La Harmoniemusik : música per a conjunt de vents al llarg dels segles XVIII i XIX

La Harmoniemusik: música per a conjunt de vents al llarg dels segles XVIII i XIX és una recerca a través del repertori, gèneres, usos i funcions que tingué el conjunt de vents a la Viena clàssica i la seva influència en la música per a vents del segle XIX. A través de l’explicació del context social i cultural de l’època, entendrem les motivacions i les circumstàncies que van empènyer als compositors a escriure per a Harmoniemusik, així com també les relacions d’aquesta música amb l’òpera, la música militar i la música religiosa.

Osaamisen siirtäminen prosessikuvauksen avulla. Case: tehtäväpohjainen arkistonmuodostussuunnitelma

The aim of this master’s thesis was to study can an organization use process descriptions for transferring knowledge from an employee to another. The case-organization was South Carelia Joint Authorisation for Education. The data used in the experiment was the case-organization’s archives formation plan including process descriptions (tehtäväpohjainen AMS). A new empirical investigation environment was formed. Four people, who could be recruited for working in the department of salary calculation, were asked to write an instruction for themselves following the AMS so they could complete the necessary tasks concerning salary calculation and processing the originated documents without any other help but the written instruction. After that they were asked to estimate, would the instruction be enough or would they need someone’s help to do the work. The instructions were also evaluated by a professional and the writer of this thesis. After evaluating the written instructions there was evidence that some knowledge – what should be done and in which order – has been transferred from the process descriptions to the written instructions. Anyway the complete task could not be correctly performed without any other help, because the knowledge on how it should be done did not transfer.

The literary arts in Hume's science of the fancy

Philosophers have long disagreed about whether poetry, drama, and other literary arts are important to philosophy; and among those who believe that they are important, explanations of that importance have differed greatly. This paper aims to explain and illustrate some of the reasons why Hume found literature to be an important topic for philosophy and philosophers. Philosophy, he holds, can help to explain general and specific literary phenomena, to ground the science of criticism, and to suggest and justify ";principles of art,"; while at the same time literature can provide valuable ";experiments"; for philosophical theorizing and provide it with a model for the science of morals and (in some ways) for philosophy itself. Moreover, the literary arts can not only help one to write better philosophy, in Hume's view; they can also help one to write philosophy better.

Unca Don and Unca Scrooge’s Guide to History. Representations of the Past in the Disney Comics of Don Rosa

This thesis studies the various forms and layers of representations of the past that can be found in the Disney comics of Don Rosa. To stay true to the legacy of renowned comic book artist Carl Barks, Rosa has stopped time in the duck universe to the 1950’s: the decade when Barks created his most noted stories. There is a special feel of historicalness in Rosa’s duck stories, as his characters recall events that occurred in both Rosa’s own stories as well as Barks’. Rosa has shed new light to the past of the characters by writing and illustrating the history of Scrooge McDuck, one of the most beloved Disney characters. Rosa is also adamant that the historical facts used in his stories are always correct and based on thorough research. The methodological tools used in the analysis of the comics come from the fields of comic book studies, film theory, and history culture. Film and comics are recognized by many scholars as very similar media, which share elements that make them comparable in many ways. This thesis utilizes studies on historical film, narrative and genre, which provide valuable insight and comparisons for analysis. The thesis consists of three main chapters, the first of which deconstructs the duck universe in the stories in order to understand how the historicalness in them is created,and which outside elements might affect them, including the genre of Disney comics, publishers, and the legacy of Barks. The next chapter focuses on The Life and Times of Scrooge McDuck series, i.e. the stories which are located in the past. Such stories feature similar representations of history as for example Westerns. They also compress and alter history to meet the restrictions of the medium of comics. The last part focuses on the adventure stories which draw inspiration from for example mythology, and take the characters to strange and mystical, but yet historical worlds. Such treasure-hunting stories show similarity to the action-adventure genre in film and for example their stereotypical representations of foreign cultures. Finally, the chapter addresses the problematic of historical fiction and its capability to write history.

