Ireland Reflections 2020

Ireland trip group prior to flight In what seems to be the theme for this Spring 2020 Semester, we made a change in this year’s spring break trip. Instead of heading to Israel, our traditional trip for the last decade, a group of 30 students two faculty, and myself headed to Ireland and Northern Ireland for a look at Comparative Conflict Resolution. For about 10 of the students, the trip was a compliment to last year’s Israel / Palestine experience, while for many others, this was a trip of firsts.

I should note off the bat that this was a first for all of us to come home to this uncertainty and new normal. We left in early March worried about small outbreaks and came home to quarantines, home isolation and remote classes. In the vein of keeping us thinking about interesting things, though, I wanted to get the blogs going and share reflections from the students.

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The Unprofessionals

In the decade after the American Civil War, Congress ratified three Amendments (the Thirteenth, Fourteenth, and Fifteenth) and passed five civil rights statutes (the Freedmen’s Bureau Act of 1866, the Civil Rights Act of 1866, the Civil Rights Act of 1870, the Civil Rights Act of 1871, and the Civil Rights Act of 1875) in an attempt to integrate African Americans into society and provide them with the full rights and privileges of citizenship.  From rights to vote, hold property, and contract, to rights of access to the courts, public infrastructure, and the marketplace, these enactments represented a dream of reconstruction that strove toward a more universal application of the ideals of the Declaration of Independence.  In striking down and interpreting these laws, the decisions of the Supreme Court played a crucial role in curtailing the promise of this older civil rights movement.  The Court’s undermining of the laws led to the legal segregation, discrimination, terrorizing, denial of due process, lynching, murdering, exploitation, and injustice that characterizes the African American experience in the century that followed.

The highlight reel that we all study in Constitutional Law class includes:

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Our Dullened Rhetorical Swords

Okay, class, we will now turn to sentence diagramming.  Let’s take the example on page 15, begin reading:

Look, having nuclear—my uncle was a great professor and scientist and engineer, Dr. John [T] at MIT; good genes, very good genes, okay, very smart, the Wharton School of Finance, very good, very smart—you know, if you’re a conservative Republican, if I were a liberal, if, like, okay, if I ran as a liberal Democrat, they would say I’m one of the smartest people anywhere in the world—it’s true!—but when you’re a conservative Republican they try—oh, do they do a number—that’s why I always start off: Went to Wharton, was a good student, went there, went there, did this, built a fortune—you know I have to give my like credentials all the time, because we’re a little disadvantaged—but you look at the nuclear deal, the thing that really bothers me—it would have been so easy, and it’s not as important as these lives are (nuclear is powerful; my uncle explained that to me many, many years ago, the power and that was 35 years ago; he would explain the power of what’s going to happen and he was right—who would have thought?), but when you look at what’s going on with the four prisoners—now it used to be three, now it’s four—but when it was three and even now, I would have said it’s all in the messenger; fellas, and it is fellas because, you know, they don’t, they haven’t figured that the women are smarter right now than the men, so, you know, it’s gonna take them about another 150 years—but the Persians are great negotiators, the Iranians are great negotiators, so, and they, they just killed, they just killed us.

What is the subject of this sentence?  Who can identify the predicate?

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