-lic is fine with the country as it is, and that compro-mise has always been and will always be a part ofBelgian life. Of course, my anecdotal evidence doesnot erase the real divisions that exist in Belgium, butit was a rewarding learning experience outside ofthe archives to see two different cultures trying toovercome differences and stay united, all the whilewithin the archives I was researching a similar cul-

tural divide between a learned clerical culture andan illiterate laboring one.This trip has provided me with resources to do an in-stitutional study of lay brotherhood at these monas-teries as part of my dissertation. While I did not findmuch information on the lay sisters, I now have aclearer idea of other sources to pursue in the futurewhere I may discover information on them. Over-all, I had a wonderful time in which I did my re-search, sampled some good cuisine and even betterbeer, and met some fascinating citizens of a compli-cated country. I am grateful to the Nanovic Institutefor this opportunity.

The Reformation Overseas

Anne McGinnessDoctoral candidate in History

There is no greater research challenge that I have ex-perienced thus far than having two months to scourthe archives of a city containing well over three hun-dred miles of stacks of documents all pertaining tothe Catholic Church.Bouncing from the Jesuit archives (ARSI), to its up-stairs garden getaway, to the Propaganda Fide inthe Collegio Urbano (which gives you a bird’s eyeview of Saint Peter’s Square to enjoy all by yourself),to the Swiss-guarded Vatican Secret Archives (ASV),I collected documentation necessary to present twoconference papers this fall and to defend my dis-sertation proposal in the spring. My project cen-tered around how the Catholic Church in the six-teenth century was engaged in many projects simul-taneously, such as the two-fold task of Catholic re-form and defending the Church against the Protes-tant Reformation on the one hand, as well as beingdedicated to its overseas missionary enterprise onthe other. The broad question guiding my research ishow these components of the Church’s mission fit to-gether. In other words, why, and in what ways, wasLatin America an outpost of the European strugglebetween Catholics and Protestants in the sixteenthand seventeenth centuries?


SPANISH JESUIT STRATEGIES AFTER TRENT GRADUATE STUDENTS

To answer this question, I began at the Jesuit archivereading the canonization proceedings of the largestJesuit massacre in the early modern world (1570-1571), thinking about how this event, charged withthe rhetoric surrounding the Reformation, was in-terpreted in Portugal, Brazil and beyond. Just asSaint Teresa of Avila had a vision that these forty Je-suits, martyred by the French Huguenot, would re-ceive the glorious crown of laurel, many residents in-terviewed from Coimbra, Braga, Evora and Rio deJaneiro also testified to the holiness of these menand to the stir that this event made within a soci-ety torn by the Protestant Reformation and at thesame time dedicated to Catholic mission and re-newal. Over one hundred printed materials circu-lated in Europe after the event, and plays and poemswere read aloud and performed in Brazil beginningin 1574.

Figure 32: Ruins of Sao Miguel das Missoes, a Jesuitmission in southern Brazil.

The differences in the ways people from Europe andBrazil processed, memorialized and interpreted thisevent shows how regional differences crafted uniqueChristian expressions and it also demonstrates thatthere was no standardized Jesuit style; rather, the Je-suits mediated this event to local audiences throughdistinctive cultural practices. Furthermore, the mas-sacre of the Jesuits proved to be a turning pointin how they conceptualized their Brazilian mission.After the martyrdom of the forty Jesuits, the pres-ence of lingering French Protestants on the main-

land, who were engaged in illegal commercial tradein the Guanabara Bay between 1555-1567, was per-ceived to threaten the integrity of the missionary en-terprise. For the Jesuits in the Brazilian mission itwas not enough just to convert the pagans to Chris-tianity—the indigenous peoples now had to be con-verted to Catholicism and taught to dislike Protes-tants.Yet several questions lingered in my mind: who wasthe ‘other’ of the New World, and how was this elu-sive Protestant ‘other’ reshaped and reformulatedfor a New World audience? These questions moti-vated the second research phase of the summer, ded-icated to reading widely about the challenges posedto the larger Catholic enterprise of the colonial Luso-Brazilian world. Interactions with outside inter-locutors, especially the Dutch Reformed Church, innorthern Brazil from 1630-1661, were found in Pro-poganda Fide, established in 1622, when control ofthe missions was taken from the padroado and placedin the hands of the Roman Curia. Reading the re-lations from many religious orders in Brazil and theguidelines from the Curia to the missions concern-ing the presence of the Dutch, I was able to gleansome other ways in which conversations about theReformation traveled through Brazil. The remain-ing years of the Ph.D. program will be dedicated, in-ter alia, to thinking about these documents and deci-phering the subtle ways in which European concernsabout the Reformation made their way to the NewWorld.

Spanish Jesuit Strategies afterTrent

Max DeardorffDoctoral candidate, Department of History

With the generous support of a Nanovic Institutegrant, I was able to undertake research in Rome dur-ing the summer of 2010. My aim was to surveythe holdings of the Archivum Romanum Societatis Iesu(ARSI). The groundwork that I laid this summer will


SPANISH JESUIT STRATEGIES AFTER TRENT GRADUATE STUDENTS

feed into my intended dissertational studies, focus-ing on the historical development of missionary ped-agogy in the Iberian Atlantic during Spain’s GoldenAge.Broadly, my long-term objective is to detail theways that missionaries (Franciscan, Dominican, Je-suit, and Augustinian) in Latin America and on theIberian peninsula variously argued, tested, and ap-plied evangelical methods across different contextsin order to see whether they made concerted ef-forts to share and reproduce effective methodolo-gies across time and distance. My time in Rome thissummer was spent investigating the Jesuits’ part inthis equation. In order to avoid a work that quicklydistended beyond all recognition, I decided to focusmy studies on discrete geographical entities; thus Iwent looking for evidence of the Jesuits’ work in thediocese of Murcia, in Spain, and of their early ex-pansion to the New Kingdom of Granada, in whatis modern-day Colombia. At the ARSI, I found awonderful staff which safeguarded magnificent re-sources. Though I did not always find exactly whatI was looking for, I found many items of great util-ity.

Figure 33: The New Kingdom of Granada ceased toexist in 1819 with the establishment of the Republicof Colombia.

I learned a great deal both from the ARSI’s archivalresources and from its adjoining library. The concen-trated holdings of the library alerted me to two con-cepts which are central to understanding the work ofthe Jesuits in the sixteenth and early seventeenth cen-turies. First of all, the Ratio Studiorum was a frame-work for education at Jesuit colleges first theorized

and conceived in 1586 and tested and restructuredup through 1599. My newfound familiarity with thistheoretical model will provide a fantastic foundationfor exploring how and whether its mandates wereimplemented and in the end—whether this educa-tional agenda was adopted more commonly amongpriests of all stripes. Second of all, though I expectedthat Jesuits conducted missions in the rural parishesof Spain, I was unfamiliar with the literature andunaware under which moniker this literature trav-eled. At the ARSI I discovered a limited but fascinat-ing body of work on the sixteenth and seventeenthcentury misiones populares, missions to “Christian-ize” rural parishes led by Jesuits and first normal-ized under Claudio Acquaviva. While I was excitedto find this literature, I noticed that a study on south-eastern Spain, generally, and on the diocese of Mur-cia, particularly, was missing. This finding was bothdisheartening, because I will not be able to use suchwork to undergird my own thesis, and enthralling,because the field for such work remains open.While poring through the archive’s collections, I real-ized that material on popular mission activity is exis-tent, but scattered. In the collections marked Provin-cia Toletana, I found a number of letters from par-ticulars to the Father General commenting on theprogress they had made spreading the faith. Most of-ten these references to mission activity were oblique,with little detail. More useful information I foundin some longer anecdotal accounts and, most no-tably, the Cartae Annuae, which detailed the annualactivity of each college. While a number of theseyearly accounts were written in Spanish, the ma-jority were written in Latin (contrary to my earlierunderstanding). I was able to identify and inspecta number of references, but possessing only inter-mediate Latin at the moment, in order to garner allof the great detail within them, I ordered a greatnumber of digital copies to peruse at a later date.In addition to these wonderful sources, I also gath-ered great insight from the Epistolae Hispaniae, whichcollected letters written throughout the Jesuit net-work. Though this collection offered a hodgepodgeof material whose provenance was hard to antici-pate, many of the richest reports were to be found