Tekijännimet Mikael Agricolan teosten kielessä. Henkilötarkoitteisten johdosten merkitykset, funktiot ja rakenteet

My research deals with agent nouns in the language of the works of Mikael Agricola (ca. 1510–1557). The main tasks addressed in my thesis have been to describe individual agent noun types, to provide a comprehensive picture of the category of agent nouns and to clarify the relations between different types of agent nouns. My research material consists of all the agent nouns referring to persons in the language of Agricola’s works, together with their context. The language studied is for the most part translated language. Agent nouns play an important role both in the vocabulary of natural language and in broader sentence structures, since in a text it is constantly necessary to refer to actors re-ferring to persons in the text. As a concept and a phenomenon, the agent noun is widely known in languages. It is a word formed with a certain derivational affixes, which typical-ly refers to a person. In my research the agent noun category includes both deverbal and denominal derivatives referring to persons, e.g. kirjoittaa > kirjoittaja (to write > writer), asua > asuva (to inhabit > inhabitant), imeä > imeväinen (to suck > suckling), juopua > juopunut (to drink > drunkard), pelätä > pelkuri (to fear > one who fears ‘a coward’), apu > apulainen (help/to help > helper); lammas > lampuri (sheep > shepherd). Besides original Finnish expressions, agent noun derivatives taken as such from foreign languages form a word group of central importance for the research (e.g. nikkari, porvari, ryöväri, based on the German/Swedish for carpenter, burgher, robber). Especially important for the formation of agent nouns in Finnish are the models offered by foreign languages. The starting point for my work is predominantly semantic, as both the criteria for collecting the material and the categorisation underlying the analysis of the material are based on semantic criteria. When examining derivatives, aspects relating to structure are also inevitably of central importance, as form and meaning are closely associated with each other in this type of vocabulary. The alliance of structure and meaning can be described in an illustrative manner with the help of structural schemata. The examination of agent nouns comprises on the one hand analysis of syntactic elements and on the other, study of cultural words in their most typical form. The latter aspect offers a research object in which language and the extralinguistic world, referents, their designations and cultural-historical reality are in concrete terms one and the same. Thus both the agent noun types that follow the word formation principles of the Finn-ish language and those of foreign origin borrowed as a whole into Finnish illustrate very well how an expression of a certain origin and formed according to a certain structural model is inseparably bound up with the background of its referent and in general with semantic factors. This becomes evident both on the level of the connection between cer-tain linguistic features and text genre and in relation to cultural words referring to per-sons. For example, the model for the designations of God based on agent nouns goes back thousands of years and is still closely linked in 16th century literature with certain text genres. This brings out the link between the linguistic feature and the genre in a very con-crete manner. A good example of the connection between language and the extralinguistic world is provided by the cultural vocabulary referring to persons. Originally Finnish agent noun derivatives are associated with an agrarian society, while the vocabulary relat-ing to mediaeval urbanisation, the Hansa trade and specialisation by trade or profession is borrowed and originates in its entirety from vocabulary that was originally German.

Sivistyksestä sivilisaatioon. Kulttuurikäsitys J. V. Snellmanin historiallisessa ajattelussa

From Bildung to Civilisation. Conception of Culture in J. V. Snellman’s Historical Thinking The research explores Johan Vilhelm Snellman’s (1806–1881) conception of culture in the context of his historical thinking. Snellman was a Finnish, Swedish-speaking journalist, teacher and thinker, who held a central position in the Finnish national discourse during the nineteenth century. He has been considered as one of the leading theorists of a Finnish nation, writing widely about the themes such as the advancement of the national education, Finnish language and culture. Snellman is already a widely studied person in Finnish intellectual history, often characterised as a follower of G. W. F. Hegel’s philosophical system. My own research introduces a new kind of approach on Snellman’s texts, emphasising the conceptual level of his thought. With this approach, my aim is to broaden the Finnish research tradition on conceptual history. I consider my study as a cultural history of concepts, belonging also to the field of intellectual history. My focus is on one hand on the close reading of Snellman’s texts and on the other hand on contextualising his texts to the European intellectual tradition of the time. A key concept of Snellman’s theoretical thinking is his concept of bildning, which can be considered as a Swedish counterpart of the German concept of Bildung. The Swedish word incorporated all the main elements of the German concept. It could mean education or the so-called high culture, but most fundamentally it was about the self-formation of the individual. This is also the context in which Snellman’s concept of bildning has often been interpreted. In the study, I use the concept of bildning as a starting point of my research but I broaden my focus on the cognate concepts such as culture (kultur), spirit (anda) and civilisation. The purpose of my study is thus to illustrate how Snellman used and modified these concepts and from these observations to draw a conclusion about the nature of his conception of culture. Snellman was an early Finnish philosopher of history but also interested in the practice of the writing of history. He did not write any historical presentations himself but followed the publications in the field of history and introduced European historical writing to the Finnish, Swedish-speaking reading audience in his newspapers. The primary source material consists of different types of Snellman’s texts, including philosophical writings, lecture material, newspaper articles and private letters. I’m reading Snellman’s texts in the context of other texts produced both by his Finnish predecessors and contemporaries and by Swedish, German and French writers. Snellman’s principal philosophical works, Versuch einer spekulativen Entwicklung der Idee der Persönlichkeit (1841) and Läran om staten (1842), were both written abroad. Both of the works were contributions to contemporary debates on the international level, especially in Germany and Sweden. During the 1840s and 1850s Snellman had two newspapers of his own, Saima and Litteraturblad, which were directed towards the Swedish-speaking educated class. Both of the newspapers were very popular and their circulations were among the largest of their day in Finland. The topics of his articles and reviews covered literature, poetry, philosophy and education as well as issues concerning the economic, industrial and technical development in Finland. In his newspapers Snellman not only brought forth his own ideas but also spread the knowledge of European events and ideas to his readers. He followed very carefully the cultural and political situation in Western Europe. He also followed European magazines and newspapers and was well acquainted with German, French and also English literature – and of course Swedish literature to with which he had the closest ties. In his newspapers Snellman wrote countless number of literary reviews and critics, introducing his readers to European literature. The study consists of three main chapters in which I explore my research question in three different, yet overlapping contexts. In the first of these chapters, I analyse Snellman’n theoretical thinking and his concepts of bildning, kultur, anda and civilisation in the context of earlier cultural discourse in Finland as well as the tradition of German idealistic philosophy and neo-humanism. With the Finnish cultural discourse I refer to the early cultural discussion in Finland, which emerged after the year 1809, when Finland became an autonomous entity of its own as a Grand Duchy of Russia. Scholars of the Academy of Turku opened a discussion on the themes such as the state of national consciousness, the need for national education and the development of the Finnish language as a national language of Finland. Many of these academics were also Snellman’s teachers in the early years of his academic career and Snellman clearly formulated his own ideas in the footsteps of these Finnish predecessors. In his theoretical thinking Snellman was a collectivist; according to him an individual should always be understood in connection with the society, its values and manners, as well as to the traditions of a culture where an individual belongs to. In his philosophy of the human spirit Snellman was in many ways a Hegelian but his notion of education or ‘bildning’ includes also elements that connect him with the wider tradition of German intellectual history, namely the neo-humanist tradition and, at least to some extent, to the terminology of J. G. Herder or J. G. Fichte, for example. In this chapter, I also explore Snellman’s theory of history. In his historical thinking Snellman was an idealist, believing in the historical development of the human spirit (Geist in German language). One can characterise his theory of history by stating that it is a mixture of a Hegelian triumph of the spirit and Herderian emphasis on humanity (Humanität) and the relative nature of ‘Bildung’. For Snellman, the process of ‘bildning’ or ‘Bildung’ is being realised in historical development through the actions of human beings. Snellman believed in the historical development of the human civilization. Still Snellman himself considered that he had abandoned Hegel’s idea about the process of world history. Snellman – rightly or wrongly – criticised Hegel of emphasising the universal end of history (the realisation of the freedom of spirit) at the expense of the historical plurality and the freedom of each historical era. Snellman accused Hegel of neglecting the value and independency of different historical cultures and periods by imposing the abstract norm, the fulfilment of the freedom of spirit, as the ultimate goal of history. The historicist in Snellman believed in the individuality of each historical period; each historical era or culture had values, traditions and modes of thought of its own. This historicist in Snellman could not accept the talk about one measure or the end of history. On the other hand Snellman was also a universalist. He believed that mankind had a common task and that task was the development of ‘Bildung’, freedom or humanity. The second main chapter consists of two parts. In the first part, I explore the Finnish nationalistic discourse from the cultural point of view by analysing the notions such as a nation, national spirit or national language and showing how Snellman formulated his own ideas in a dialogic situation, participating in the Finnish discourse but also reacting to international discussions on the themes of the nation and nationality. For Snellman nationality was to a great extent the collective knowledge and customs or practices of the nation. Snellman stated that nationality is to be considered as a form of ‘bildning’. This could be seen not simply as affection for the fatherland but also for the mental identity of the nation, its ways of thinking, its practices, national language, customs and laws, the history of the nation. The simplest definition of nationality that Snellman gives is that nationality is the social life of the people. In the second part of the chapter I exam Snellman’s historical thinking and his understanding about historical development, interaction between different nations and cultures in the course of history, as well as the question of historical change; how do cultures or civilisations develop and who are the creators of culture? Snellman did not believe in one dominating culture but understood the course of history as a dialogue between different cultures. On the other hand, his views are very Eurocentric – here he follows the ideas of Hegel or for example the French historian François Guizot – for Snellman Europe represented the virtue of pluralism; in Europe one could see the diversity of cultures which, on the other hand, were fundamentally based on a common Christian tradition. In the third main chapter, my focus is on the writing of history, more precisely on Snellman’s ideas on the nature of history as a science and on the proper way of writing historical presentations. Snellman wrote critics on the works of history and introduced his readers to the writing of history especially in France, Sweden and German-speaking area – in some extend also in Britain. Snellman’s collectivistic view becomes evident also in his reviews on historical writing. For Snellman history was not about the actions of the states and their heads, nor about the records of ruling families and battles fought. He repeatedly stressed that history is a discipline that seeks to provide a total view of a phenomenon. A historian should not only collect information on historical events, since this information touches only the surface of a certain epoch or civilisation; he has to understand an epoch as totality. This required an understanding about the major contours in history, connections between civilisations and an awareness of significant turning points in historical development. In addition, it required a holistic understanding about a certain culture or historical era, including also the so-called inner life of a specific nation, a common people and their ways of life. Snellman wrote explicitly about ‘cultural history’ in his texts, referring to this kind of broad understanding of a society. In historical writing Snellman found this kind of broader view from the works of the French historians such as François Guizot and Jules Michelet. In all of these chapters, I elaborate the conceptual dimension of Snellman’s historical thinking. In my study I argue that Snellman not only adopted the German concepts of Bildung or Kultur in his own thinking but also developed the Swedish concepts in a way that include personal and innovative aspects. Snellman’s concept of bildning is not only a translation from ‘Bildung’ but he uses the Swedish concept in a versatile way that includes both the moral aspect of human development and social dimension of a human life. Along with ‘bildning’ Snellman used also the terms ‘kultur’ and ‘civilisation’ when referring to the totality of a certain nation or historical era, including both the so-called high culture (arts, science, religion) and the modes of thought as well as ways of life of the people as a whole. Unlike many of his Finnish contemporaries, Snellman did not use civilisation as a negative concept, lacking the moral essence of German term ‘Bildung’ or ‘Kultur’. Instead, for Snellman civilisation was a neutral term and here he comes close to the French tradition of using the term. In the study I argue that Snellman’s conception of culture in fact includes a synthesis of the German tradition of ‘Bildung’ and the French tradition of ‘civilisation’.