ADVANCED SPANISH IN MADRID GRADUATE STUDENTS

here. Finally, I found one transcript of an evangelicalpoem that priests chanted while traveling through anew town. Overall, the results I found were encour-aging.The archival holdings concerning the New Kingdomof Granada are similarly rich. Though I spent lesstime with them, I found an ample venue for futurestudy in the collection titled Novi Regni et Quiten-sis, which has assembled all of the annual reportsfrom a number of colleges in the New Kingdom from1605 onward. Thankfully, these are all in Spanishand thus more immediately accessible to me. Mostimportantly, I learned of the figure of BartolomeLobo Guerrero, archbishop of Santa Fe de Bogota(1599-1607), who ordered a meeting of priests of var-ious stripes to ascertain effective methods of evange-lization and to design a native-language catechism.Lobo Guerrero would later be named archbishop ofLima, an even more prestigious post, and would con-voke the 1613 Council of Lima, which provided fur-ther mandates for the methods of evangelization inthe Americas. All of this is very promising for a long-term comparative study.Finally, being stationed in Rome allowed me to takeadvantage of nearby European offerings. One week,I took advantage of a long weekend to visit Sevilleand the famed Archivo de Indias, where I quickly sur-veyed and cataloged items that will be of eminentimportance to me in the coming years. A few weekslater, I took advantage of two invitations in Madrid:one to visit a small conference at the Consejo Supe-rior de Investigaciones Cientificas and another to havea private, guided visit at the Biblioteca Nacional by afriend who is on staff there. Finally, over the courseof the summer I made contact with Franciscan Fa-ther Pedro Riquelme, whom I visited at the InstitutoTeologico Franciscano in Murcia. The ability to takea quick (and inexpensive) plane ride over and to doimportant networking at a moment’s notice was anincredible benefit of working in Rome.

Advanced Spanish in Madrid

Bretton RodriguezDoctoral candidate in the Ph.D. in Literature Program

This past summer, funding from Nanovic Instituteand its Snider Family Endowment allowed me topursue a number of important and complementarygoals. First, it gave me the opportunity to continueperfecting my Spanish by taking language and lit-erature courses at the Universidad de Complutense inMadrid. Second, it provided the chance to accessa number of very important manuscripts. Third, itgave me the support to conduct research at the Bib-lioteca Nacional, which has been incredibly influentialin my academic development.

Figure 34: The Complutense University of Madrid isone of the oldest in the world and still ranks as thetop public university in Spain.

The Universidad de Complutense is one of the best uni-versities in Spain, if not in all of Europe, and has along-standing reputation for excellence in the teach-ing of Spanish as a foreign language. ThroughoutJuly and August, I attended classes for four hoursevery day. During July, these classes were taught byregular professors from the university and covereda range of literary subjects. In total, I took eight dis-tinct mini-seminars (four at a time), which each ranfor two weeks. These seminars covered a range oftopics from medieval hagiography to post-war po-


MONARCHY AND MEMORY IN FRENCH WARS OF RELIGION GRADUATE STUDENTS

etry to the cinema of Pilar Milo. In addition to pro-viding important background information, whichwill allow me to teach a wider range of subjects, I be-lieve that these classes were instrumental in forcingme to use the type of academic Spanish that I will usethroughout my career. Moreover, it gave me an im-portant insight in the modes of teaching in the Span-ish academic system.During August, I took classes that focused on theSpanish language itself instead of its uses in litera-ture. Although my Spanish has reached a fairly ad-vanced level, as a student whose focus is on Span-ish literature, I think it is important that I have avery high level of Spanish. Moreover, as someonewho plans to teach Spanish, it is very important thatI have a strong grammatical framework. This classhelped to provide the necessary framework. Upontesting into the highest-level class, I worked everyday to master the more complex elements of Span-ish grammar and to understand the way the gram-mar worked on a deeper and more sophisticatedlevel. Consequently, I feel as though my Spanish hasgreatly improved.Throughout my time in Spain, I took advantage ofthe opportunity to study several of the importantmanuscripts in my field. One of the primary textsthat I work on is the Estoria de Espana, which wascomplied under the direction of Alfonso X in the latethirteenth century. Currently, there is only one sur-viving manuscript that scholars believe to have beenentirely written during Alfonso’s reign. This sum-mer, I had the chance to study this manuscript (“Es-corial y-i-2”) at the Escorial. It was an amazing op-portunity and helped me to conceptualize the text inan entirely different way.In addition to this one manuscript, I also had thechance, both at the Escorial and at the Universidadde Salamanca, to study a number of the principal Al-fonsine manuscripts from the thirteenth, fourteenth,and fifteenth centuries. Not only did this give me thechance to study an important manuscript in my fieldin a deeper and more precise way, but it also taughtme a great deal about how to go about getting accessto manuscripts in a Spanish academic setting.I also did research regularly at the Biblioteca Nacional

in Madrid. Normally, I would attend classes at theUniversidad de Computense in the morning and earlyafternoon before going to library to pursue my ownresearch. The library is one of the most important inSpain and proved an invaluable asset for finding thesources that I needed for my research. The BibliotecaNacional provided access to sources and scholarshipthat would have been completely impossible in theUnited States. Furthermore, my research at the li-brary put me in contact with a number of Spanishscholars and intellectuals and provided a hands-onintroduction for how to do research in Spain.These three activities—attending classes, doingmanuscript studies, and researching at the Bib-lioteca Nacional—not only contributed in three dis-tinct and important ways toward my developmentas a scholar, they also combined to create a uniqueintellectual environment in which I was pushed torefine my Spanish language skills to the necessarylevel. The classes reinforced and explained themore advanced features of the language, while themanuscript studies forced me to use my linguisticskills in a very practical way, and my research placedme in contact with other scholars and academicswith whom I had to communicate. In sum, thefunding from the Nanovic Institute and the SniderFamily Endowment gave me the opportunity to de-velop as a scholar, while also providing the meansby which I could further develop the necessary lan-guage skills.

Monarchy and Memory in FrenchWars of Religion

John McCormackDoctoral candidate in History

With the support of the Nanovic Institute, I wasable to make a trip to Pau, the birthplace of KingHenri IV (reigned 1589-1610), to conduct researchabout the reception of news about, and the subse-quent memory of, his assassination in Paris on May14, 1610.


ACCELERATED FRENCH IN PARIS GRADUATE STUDENTS

Figure 35: The chateau in Pau, France, near the Pyre-nees.

The collection of the Bibliotheque Municipale con-tained several English, French, and Italian pam-phlets that should prove indispensable to my dis-sertation. The collections of the Musee Nationale duChateau de Pau contained several engravings of theevent itself which circulated as broadsheets or onthe title pages of books, as well as several largenineteenth-century historical paintings which attestto later Bourbon interest in the early history of theirdynasty. Finally, a special exhibition on the Medicifamily’s commemoration of Henri’s death includeda series of canvases commissioned in 1610 in the af-termath of the assassination.While in Pau, I attended a three-day, internationalconference, “Regicides in Europe, 16th-19th Cen-turies,” sponsored by the Societe Henri IV in com-memoration of the 400th anniversary of his assas-sination. I spoke with French, English, American,and Spanish scholars working on sudden regimechanges, including the deaths of Henri III and HenriIV, on which my dissertation focuses heavily. Lis-tening to nearly thirty papers in the course of the

conference, I was able to gain a clearer understand-ing of what contribution my dissertation might maketo the now recently renewed conversation about theimportance of these events in French history. Mostimportantly, no one is currently at work on a projectthat includes Henri II’s death in 1559 in its chrono-logical framework. My project, by looking back tothis tragedy at the outset of the Wars of Religion,will, I hope, change the way scholars think about themonarchy during this period. On the other hand, Idiscovered that I will need to acquaint myself morethoroughly with early modern discourses of politicaltheory; heated debates arose during the conferenceregarding the ways early modern jurists and univer-sity doctors interpreted and applied the concept oftyrannicide.Commemoration was not only the occasion of theconference but one of its overarching themes. Sev-eral papers on the way Henri IV and other fallenmonarchs were remembered in text and image willcontribute to my understanding of the working ofpublic memory in this period. Particularly worth-while was a conversation about the relationship be-tween collective memory (be it regional, factional,etc.) and political propaganda, which cast doubt onscholars’ ability even to apply the term propagandato the early modern period at all, given the partic-ular twentieth-century political weight that it car-ries.

Accelerated French in Paris

Paul PrezziaDoctoral candidate in History

Learning a new language is certainly like becominga child again. All of sudden, we struggle to expresssimple concepts, adverbs and pronouns loom overus again as precipitous obstacles, and we face therisk of seeming naive or ridiculous in front of oth-ers. Again, it can also be a new childhood in wonder:noting odd similarities between different languages;appreciating, while struggling, with new sounds;seeing both the beauty of your own language and


THE QUEBEC ACT AND BRITISH IDENTITY, 1763-83 GRADUATE STUDENTS

that of the elusive tongue you strain to come to termswith, these beauties set in relief by their essential dif-ferences. I would certainly describe my five weeksin Paris this summer as a second childhood, experi-enced on such terms.

Figure 36: The Accord Language School on Boule-vard Poissoniere, Paris.

I had enrolled for five weeks at the Accord School ofLanguage, a program that attempts to be flexible anddemanding at once. A person can start the programat the beginning of almost any week in the year, firsttaking a short test that evaluates proficiency, andthen being placed in a class at an appropriate level.From that point on, the course is designed to proceedat an accelerated pace. Every weekday, from 9 AMto 1PM (pardon me, 13h), I and my other classmatesbrushed up on the fundamentals of French grammar,practiced speaking and listening in everyday scenar-ios planned by our instructor, worked together onin-class presentations, or even solved logic puzzles.Tuesday through Thursday, I would go to an addi-tional afternoon workshop, where teachers wouldfocus on particular grammatical structures or on spe-cial vocabularies.Accord has two campuses, one in the center of thecity at the Grand Boulevards Metro stop, and an-other just south of the city’s border, in Issy-les-Moulineaux. One great plus (which is shared withother French schools in Paris) is the truly globalmakeup of the students. I was often the lone Ameri-

can, even lone native English speaker, in the class!I continue to stay in touch with friends I made inParis.But of course, I went to Paris to learn French in life,not simply to learn it in a classroom. When I wasnot studying, I visited many of the places which Icould only visit by imagination before. For one whohas studied the Reign of Terror and the history ofmedieval universities, this was really exciting! Herewas Place de la Concorde, where Marie Antoinettehad bravely met the Guillotine. There was the Cathe-dral of Notre Dame, where the statues of the Israelitekings met the fate of Louis XVI. I could walk aroundthe Sorbonne and the Latin Quarter. I could visit thePlace des Vosges and other sites linked to the Frenchkings—and then there would be, at most, a mile-longwalk or Metro trip to the modern French NationalAssembly in the Palais Bourbon.Everywhere I went, I made a point of trying toask directions, purchasing a crepe, or practicing myFrench under some other circumstance. I and myfellow classmates sought out bars where the pro-prietors and waiters spoke only in French. Thisis an important activity, as the typical practice ofmany Parisians when confronted with the French ofEnglish-speakers is to reply in English.Overall, it was an important experience for me. Anyof the difficulties I encountered, whether with re-gard to my course or to my experience as a foreigner,were valuable difficulties that have only served toheighten my appreciation of French history and myknowledge of the French language.

The Quebec Act and British Iden-tity, 1763-83

Aaron WillisDoctoral candidate in History

Thanks to the Nanovic Institute for European Stud-ies, I spent five weeks in London this summer, im-mersed in documents from the latter half of the eigh-teenth century. I explored a range of sources that


THE QUEBEC ACT AND BRITISH IDENTITY, 1763-83 GRADUATE STUDENTS

provided information of the utmost importance forthe completion of my project on the Quebec Act andBritish identity. The wealth of documents availablein the British Library relating to my subject meantthat I spent my entire trip in their manuscripts de-partment. The time I spent with these sources, avail-able only in London, means that I have a strong baseof source material to support my thesis and an enor-mous amount of progress towards completing mydissertation.My aim prior to reaching London was to study offi-cial documents relating to Quebec and the formula-tion of the Quebec Act. Additionally I hoped to finddocuments not directly related to Quebec, but thatmight provide a broader context for the questionssurrounding the creation of a policy for integratingthe province into the British state. As a result I spenttime looking for official documents, private corre-spondence and other sources where I might finddiscussions of law, religion and the empire. I alsosearched for documents of a wider geographic con-text outside of Quebec. I sought out documents relat-ing to events in the American Colonies, Ireland andBritain itself. In seeking to relate the Quebec Act tolarger issues impacting the whole of the British At-lantic world, I aim to show how Quebec becomes akey to unlocking a greater understanding of British-ness.The guidelines I set led me to focus on a numberof collections in the Additional Manuscripts hold-ings at the British Library. The bulk of my timewas spent looking at the Haldimand, Martin, Liv-erpool, and Hardwicke Collections. These holdingsprovided more than enough material for me to ex-plore. Containing the official and personal papersof a number of leading figures and families thesecollections allowed me to read broadly in the ques-tions surrounding Quebec, and the British Atlanticas a whole, within the boundaries of my project. TheHaldimand Collection holds the bulk of the officialdocuments that were crucial in the formulation of theQuebec Act. In addition, the collection holds the pa-pers of individuals involved in the administration ofQuebec. This wealth of material was not the limit ofthe sources I engaged with in London.

Figure 37: The Quebec Act of 1774 set procedures forBritish governance and was one of the ‘IntolerableActs’ protested by the Boston Tea Party.

The collections provided reaction from a variety ofsources not only directly to the Quebec Act, but alsoto other related events during the period. In readingthrough these materials I found documents and let-ters relating to constitutional questions in the Ameri-can colonies, Ireland and Britain. I also found a num-ber of documents relating to the Papist Bill of 1778,the Gordon Riots and the American Revolution. Allof these events are crucial to understanding the im-plications of the Quebec Act and provide crucial con-text to my dissertation. Through this broad range ofmaterials I engaged with a wide range of contempo-rary opinion and commentary.Reading through correspondence and official docu-ments allowed me to better understand the periodI am researching. Not only did I find important evi-dence for my project, but I was also able to better un-derstand the discourse and tone of the period. Evenwhen letters or documents proved not to be directlyrelated to my topic, they were a window into the con-cerns and attitudes of the people I am writing about.My time in London was also productive beyond theresearch I gathered while in the archives. In engag-ing with the documents and reflecting on them in the


COLONIAL ORIGINS OF DEVELOPMENT AND DICTATORSHIP GRADUATE STUDENTS

evenings, my dissertation gained greater focus andnuance.

Colonial Origins of Development,Democracy, and Dictatorship

Kunle OwolabiDoctoral candidate in Political Science

I spent four weeks in the United Kingdom andFrance this summer, conducting research towardmy doctoral dissertation in Political Science. Myresearch examines how European colonization af-fected education outcomes (e.g. literacy rates, pri-mary and secondary enrollment rates) and post-colonial political regime outcomes in the developingworld. This proved to be an invaluable asset to myresearch, as I was able to consult sources that are notwidely available in North America.

Figure 38: Colonial offices ca. 1774 in Spanish Town,then the capital of Jamaica.