Tietokantojen yhdistäminen järjestelmän rajapintoja hyödyntäen

Tässä työssä on pyritty kartoittamaan mahdollisuudet omatoimiseen Voyager-kirjastojärjestelmän aineistotietokantojen ja asiakasrekisterien yhdistelyyn. Lähtökohtana on ollut oletus, että kohdejärjestelmän tietokantaan ei ole oikeuksia eikä sopimusteknistä mahdollisuuttakaan kirjoittaa tietoja suoraan kyselykielellä. Järjestelmän dokumentaatiota sekä verkostoa hyödyntämällä olen pyrkinyt kartoittamaan mahdollisuudet kaiken toiminnallisuuden vaatiman datan siirtoon. Hyödyntämällä järjestelmän rajapintoja, voidaan saavuttaa kustannussäästöjä sekä joustavuutta työn suorittamisen aikataulutukseen. Bibliografisen datan siirtoon Voyager-kirjastojärjestelmässä on mahdollisuus hyödyntää palvelimella eräajona suoritettavaa ohjelmaa. Tässä eräajossa voidaan siirtää sekä bibliografiset tietueet että varastotietueet. Nidetietojen kirjoittamiseksi kohteena olevaan tietokantaan käytetään Visual Studio -sovellusta, joka hyödyntää luettelointirajapintaa. Asiakastietojen siirtoon on mahdollista hyödyntää palvelimella suoritettavaa eräajoa, jonka syötteeksi kirjoitetaan määrämittainen syötetiedosto. Asiakastietueisiin sidotut lainatiedot voidaan siirtää kohdetietokantaan asiakasohjelman offline-lainaustoiminnolla.