This project combines statistical analyses of all coun-tries decolonized after WWII with comparative his-torical research on three pairs of countries colonizedby Britain, France, and Portugal in the Caribbeanand Sub-Saharan Africa. I contrast the long-termconsequences of two distinct modes of coloniza-tion—forced settlement vs. occupation—arguingthat each mode had unique consequences for human

development and post-colonial political regime out-comes.Forced settlement refers to the model of colonizationbased on the import of non-indigenous slaves or in-dentured labourers into newly settled territories, asexperienced in the Caribbean region and many off-shore African islands; colonial occupation, by con-trast, refers to European domination over indige-nous populations in continental Africa and Asia, andthe subsequent reorganization of these societies intomodern states.My statistical results suggest that forced settlementcolonization resulted in significantly higher educa-tion outcomes by the end of the colonial period, andmore highly democratic political regime outcomesthereafter, relative to colonial occupation. I arguethat the divergent outcomes reflect the fact thatthe former slave populations in forced settlementcolonies were legally reconstituted as Metropolitancitizens or subjects following Slave Emancipation inthe 19th century.In colonies of occupation, by contrast, all Europeancolonizers maintained distinct legal-administrativeregimes to govern indigenous vs. non-indigenouspopulations until after WWII. Without citizenshiprights, or even Metropolitan subject status, indige-nous populations had virtually no access to publiceducation (and only limited access to missionary ed-ucation) during the colonial era, and they largely re-mained subject to a legal-administrative order thatdenied their basic individual liberties.While these general results are observable throughstatistical analysis, I also conducted significantarchival research to elucidate the causal mechanismsthat explain the divergent education and politicalregime outcomes across the two modes of coloniza-tion.At the UK National Archives, I read and pho-tographed newspaper articles and editorials, prin-cipally from The Jamaica Royal Gazette, on the po-litical debates surrounding the Abolition of Slaveryin the British forced settlement colonies during the1830s. These newspaper reports revealed a clearlink between the Slave Emancipation in the forced


COLONIAL ORIGINS OF DEVELOPMENT AND DICTATORSHIP GRADUATE STUDENTS

settlement colonies and the political reform move-ment in Britain during the 1830s, and demonstratedhow public and religious education in nineteenth-century Jamaica were linked to ideas of moral up-lift and the need for the colonial state to developnew mechanisms of social control over newly eman-cipated blacks, who now had legal rights as Britishsubjects. I also read volumes of original correspon-dence between colonial governors in Jamaica and theColonial Secretary in London written during peri-ods of social and political upheaval and reform in Ja-maica and Britain during the 1830s and 1860s. Boththe newspaper reports and the original correspon-dence suggested a power struggle between localwhite planters who dominated the Jamaica House ofAssembly and the Colonial Office, responsible to theBritish Parliament, with the latter clearly triumph-ing over the former by 1866. This ultimately pavedthe way for a more equitable distribution of social,political and economic resources in colonial Jamaicaduring the late nineteenth and early twentieth cen-turies.In Aix-en-Provence, France, I divided my researchtime between the excellent university library and theArchives d’Outre-Mer (Colonial Archives). At theuniversity library, I read and photocopied French-language secondary material on colonization inGuadeloupe and Cote d’Ivoire. This provided auseful background for archival research, and it alsoprovided an opportunity to read books that are notwidely available in US university libraries. At thecolonial Archives, I read and photographed primarydocuments (including petitions, letters and colonialnewspaper articles, correspondence between Frenchcolonial governors and the Colonial Secretary inParis) on the struggle for equal rights by free peo-ple of colour in the French Caribbean during the1810s and 1820s, Slave Emancipation and the exten-sion of French citizenship to freed slaves in 1848,and the introduction of universal male suffrage in1871. I also read official reports and documents onthe origins of public (secular as well as religious) ed-ucation in Guadeloupe, and how this was relatedto the extension of citizenship rights to free peopleof colour, and ultimately the entire population fol-

lowing the Abolition of Slavery. Finally, I read andphotographed official documents concerning forcedlabour and the Indigenat regime—the harsh and arbi-trary legal system that the French used to deny citi-zenship rights and even the most basic civil libertiesto indigenous peoples—in French West Africa dur-ing the early twentieth century. The contrast couldnot have been more stark, and these primary docu-ments provided considerable evidence of the differ-ent legal-administrative systems that were used togovern the “Creole” populations of the forced set-tlement colonies following Slave Emancipation vis-a-vis indigenous populations in colonies of occupa-tion. Ultimately, these documents help to explainthe statistical results demonstrating better educationoutcomes and more democratic postcolonial politicalregimes in countries colonized by forced settlement,rather than occupation.In conclusion, I would like to thank the Nanovic In-stitute for their generous financial support, whichmade this research trip possible. As a result of thisfinancial assistance, I was able to consult importantprimary documents, including contemporary news-paper and personal accounts regarding nineteenth-century Slave Emancipation, the struggle for equalrights, and subsequent political and administrativereforms in the British and French Caribbean. Thismaterial will undoubtedly enrich the historical nar-rative in my dissertation, as it helps to elucidate thecausal mechanisms behind the statistical findings.The research trip to London and Aix-en-Provencealso proved to be an enjoyable and culturally enrich-ing experience—it gave me an opportunity to im-prove my knowledge of the French language, to en-joy live music performances and see the stunningart collection at the famous Musee Granet in Aix-en-Provence, and to enjoy the FIFA World Cup 2010matches with friends in local pubs and bars! I amvery grateful to the Nanovic Institute for providingthese opportunities, and to contributing toward mydoctoral dissertation, which I hope to complete bythe summer of 2011.


HISTORY OF QUANTUM MECHANICS GRADUATE STUDENTS

History of Quantum Mechan-ics in Aberdeen, Budapest, andBerlin

Elise CrullDoctoral candidate in the History and Philosophy ofScience

In the summer of 2008, I embarked on a collabo-rative project with Dr. Guido Bacciagaluppi (thenof the University of Sydney), who is a senior re-searcher in my field—history and philosophy ofphysics. That summer in Australia, we began workon a book on the historical and philosophical foun-dations of quantum mechanics. Since then, Baccia-galuppi has moved to the University of Aberdeen,Scotland, where I visited him in the summer of2009 and again this June. In addition, two majorconferences were being held in Europe this sum-mer—international congresses at which I had beenasked to give talks on aspects of my joint work withBacciagaluppi. The first conference was a meetingof the History of Philosophy of Science Society inBudapest, Hungary; the second was the third His-tory of Quantum Physics meeting in Berlin, Ger-many.Owing to the nature of my field (which is highlycollaborative and international) I have frequentlysought funding to continue work on the book and topresent portions of on-going research to relevant au-diences. The Nanovic Institute has graciously sup-ported me with crucial funding to this end, and forthis I am indebted to them, not merely from thefinancial viewpoint, but perhaps to greater degreefor the immeasurable qualitative aspects of thesetrips. The visit to Europe has benefited me per-sonally as I transition from a graduate student to ascholar in my own right, and it has further embed-ded me within an academic community of life-longcolleagues: a group comprising European, Northand South American, Australian and Asian schol-ars from several generations who collaborate withone another to a degree modeled rarely in other hu-manities disciplines, and who are fast becoming dear

Figure 39: Boris Podolsky (1896-1966), worked withAlbert Einstein and Nathan Rosen on the interpreta-tion of quantum mechanics.

friends.The book with Bacciagaluppi is to be an integratedhistorical and philosophical analysis of a set of pa-pers dealing with quantum mechanics and a richset of German correspondence between one of thefathers of quantum mechanics, Erwin Schrodinger,and various other prominent physicists during themid-1930s. Specifically, the primary sources we aretranscribing, translating and placing within histori-cal and philosophical context were inspired by thefamous critique of quantum mechanics voiced byEinstein in the 1930s, and a paper written thereuponby Boris Podolsky and Nathan Rosen in 1935. Thisparticular project is of relevance today in a capacitythat far exceeds its historical merit as a first trans-lation/publication of many of these letters, for the