The revival of international solidarity : the Internationale Arbeiterhilfe, Willi Münzenberg and the Comintern in Weimar Germany, 1921-1933

The aim of the study is to write the first comprehensive history of the Internationale Arbeiterhilfe (International Workers’ Relief) and its message of international solidarity during the Weimar Republic, 1921–1933. The Arbeiterhilfe was the Communist International’s (Comintern) primary international solidarity organisation of the time. The work is identified as a contribution to the transnational history of the interwar period as its main focus is not on governmental politics or intra-state relations, but is focused on the transnational world of an international organisation. The history of the Arbeiterhilfe provides the main springboard from which to write a contextually-based analysis of international solidarity during the Weimar Republic. The study highlights for the first time the importance of the German communist Willi Münzenberg (1889–1940), as the leader of the Arbeiterhilfe, in the history of international solidarity. The main question of this study is how an explicit use of language coupled with the visualisation and practices of solidarity were created through the Arbeiterhilfe. How was solidarity actually envisaged, organised and brought to life by the Arbeiterhilfe in Weimar Germany? How did its expressions of solidarity change over time? Throughout the thesis, the changing and complex character of solidarity is analysed. How was the Arbeiterhilfe’s message of solidarity created and changed in relation to the Comintern and the Soviet Union’s policies? How did the Arbeiterhilfe create a new culture of international solidarity thought film, cinema, illustrated newspapers and the organising of mass spectacles of international solidarity? The Arbeiterhilfe had its international headquarters in Berlin which functioned as the base, one could argue, for some of the inter-war period’s most spectacular solidarity campaigns. The Arbeiterhilfe constitutes a significant case study of an early international organisation as it was one of the first international organisations for global (albeit not universal) international solidarity which had unparalleled prospects to develop new transnational identifications and social ties. It could consequently be suggested that the Arbeiterhilfe in several ways could be perceived as a predecessor to several post-1945 transnational solidarity organisations and International Non-Governmental Organisations (INGOs).

Pojkar kan visst skriva! : skrivkompetenser på nationellt prov i svenska i årskurs tre i Sverige

10-year old boys are writing texts in a National Test in the spring of 2009. The aim of this study is to increase knowledge in and understanding of boys’ writing skills through description, analysis and interpretation of the texts produced by the boys in the National Test in Swedish for junior level year three, taken in Sweden in 2009. The material consists of texts produced by boys and is focused on their ability to write. Through avoiding relating to texts produced by girls, it is possible to search, review, interpret and observe without simultaneously comparing the two genders. The aim of the test is to measure writing proficiency from a normative perspective, while I am investigating content, reception, awareness, and other aspects relevant when producing text. Genres are described through the instruction given in the test, which defines the work that takes place in the classroom and thereby my approach to the analysis. The latter is focused on finding patterns in the competence of the students rather than looking for flaws and limitations. When competence is searched for beyond the relationship to syllabi or the demands of the test in itself, the boys’ texts from the test provide a general foundation for investigating writing proficiency. Person, place and social group have been removed from the texts thereby avoiding aspects of social positioning. The texts are seen from the perspective of 10-year old boys who write texts in a National Test. The theoretical basis as provided by Ivaničs (2004; 2012) offers models for theory on writing. A socio-cultural viewpoint (Smidt, 2009; Säljö, 2000) including literacy and a holistic view on writing is found throughout. By the use of abdicative logic (see 4.4) material and theory work in mutual cooperation. The primary method hermeneutics (Gadamer 1997) and analytical closereading (Gustavsson, 1999) are used dependent on the requirements of the texts. The thesis builds its foundation through the analysis from theoretically diverse areas of science. Central to the thesis is the result that boys who write texts in the National Test, are able to write in two separate genres without conversion or the creating hybrids between the two. Furthermore, the boys inhibit extensive knowledge about other types of texts, gained from TV, film, computers, books, games, and magazines even in such a culturally bound context as a test. Texts the boy has knowledge of through other situations can implicitly be inserted in his own text, or be explicitly written with a name of the main character, title, as well as other signifiers. These texts are written to express and describe what is required in the topic heading of the test. In addition other visible results of the boys’ ability to write well occur though the multitude of methods for analysis throughout the thesis which both search, and find writing competence in the texts written by the boys.