EARLY THEORY OF RADIO PLAYS GRADUATE STUDENTS

discussions taking place in these years among thesephysicists treat of philosophical questions still at theheart of the field today.The time spent in Aberdeen was divided into twocrucial aspects of this larger project: the first was tocontinue applying for substantial grants from withinthe U.K. to fund the two to three years remainingon the project and to obtain preliminary feedbackfrom our intended publisher (Cambridge Univer-sity Press) regarding the book. We received positivenews regarding both these endeavors: our projecthas been accepted for further consideration to one ofthe major grant-awarding sources, and the editors atCUP responded wholly positively to our book pro-posal.The second aspect of research in Aberdeen this sum-mer was to work with a particular document thatproperly belongs to the set of philosophical discus-sions about quantum mechanics in 1935, but whichhas been sorely overlooked. A young mathemati-cian and neo-Kantian philosopher named Grete Her-mann traveled to Leipzig to visit Heisenberg in 1934and 1935, prior to and during the uproar concerningEinstein’s critique of quantum mechanics. Her pur-pose in visiting Heisenberg was to discover if the in-deterministic nature of quantum theory could be rec-onciled with notions of Kantian causality. The fruitof her intense discussions with Heisenberg and hisstudents in Leipzig was to publish one of (if not the)first philosophically deep and physically rigoroustreatments of quantum mechanics. Hermann’s sub-stantial 1935 essay (the title, translated from German,is The natural-philosophical foundations of quantum me-chanics) garnered far less attention than it merits.This is a sad fact that deserves rectification.My work this summer was a first step towards rem-edying this oversight on the part of historians andphilosophers. I spent countless hours pouring overthe German manuscript with Bacciagaluppi, trans-lating portions of it into English for the first time,asking historical and contextual questions abouther ideas and their potential impact on the usual“heroes” of the story—Heisenberg and Bohr in par-ticular. The progress Bacciagaluppi and I made onthis front was substantial, but of the sort that opens

many more paths of inquiry for new scholarly workthan can be pursued in a single summer.I presented some early findings regarding Hermannand her 1935 essay to audiences of enthusiastic col-leagues at the Budapest and Berlin conferences. Theexcitement concerning Hermann as an influentialparticipant in the foundations of quantum mechan-ics convinced Bacciagaluppi and myself that Her-mann’s contributions ultimately merit deeper atten-tion in our book than we’d anticipated. In the shortterm, I plan to write and submit for publication a pa-per based on the talks I gave this summer, in thehope that it will inspire several streams of histori-cal work on Hermann and the neo-Kantian contextwithin which she interpreted quantum mechanics.This paper will serve as a prelude to the discussionBacciagaluppi and I will have in our book.In closing, this summer’s research trip to Aberdeen,Budapest and Berlin was a particularly rewardingone—producing not only immediate positive re-sponses, but also opening up many longer-term pos-sibilities for scholarly work. I owe my ability par-ticipate in these conferences and continue collabora-tive work to the Graduate Initiatives Grant from theNanovic Institute. And so I thank you with utmostsincerity for the means to pursue the questions aboutwhich I am passionate, and about which I hope tocenter a meaningful career.

Early Theory of Radio Plays

Melissa DinsmanDoctoral candidate in the Ph.D. in Literature Program

With the Graduate Travel and Research Grant pro-vided by the Nanovic Institute, I was able to travelto Frankfurt, Germany, for the months of July andAugust 2010. I am currently writing a dissertationon radio plays, and this grant allowed me to collectenough research to write the first chapter and more.The material I collected will serve as the foundationfor my larger project.My time in Frankfurt was well-spent, and the re-


EARLY THEORY OF RADIO PLAYS GRADUATE STUDENTS

Figure 40: Hans Bredow (1879-1959), pioneer of ra-dio broadcasting.

sults of my research will have a positive impact onmy dissertation. Every day for almost two monthsI visited the Deutsches Rundfunkarchiv (DRA), whereI collected information on early radio play theory.This material was available in a number of differentmedia, which called upon my skills as a researcher.It also meant that I had to be clever about my timein order to ensure that no one medium was givenmore attention to the detriment of others. I con-sulted primary and secondary texts in print in theform of books, articles, newspapers, and old scripts.A large amount of important material was avail-able on microfilm, such as the weekly radio maga-zines from the 1920s to early 1940s in Germany. Sift-ing through this material took a great deal of time,but the results will allow me to incorporate into myproject lesser-known criticism by major German fig-ures such as Bertolt Brecht and Walter Benjamin, as

well as lesser-known figures to an American audi-ence such as Hans Bredow, the father of German ra-dio broadcasting. My research also consisted of lis-tening to radio plays and at times transcribing whatI had heard, since no paper record exists. This wasperhaps one of the most pleasurable aspects of myresearch, which was at the same time the most chal-lenging, as this was conducted, like all my research,in my second language.Due to my daily visits, I managed to complete myresearch for my first chapter with a couple of weeksto spare. This allowed me to collect material for fur-ther chapters, such as one on radio plays during Na-tional Socialism and the present state of radio dramain Germany and the Western world. I was also ableto obtain permission to use specific images found atthe DRA in my dissertation. This permission is diffi-cult to come by, and my being in Germany made theprocess much easier to undertake.My positive experience certainly would not havebeen possible without the generous funding from theNanovic Institute. However, it also would not havebeen possible without the generosity and supportfrom employees at the DRA, specifically AndreasDan and Antonia Wetzler. While at the archive, Iwas treated like a member of the staff. I was givenmy own work space with a computer, and access tomicrofilm. I was provided with an employee card,allowing me easier access to the archive and an em-ployee discount on lunch at the canteen. Moreover,I was invited daily to eat with the archive employ-ees, which I accepted. This allowed me not only topractice my conversational German, but made mefeel part of a scholarly community. This experiencehad a positive impact on my research, and getting toknow those at the archive personally meant that oth-ers also became interested and willing to assist me.It is my intention to stay in contact with a numberof people there, who have already made it known tome that I am welcome to return.


NEGATIVE DIALECTICS AT THE UNIVERSITY OF CAMBRIDGE GRADUATE STUDENTS

Negative Dialectics at the Univer-sity of Cambridge

Natalia BaezaDoctoral candidate in Philosophy

From January through March 2010, and with the sup-port of the Nanovic Institute for European Studies,I worked on my doctoral dissertation on Adorno’snegative dialectics under the supervision of Profes-sor Raymond Geuss at the University of Cambridge.The experience was invaluable for the advance of myresearch and for the development of various profes-sional ties with scholars in my field.The focus of my research visit at Cambridge wasto work under the supervision of Prof. Geuss, aworld-renowned scholar in my field. I met with Prof.Guess on six different occasions to discuss and criti-cally assess the progress of my dissertation. For eachoccasion, I gave Prof. Geuss twenty-odd pages ofnew work two days before our meeting, and dur-ing the meeting he provided comments, criticisms,and suggestions for further research. The outcomeof this process was tangible qualitative improvementof my dissertation, and, in terms of quantity, I re-turned to Notre Dame with two new finished chap-ters (102 pages). My progress was thus significantboth quantitatively and qualitatively. Under Prof.Geuss’s guidance, the focus of my dissertation be-came much more lucid and my philosophical treat-ment of conceptual issues became deeper and morerigorous.I also attended one of Prof. Geuss’s regular semi-nars on the topic of Michel Foucault’s Discipline andPunish and History of Sexuality. Additionally, Prof.Geuss invited me to an invitation-only workshopthat he held with current graduate students at Cam-bridge on Adorno’s Minima Moralia. This workshopwas particularly fruitful for me and allowed me toengage in lively discussions with colleagues in myfield. Other regular academic activities in which Iparticipated at Cambridge included the weekly col-loquia of the Cambridge Moral Sciences Club anda weekly informal meeting of doctoral students in

Figure 41: Theodor Adorno (1903-1969) led the Ra-dio Project in 1937, a project funded by the Rocke-feller Foundation to study the social effects of massmedia in the USA.