Miten kehittää ketjutoimintaa rautakaupassa; case Rautanet

TIIVISTELMÄ Tekijä: Urpalainen, Mika Tutkielman nimi: Miten kehittää ketjuliiketoimintaa rautakaupassa Case: Rautanet Tiedekunta: Kauppatieteellinen tiedekunta Pääaine / Maisteriohjelma: Kansainvälinen markkinointi Vuosi: 2014 Pro gradu – tutkielma: Lappeenrannan teknillinen yliopisto, 129 sivua, 28 kuvaa, 15 taulukkoa ja kaksi liitettä Tarkastajat: prof. Olli Kuivalainen, prof. Sanna-Katriina Asikainen Hakusanat: ketjutoiminta, Rautanet-ketju, sitoutuminen, markkinointi Keywords: Chain business, Rautanet-chain, commitment, marketing Rautanet-ketju on heterogeeninen, vapaaehtoisuuteen perustuva rautakauppaketju, joka on perustettu vuonna 1998. Tämän tutkimuksen tarkoituksena on selvittää Rautanet-kauppiaille ja koko ketjuorganisaatiolle ketjutoiminnan etuja, haasteita sekä kauppiaskunnan näkemyksiä ketjutoiminnasta tänä päivänä. Tutkimusmenetelmä oli kvalitatiivinen ja kvantitatiivinen, se perustui kauppiaille lähetettyyn kyselylomakkeeseen, joka sisälsi Likert-asteikollisia kysymyksiä 36 ja 3 kysymystä joihin vastattiin kirjallisesti. Kysymykset sisälsivät aiheita mm. Sitoutumisesta, markkinoinnista, sidosryhmistä jne. Tutkimusjoukkona oli Rautanet-kauppiaat. Kokonaisuutena arvioiden kauppiaat ovat tyytyväisiä ketjun toimintaan. Suurimmat edut ovat markkinointituki kuvastojen avulla ja ketjun voima, jonka kauppiaat tekevät yhdessä. Etuna voidaan pitää myös kauppiaiden sitoutumishalukkuutta ketjuun. Suurimpana haasteena on ehkä itsenäisyyden menettämisen pelko. Rautanet-ketjun toiminta on hyvällä tasolla. Kilpailun kiristyessä myös Rautanet-ketjun kauppiaiden sitoutumishalukkuutta on pidettävä yllä. Ketjuorganisaation on kunnioitettava kauppiaan itsenäisyyttä ja kuunneltava jatkossakin kauppiaita. Ketjun ja kauppiaiden selkeä yhteinen päämäärä, rakentaa vahva ketju, joka pystyy vastaamaan kilpailijoiden haasteisiin, on hyvin paljon riippuvainen yhdessä tekemisen halusta.

Recueil de lettres et pièces originales, et de copies de pièces indiquées comme telles dans le dépouillement qui suit. Ces pièces sont relatives aux querelles de la France et de l'Angleterre. De 1308 à 1531 :.