Philosophy and the Humanities. I also commutedweekly to Oxford for five consecutive weeks in or-der to attend the 2010 Isaiah Berlin Lectures deliv-ered by Prof. Michael Rosen from Harvard Univer-sity on the topic of “History and Freedom in GermanIdealism.” Attending these lectures was extremelyintellectually stimulating, and it made it possible forme to meet graduate students working in my area atthe University of Oxford, and to engage in vigorousphilosophical debates with them.All of these activities provided me with a lively,engaging, and demanding intellectual environment.I had never experienced anything comparable interms of sustained academic intensity and enthusi-asm. The environment was extremely fruitful formy dissertation work, as I returned to Notre Damehaving achieved tangible progress in my dissertation


DISTANCE, DERRIDA, BECKETT GRADUATE STUDENTS

both quantitatively and qualitatively. Moreover, Iwas able to establish important professional connec-tions in the community. Some of the students at theUniversity of Cambridge encouraged me to send apaper that I had shared with them to a conferenceat the University of Sussex on the topic of “Utopiaand Critical Theory.” The paper was accepted and,as a result, I extended my stay in England and de-livered a paper entitled “Negative Dialectics as Im-manent Critique” at the conference on May 13. Then,some of the philosophers with whom I discussed mywork at that conference encouraged me to send a pa-per to this year’s annual joint conference of the Soci-ety for European Philosophy and the Forum for Eu-ropean Philosophy, which is Europe’s largest eventin European (continental) philosophy. I followedtheir advice, and my paper was accepted. With re-newed support from the Nanovic Institute, I will de-liver a new paper at this conference in July. I be-lieve that the facts speak for themselves: my timein Cambridge allowed me to establish professionalconnections that have already yielded concrete re-sults in terms of new opportunities for attending aca-demic events in my field and thus becoming an ac-tive member of the intellectual community withinwhich I hope to develop my academic career.The tangible results from my experience at the Uni-versity of Cambridge are: (1) I now have a more fo-cused and high-quality dissertation, as well as a clearview of how it will develop in the chapters that re-main to be written. (2) I have started to become anactive member in the European community of schol-ars working on my field, which is particularly im-portant for me, since my field of research receivesmuch more academic attention in Europe than inthe United States at the present moment. (3) I wasable to establish professional connections with othergraduate students in Philosophy who work both inmy field and in other specialized areas of philoso-phy—connections that, I believe, will last into the fu-ture, and that are both intellectually and profession-ally significant.I would like to emphasize my deep and sincere grat-itude toward the Nanovic Institute and everyone in-volved in it for their generosity and commitment

to the academic success of students and fellows,which made my unforgettable experience at Cam-bridge possible. This experience has already openedso many doors for my academic and professional de-velopment that I cannot overstate its positive impactand relevance for my future.

Distance, Derrida, Beckett

James Martell de la TorreDoctoral candidate in the Ph.D. in Literature Program

I would like to thank the Nanovic Institute for theopportunity of taking a trip to two cities in France,which was even more successful than I expected. Inthis trip not only was I able to do all the research thatI required, as well as to meet with a very importantscholar in my field of research, but I also met sev-eral important academics that will help me in the fu-ture, and what was a very special surprise, I foundthe possibility of doing a “cotutelle” (double-Ph.D.)with the University of Paris 8.From my arrival, I started not only to practice myFrench for my research and my interview with Pro-fessor Bruno Clement from the University of Paris8, but I also acquired some material related to mydissertation and to Professor Clement’s own work.On June 9th I had an appointment at the Paris Officeof the IMEC (Institute memoires de l’edition contempo-raine, or Institute for the Memory of ContemporaryPublishing), where I worked for a few hours select-ing the exact files from the archive of Derrida that Iwas going to work on during my stay at the IMECin Caen. The people at this office were very help-ful, and a few days later I received the authorizationfrom the person that has the copyright for the Der-rida archive, Marguerite Derrida, to work on thesefiles. I spent the next few days preparing my notes,and working on the questions I wanted to ask Pro-fessor Clement. During these days I also had the op-portunity to improve my fluidity in French so thatI could discuss with Professor Clement in his ownlanguage, and in the language of Derrida and Beck-ett, the subjects of my dissertation. I met Professor


PRINTMAKING IN GLASGOW GRADUATE STUDENTS

Figure 42: Samuel Beckett (1906-1989), writer,dramatist, poet.

Clement in a cafe at the north of Paris, and we hada great conversation about my dissertation and thepossibility of auditing a course with him in the fu-ture at Paris 8. He not only gave me great insightsand possible directions for my research, but at somepoint he suggested that I could do a “cotutelle” withParis 8, telling me that since the only thing I neededwas a director of the dissertation there, he would behappy to be my director. The opportunity is a fantas-tic one. Bruno Clement is not only one of the mostimportant Beckett scholars in the world right now,but also since he was a friend of Derrida, he under-stands very well what I am trying to do with my dis-sertation, and he is perhaps the best person to giveme the necessary criticism from the perspective ofthe French academy.Continuing with my trip, the next day I took the trainto Caen, to the IMEC, to start my research. This wasone of the most amazing and fruitful academic expe-riences of my career so far. Not only did I find pre-cisely the insights and connections that I was look-ing for, as mentions of Beckett on Derrida’s semi-

nars, but I also had the opportunity of discussingmy project with Derrideans and other contempo-rary French scholars, who I think will be of greathelp in my career in the future. Just the first day,for example, while having dinner with the other re-searchers, I had the opportunity of meeting and talk-ing to Pierre Derrida, Derrida’s son, who told meabout the interest his father had on Beckett and hispossible reasons not to write directly on him. Be-tween the other scholars I met, there was ProfessorAdelaide Russo from Louisiana State University andProfessor Domingo Fernandez from the Universidadde la Laguna, in Spain. Both of them, since theywork on Derrida and contemporary French litera-ture, are invaluable contacts for my career and Pro-fessor Domingo even asked me to contribute at somepoint with the Philosophical Review of the Universi-dad de la Laguna.I returned to Paris and spent the last days findingbooks and articles that I need for my dissertation,as well as other ones that I did not know they ex-isted, and which have proven a great help not onlyfor my research but also for my current teaching thisFall semester.In conclusion I want to thank again the NanovicInstitute for this opportunity, and to reiterate mycommitment to give the Institute the recognition itdeserves in any subsequent article I write on thisproject, as well as on my dissertation.

Printmaking in Glasgow

Virginia Hungate-HawkMaster of Fine Arts candidate in Art, Art History &Design

My eight week stay as a visiting artist at the GlasgowPrint Studio in Scotland was a very rewarding andenriching experience. I had the opportunity to pro-duce my own series of prints, while working along-side established artists all working in print media.There was a constant exchange of ideas and supportamongst the printmakers working in the studio. Iwas able to make professional and personal connec-


PRINTMAKING IN GLASGOW GRADUATE STUDENTS

tions through the studio and now have three of theprints I created during my time there for sale in thegallery.

Figure 43: The Glasgow Print Studio’s open accessworkshop is a hive of activity in contemporary print-making.

Scotland has built its considerable reputation as acenter for printmaking largely as a result of the es-tablishment of a network of Scottish print work-shops. There are major print studios in Glasgow,Edinburgh, Aberdeen and Dundee, with smallermore regional studios in other cities. I visitedthe Highland Print Studio up in Inverness whena friend/colleague from Glasgow Print Studio wasworking there on prints for an exhibition. It wasmuch smaller than the one in Glasgow, but I foundit interesting and educational to see how differentprint studios were managed and accessed. All theprint studios in Scotland are open-access non-profitorganizations providing centers for local and visit-ing artists to use printmaking facilities at low-cost,and learn techniques through working alongside ex-perienced artists and master printers. These facili-ties ensure that printmaking in Scotland remains atthe forefront of contemporary art practice as a con-stantly developing art form. I don’t think I have everbefore seen as many diverse types of prints as I didin Glasgow.Working in the Glasgow Print Studio, the leadingprint studio in Scotland, exposed me to a world of

printmaking outside of academia, and of course, out-side of the United States. It was exhilarating to workin such a vibrant environment where techniques aswell as concepts were shared amongst printmakers.I taught a technique called chine colle, which I used inthe series of prints I created while in Glasgow, infor-mally to a couple other printmakers who were cu-rious. In tern I also learned other techniques fromthem, one called “sugar lift.” The sharing of infor-mation in this environment enriched my visit.In addition to working in the print studio I had theopportunity to take in the rich artistic and culturallife of Glasgow. I had a flat in the East End in anartist studio complex with two other artists, one aprintmaker from Wales and the other a writer fromSwitzerland. The East End is the oldest part of Glas-gow. Glasgow is a young vibrant city, where theVictorian and Industrial past, seen through architec-ture and infrastructure, mixes with the new. I expe-rienced this first hand, the building where I had myflat used to be a tobacco factory, the print studio islocated in Trongate 103, a historic Victorian building,and I attended the opening of new studio spaces inthe Briggait, the city’s historic fish market, now re-purposed, protecting one of the city’s architecturalgems.The Glasgow Print Studio is located in the MerchantCity area of the city center, which is the center forart and culture in Glasgow. I attended many galleryopenings, most of which I had met the artists whosework was being exhibited. In July I helped to installone exhibition at the Glasgow Print Studio Galleryof a printmaker who had done all of the prints in thestudio, many during the time I was working there aswell. It was a great experience in seeing how a pro-fessional artist curates a solo show and the practicalaspects of an exhibition that size. I’m sure this expe-rience will help inform my thesis show this next yearat Notre Dame.Without financial support from the Nanovic Insti-tute, my experience as a visiting artist at the Glas-gow Print Studio would not have been possible. Thechance to become a part of this printmaking organi-zation and have the time in Scotland to create a seriesof prints was invaluable at this point in my profes-


NEW INSTITUTIONAL ECONOMICS GRADUATE STUDENTS

sional development. I have made international con-nections both personal and professional with peoplein Scotland, England, Switzerland, New Zealand,and Canada that will last far into the future. I havecome back re-invigorated for my thesis year at NotreDame.

New Institutional Economics

Nara PavaoDoctoral candidate in Political Science

The research I develop as a Ph.D. student at the Polit-ical Science department is theoretically and method-ologically oriented towards institutional analysis.The International Society for New Institutional Eco-nomics (ISNIE) represents an effort to combine eco-nomics, law, organizational theory, political science,sociology and anthropology to understand the insti-tutions of social, political and commercial life. The14th Annual Conference of the ISNIE brought to-gether both senior and young scholars, from differ-ent parts of the world, to advance the discussionon issues related to what institutions are, how theyarise, what purposes they serve, how they changeand how—if at all—they should be reformed. At-tending the conference was a very positive and re-warding opportunity.

Figure 44: The International Society for New Institu-tional Economics seeks to explain what institutionsare, and how they change.

The most impressive aspect of the conference wasits interdisciplinary nature. Professors and studentsworking in the fields of Political Science, Economics,

Law, Public Administration, Sociology and so onwere linked by a shared concern with institutionalanalysis, creating a very creative and fruitful en-vironment in which ideas were discussed in a so-phisticated and innovative way. During the confer-ence, I had the chance to observe the presentation ofmany papers related to my specific field of study, topresent my own paper, to receive helpful feedbackfrom advanced scholars, and also to extend my pro-fessional network.The conference had two great talks by Elinor Ostromand Oliver Williamson, both 2009 Nobel Prize Lau-reates. Their talks were about some of their impor-tant contributions to the field of Political Science andEconomics, and were extremely encouraging for stu-dents who are at the beginning of their careers, likemyself. Watching the presentation of papers by otherprofessors and students was also a great opportunityto learn about interesting topics and to broaden theperspective on my own work.Furthermore, I presented a conference paper andbenefited immensely from the feedback given byprofessors and students. The paper, which repre-sents the first step of a broader project that will verylikely lead to my dissertation, was well acceptedby the public, which encouraged me to further de-velop it in order to pursue publication. Havingthe chance to receive feedback at this early stagefrom leading scholars with theoretical, methodolog-ical and regional expertise in the fields and regions Iam interested in, was, indeed, an excellent opportu-nity.Finally, the conference was also very rewarding fornetworking purposes. During the discussion ofpapers and at the dinners and other social eventsorganized by the conference, I had the chance tomeet renowned scholars, including the two 2009 No-bel Prize winners. I also met professors that willbe likely to assist with the research I am currentlydeveloping. Furthermore, the conference was ex-tremely helpful in familiarizing me with the networkof scholars who are part of the Ronald Coase Insti-tute, which organizes a very important workshopheld twice a year in different locations around theworld. Since I am planning to attend the workshop


NEW INSTITUTIONAL ECONOMICS GRADUATE STUDENTS

in December, meeting its members and the profes-sors who organize it was very helpful and motivatedme even more to participate in this network.


Student Testimonials

“My time in Cambridge allowed me to establish professional connectionsthat have already yielded concrete results in terms of new opportunities forattending academic events in my field and thus becoming an active memberof the intellectual community within which I hope to develop my academiccareer.”

Natalia Baeza, Doctoral candidate in Philosophy

“I plan to use my work from my two field seasons in the creation of a seniorhonors thesis that will ultimately lead into graduate work in anthropology.”

Claire Brown, Class of ‘11

“Thanks to the generosity of the Nanovic Institute and its passion for cul-tivating student knowledge of European culture, I had the opportunity totravel to Stockholm, Sweden and conduct proprietary research on the inter-national influence in the Swedish culture.”

Catherine Curtin, Class of ‘10

69

STUDENT TESTIMONIALS

“The Nanovic Institute has graciously supported me with crucial funding,and for this I am indebted to them, not merely from the financial viewpoint,but perhaps to greater degree for the immeasurable qualitative aspects ofthese trips. The visit to Europe has benefited me personally as I transitionfrom a graduate student to a scholar in my own right, and it has furtherembedded me within an academic community of life-long colleagues.”

Elise Crull, Doctoral candidate in History and Philosophy of Science

“My work this summer in Rome was incredibly fruitful, and I am verythankful to the Nanovic Institute for making this possible. The strides thatI have made over the course of the summer have greatly enhanced myknowledge of my subject area and my visibility in the scholarly commu-nity. It has been both a tremendous honor and a great stroke of luck to beable to take advantage of this generosity.”

Max Deardorff, Doctoral candidate in History

“Not only did Professor Clement give me great insights and possible di-rections for my research, but at some point he suggested that I could do a“cotutelle” with Paris 8, telling me that since the only thing I needed was adirector of the dissertation there, he would be happy to be my director. Theopportunity is fantastic.”

James Martell de la Torre, Doctoral candidate in Literature

“My experience researching at the DRA in Frankfurt was overwhelmingly apositive one and has allowed me to get a tremendous and early start on mydissertation. It has given me confidence in my work and heightened myinterest in my topic. My research has also suggested that there is limitedresearch being done on radio drama, thereby making this project all themore important.”

Melissa Dinsman, Doctoral candidate in Literature



“My research this summer in Spain is something that has deepened myabilities and understanding of performing music on the classical guitar inways I have never experienced before. However, along with my growthin knowledge and understanding of the pieces and techniques on which Ifocused, I also came to develop a deep affection for Spain itself. This expo-sure and affection has added to my research on the guitar in ways studyingthis music outside Spain could have never matched.”

Lee Haggenjos, Class of ‘12

“From the learning opportunities to the wonderful people I met while inIreland, I know that this experience has changed the way in which I see theworld and how I see language as a gateway into a culture. Thanks againfor supporting me financially as I took part in this amazing program.”

Kristina Hamilton, Class of ‘13

“I cannot thank the Nanovic Institute enough for the opportunities it gaveto me. With its help, my world has become a bigger place, one full of evenmore opportunities and adventures. My grant allowed me to learn to live inItaly, but it did even more than that. I have returned from my experience amore mature and more confident student, one who has been lucky enoughto learn so much, and who is now excited to learn even more.”

Brendan Hart, Class of ‘12

“I would not have been able to travel to London, England to participate inthis research without the Nanovic Senior travel grant and I sincerely thankthe Nanovic Institute for the opportunity. I know that this experience willcontinue to be a significant academic adventure for me, and I hope to in-corporate my findings in my senior Peace Studies capstone paper this up-coming semester.”

Juliana Hoffelder, Class of ‘10



“The chance to become a part of this printmaking organization and have thetime in Scotland to create a series of prints was invaluable at this point inmy professional development. I have made international connections bothpersonal and professional with people in Scotland, England, Switzerland,New Zealand, and Canada that will last far into the future. I have comeback re-invigorated for my thesis year at Notre Dame.”

Virginia Hungate-Hawk, MFA candidate in Art, Art History, and Design

“This conference has been a blessing for me. The seminar put me in con-tact with leaders in the field of Early Modern philosophy and exposed meto the real work of the profession. . . My experience of the people and cul-ture of Romania has broadened my worldview, giving me a perspective onthe lives of those in Eastern Europe as they rebuild after the fall of commu-nism ... Without this support, I could not have enjoyed such a wonderfullyeducating experience.”