Contient : 1 Articles proposés au roi Philippe le Bel par ÉDOUARD II, roi d'Angleterre, touchant le ressort et la supériorité du duché de Guyenne; avec les réponses du roi. 1308. Copie ; 2 Lettres patentes de « HENRY [VI], roy de France et d'Angleterre », en faveur de « Hue de Launoy, maistre des arbalestriers de France... Donné à Pontoise, le XVIIIe janvier » 1423 ; 3 Lettre de « J. FASTOLF,... à messrs de la chambre des comptes à Paris... Escript à Rouen... juing » 1435 ; 4 et 5 Deux lettres du Sr « GARTIER, roy d'armes » ; 4 au « coutummier et contrerolleur de Pol,... Escript à Chierburt, la veille de Marie Magdelaine ». 1441. Copie ; 5 « au chancelier d'Angleterre... Escript à Caen, le vendredi veille de Marie Magdelaine ». 1441. Copie ; 6 « Instruction ou memoire à monsgr de Gaucourt, Guichart de Cissé, conseillers, et maistre Jacques Aude, secretaire du roy, de ce qu'ilz auront à dire de par ledict Sr, et aussi au gouverneur de Bloys, de ce qu'il aura à dire de par monseigneur le duc d'Orleans au comte de Suffolk et autres ambassadeurs du roy d'Angleterre, envoyez de par luy es marches de pardeçà pour le faict de la paix des deux royaumes... Fait à Tours, le derrenier jour de mars » 1444 ; 7 et 8 Ratification par le roi « CHARLES » VII de la trêve accordée au Mans entre ses fondés de pouvoir et ceux du roi d'Angleterre. « Donné aux Motiz lez Tours », le 9 avril 1444. Deux minutes ; 9 Lettres par lesquelles « RAOUL DE GAUCOURT » et « GUICHART DE CISSE » notifient la trêve passée au Mans entre eux et les fondés de pouvoir du roi d'Angleterre. « Donné en la ville du Mans », le 8 avril 1444. Minute ; 10 Lettres patentes de « GUILLAUME DE LA POULE, conte DE SUFFOLK, et autres fondés de pouvoir du roi d'Angleterre, au sujet de la trêve. « Donné au Mans », le 8 avril 1444 ; 11 Lettre du roi d'Angleterre « HENRY » VI au roi de France. « Escript à Wondestok, le XXIe jour d'aoust » 1444 ; 12 Ratification par « CHARLES » VII des conventions arrêtées, au prieuré de Juziers, entre « Jehan, bastard d'Orleans, conte de Dunoys », d'une part, et « Thomas Hoo », fondé de pouvoir du roi d'Angleterre Henri VI, d'autre part. 15 décembre 1546. Minute ; 13 Lettre de « MARGUERITE » D'ANJOU, « royne de France et d'Angleterre », au roi Charles VII. « Donné en nostre chastel de Wyndesore, le vingtme jour de may » 1446 ; 14 et 15 Deux lettres de « R[ICHARD, duc D']YORK », au roi Charles VII ; 14 « Escript à Honnefleu, le XXIe jour de septembre » 1445 ; 15 « Escript à Rouen, le XVIIIe jour d'avril » 1444 ; 16 Lettre de « CHARLES » VII au roi d'Angleterre Henri VI, 1445. Copie ; 17 Lettre de « MARGUERITE » D'ANJOU, « royne de France et d'Angleterre », au roi Charles VII. « Donné à Shene, le XVIIe jour de decembre » 1445 ; 18 Lettre de « HENRY [VI], roy de France et d'Angleterre », au roi Charles VII. « Donné en nostre chastel de Windesore, le second jour de janvier » 1445 ; 19 Lettres patentes de « CHARLES » VII, donnant pouvoir au « conte de Vendosme » et à ses ambassadeurs de conclure la paix avec le roi d'Angleterre. « Donné à Serry, le XIe jour de juing » 1445. Copie ; 20 et 21 Deux saufs-conduits délivrés par ARTUS, duc DE BRETAGNE et comte DE RICHEMONT, « connestable de France » ; 20 au « bastard de Limeuil,... Donné à La Marche en Lorreyne, le vintme jour d'avril, l'an mil CCCC.XLV ». Copie ; 21 à « Durant Sevrieres, dit Faulcon,... Donné à La Marche en Lorraine... le XXIIe jour d'avril, l'an mil CCCC.XLV ». Copie ; 22 « Instructions pour les commis et depputez à aler de par le roy à la journée qui se doit tenir à Evreux, c'est assavoir au premier jour d'avril prouchain venant, sur le fait des appatiz, exces, entreprises et autres choses deppendans du fait des treves... Fait à Chinon, le derrenier jour de mars, l'an mil CCCC. quarante et cinq ». Copie ; 23 Lettres patentes de « CHARLES » VII, concernant la prorogation de la trêve accordée par le comte de Vendôme avec le roi d'Angleterre « jusqu'au 1 novembre 1446 ». Copie ; 24 Lettre du « roy d'armes Jarretiere,... à monsgr le seneschal... Escript à Alençon, le XXVIIe jour de fevrier » 1448 ; 25 et 26 Deux relations du voyage du comte de Vendôme et autres ambassadeurs [???de Charles VII en Angleterre. 