Kristopher Kast, Class of ‘11

“I enjoyed various opportunities that characterized my total experience. Ofthese opportunities however, I valued the chance to develop my own con-naissance, or knowing, of Victor Hugo the most. Although it is possible tomemorize dates and quotations, and through them attempt to understandsomeone’s life, such attempts are fruitless without truly knowing and un-derstanding the individual. It is for that reason that I so greatly value myopportunity, and am so thankful that I was able to realize it.”

Andrew Kelly, Class of ‘11

“The entire abroad experience from working in a foreign environment tohaving some freedom to travel on days off offered me an extremely richand rewarding six weeks. I greatly improved my ability to speak Span-ish, learned much about renewable energy in the U.S., figured out how toadapt myself to new and challenging situations, and made countless newfriends.”

Quinn Ketterman, Class of ‘12



“The Camino of Santiago serves not only as a historical representation ofthe life of the Apostle James and a tradition of hundreds of thousands pil-grims, but also as a life-changing experience that solidifies lessons learned,hardships overcome, joys embodied, relationships built, and personal iden-tification understood. They say that the Camino of Santiago has helped toshape Europe, and my experience demonstrates that it continues to do sotoday.”

Amber Lattner, Class of ‘10

“The project was one of the most instructive experiences of my life, bothin terms of the rigorous introduction to archaeological fieldwork and thecultural immersion.”

Brigid Mangano, Class of ‘11

“This internship was a fantastic summer experience before entering my fifthand final year. I was not only able to receive the experience of working inan office environment as an architect, but also blessed to have the uniqueexperience of being immersed within a new culture in order to study it andlearn from it. Perhaps my year abroad in Rome, Italy with the School ofArchitecture implanted a bug in me for European travel and study. I seemto not be able to get enough of it.”

Paige Mariucci, Class of ‘10

“The objective of this study, namely to continue research on a gastrointesti-nal parasite survey of Barbary macaques in Gibraltar, begun in the summerof 2009 with Notre Dame Anthropology professor Agustin Fuentes, wasfulfilled with much success. This situation provided the opportunity for aperfect natural experiment.”

Collin McCabe, Class of ‘10



“Without the generosity of the Barrett Family funding and the NanovicInstitute, I would not have been able to take this trip. I hope the similarprivileges will continue to be afforded to graduate students in the years tocome.”

John McCormack, Doctoral candidate in History

“There is no greater research challenge that I have experienced thus farthan having two months to scour the archives of a city containing well overthree hundred miles of stacks of documents all pertaining to the CatholicChurch.”

Anne McGinness, Doctoral candidate in History

“My time at the Center for Oncology was rich with beneficial cultural, aca-demic, and personal experiences. For the first time, I encountered the Pol-ish language in a professional setting and learned a great deal about socialinteractions and conversations in such a setting. I left feeling closer andmore appreciate of my Polish culture, as well as excited about my future inmedicine.”

Marta Michalska, Class of ‘12

“Ukraine is a captivating place, and my summer in Lviv has helped me de-termine my future plans. I have decided to continue my studies in graduateschool and participate in a regional studies program where I can focus onthe ever-complicated Russian and Ukrainian relations.”

Katherine Mohrig, Class of ‘11

“The material I studied on my trip will undoubtedly enrich the historicalnarrative of my dissertation, since it helps to elucidate the causal mecha-nisms behind statistical findings. My trip to London and Aix-en-Provencealso proved to be an enjoyable and culturally enriching experience.”

Kunle Owolabi, Doctoral candidate in Political Science



“The opportunity to visit a new country, to experience a different culture,to learn about interesting topics, to meet renowned scholars and also PhDstudents from all over the world represented a unique, very valuable andpleasant experience that I am convinced will have a very positive impact onthe development of my career. I would like to thank the Nanovic Institutefor making this excellent experience possible!”

Nara Pavao, Doctoral candidate in Political Science

“I am extremely grateful to have had the opportunity to participate inRWTH Aachen University’s UROP International program. I was able toenrich my studies and grow as an individual as I obtained a truly interdis-ciplinary education in Aachen, Germany. I could not have participated inthis program without the financial assistance of the Nanovic Institute. Forthis, I give my deepest thanks.”

Douglas Pernik, Class of ‘12

“This was an important experience for me. Any of the difficulties I encoun-tered, whether with regard to my course or to my experience as a foreigner,were valuable difficulties that have only served to heighten my apprecia-tion of French history and my knowledge of the French language.”

Paul Prezzia, Doctoral candidate in History

“Because of my time in Russia and France, both my thesis and capstoneessays took a much different direction than what I had originally planned.The experience of visiting both of these locations first-hand was invaluableto my research, and I cannot imagine completing either my Capstone Essayor Thesis without the opportunity to experience these sites. Not only didthis trip have a very defined and valuable research component, but it alsowas a very enlightening life experience.”

Amanda Qualls, Class of ‘10



“These three activities—attending classes, doing manuscript studies, andresearching at the Biblioteca Nacional—not only contributed in three distinctand important ways toward my development as a scholar, they also com-bined to create a unique intellectual environment in which I was pushed torefine my Spanish language skills to the necessary level.”

Bretton Rodriguez, Doctoral candidate in Literature

“Thanks to the Nanovic Institute for European Studies, I have been ableto expand my horizons in experiencing life in a European culture, and tolearn valuable lessons regarding life, spirituality, and service in faith thatwill remain with me and help guide me on my personal journey.”

Annette Ruth, Class of ‘11

“Although gaining experience in methods of historical research, gatheringmaterial for my senior thesis, and working side-by-side with my thesis ad-visor were all important benefits of the grant I received from the NanovicInstitute, perhaps the greatest benefit was the opportunity to experiencehistory firsthand. I was able to hold documents in my hand that were overone hundred years old, to work in a former palace, and to stand in placeswhere the emperors and empresses of the Habsburg monarchy themselvesonce stood. In such surroundings, the research I was conducting reallycame alive.”

Ann Weber, Class of ‘11

“My visit to London and my time in the British Library was extremely pro-ductive and provided a massive step forward in my work. I would like tothank the Nanovic Institute and all those who support it for the ability tospend such valuable time working and researching in London. This granthas proven invaluable to my project and my development as a historian.”

Aaron Willis, Doctoral candidate in History



“I want to thank the Nanovic Institute for making my experience unforget-table and one that I will share (and have already shared) with many people.Nanovic allowed me to synthesize my undergraduate coursework at NotreDame through my paper on Vaclav Havel; it enabled me to have such arich intellectual and cultural experience in Europe at the international stu-dent conference, and it made possible a Catholic’s dream—to see the HolyFather in the Eternal City.”

Richard Ybarra, Class of ‘10

“At the end of my four weeks of service with the Misericordia, I reflectedgratefully upon my beginning two weeks spent in that cramped classroomat the top of the winding, narrow stairs. They provided me the foundationupon which I could build my own Italian vocabulary through my interac-tions with both the other volunteers and drivers and the people we served.Would I do it again knowing that my service work would entail carryingpeople in wheelchairs up five flights of stairs to their apartment on a swel-tering July day? Absolutely.”

Emma Zainey, Class of ‘11

“With with my research, contacts I have made during my travels, and manyother opportunities afforded me by the Nanovic Institute for EuropeanStudies , I am confident and forever thankful that I can turn my studiesinto a future and a career, that I will make my own contribution to Basquecinema and cinema as a whole.”

Javi Aitor Zubizarreta, Class of ‘11

“This trip has provided me with resources to do an institutional study oflay brotherhood at these monasteries as part of my dissertation. While I didnot find much information on the lay sisters, I now have a clearer idea ofother sources to pursue in the future where I may discover information onthem. Overall, I had a wonderful time in which I did my research, sampledsome good cuisine and even better beer, and met some fascinating citizensof a complicated country. I am grateful to the Nanovic Institute for thisopportunity.”

Damian Zurro, Doctoral candidate in History


nanovic student testimonials 2009-10

Documents