1445. Minutes ; 27 Traité de trêves fait avec l'Angleterre par « LOIS, conte DE VENDOSME », et autres ambassadeurs du roi Charles VII. « Donné à Londres, le XIIIe jour d'aoust mil. CCCC.XLV ». Copie ; 28 « Maniere de proces verbal de ceulx qui furent en Angleterre de par le roy, en l'an » 1445. Minute ; 29 et 30 Deux lettres de « HENRY » VI, roi d'Angleterre, au roi de France Charles VII ; 29 « Escript en nostre chastel de Wyndesore, le IXme??? jour de may, l'an XXIIIIe de nostre regne » ; 30 « Donné en nostre palaiz, à Westmonstier, le second jour de juillet » ; 31 et 32 Deux lettres closes de HENRI VI, roi d'Angleterre ; 31 au « duc de Sommerset, gouverneur... de Normandie... Donné à Westmonstier, le IIIe jour d'octobre » 1449. Copie ; 32 à « Ogerot Desit, escuier... Donné à Westmonstier, le IIIe jour d'octobre » 1449. Copie ; 33 et 34 Deux lettres de « HENRY [VI], roy... d'Angleterre », à Charles VII, roi de France ; 33 « Escript à Westmonstier, le XXVIIIe jour de juillet » 1447 ; 34 « Donné en nostre palais, à Wesmonstier, le XIe jour de decembre » 1447 ; 35 « Instructions pour Jehan Havart, varlet tranchant du roy [Charles VII], et maistre Jehan Herbert, notaire et secretaire dudict Sr, de ce qu'ilz aront à besongner touchant leur voiaige à Rouen, où ilz sont presentement, par le commandement et ordonnance d'icelluy Sr, devers les gens du conseil de son nepveu [le roi] d'Angleterre, estans à Rouen... Donné à Razilly lez Chinon, le XXIIIe jour de septembre, l'an de grace mil CCCC. quarante six et de nostre regne le XXIIIIe ». Copie ; 36 Lettre de JEAN, « bastard D'ORLEANS », PIERRE DE « BRESZE », sénéchal de Poitou, « B. » DE « BEAUVEAU », aux « escuiers Mathieu Go et Foulkes Eton,... Escript à Tours, le XIIIIe jour de janvier » 1447. Copie ; 37 et 38 Deux lettres de « THOMAS HOO, chancelier de France... à Pierre de Brezey, seneschal de Poytou » ; 37 « Escript à Rouen, le XXe jour de janvier » 1447 ; 38 « Escript à Rouen, le XVIIIe jour de fevrier » 1447 ; 39 Lettre de « HENRI [VI], roy... d'Angleterre », au roi de France Charles VII. « Donné à Westmontier, ce XVIIIe jour de mars » 1447. Copie ; 40 Lettre de PIERRE DE BREZE, « seneschal » de Poitou. 1447. Copie ; 41 Vidimus délivré par « MICHIEL LE POULLETIER, garde du scel des obligations de la viconté de Rouen », des lettres du roi d'Angleterre « HENRY » VI, concernant la restitution du Mans et des autres places occupées par les Anglais au pays du Maine. Date desdites lettres : « Donné à Eltham, le XXIIIe jour d'octobre, l'an de grace mil. CCCC. quarante sept » ; 42 Lettre adressée au roi d'Angleterre Henri VI par les commissaires chargés de reprendre, au nom du roi Charles VII, possession du Mans et des places que les Anglais occupaient au comté du Maine. « Escript à... le... jour de fevrier, l'an mil. CCCC.XLVII ». Copie ; 43 Lettre de « MARGUERITE » D'ANJOU, « royne d'Engleterre », au roi de France Charles VII. « Donné soubz nostre signet, à nostre manoir de Plaisance, le XXVIII jour de juillet » 1447 ; 44 et 45 Deux lettres de « HENRY [VI], roy... d'Angleterre », au roi de France Charles VII ; 44 « Donné en nostre chastel de Wyndesore, le tiers jour de may » 1447 ; 45 « Donné en nostre chastel de Wyndesore, le premier jour de fevrier » 1448 ; 46 Lettre de « MARGUERITE » D'ANJOU, « royne d'Angleterre », au roi de France Charles VII. « Donné, soubz nostre signet, à Windesore, le vintiesme jour de decembre » 1447 ; 47 Lettre de « HENRY [VI], roy... d'Angleterre », au roi de France Charles VII. « Donné en nostre chastel de Wyndesore, le XXIIIe jour de decembre » 1447 ; 48 Discussion préparatoire entre les ambassadeurs du roi d'Angleterre et les commissaires de Charles VII, à Lavardin, pour l'établissement d'une trêve générale entre les deux royaumes. 11 mars 1448. En latin. Copie ; 49 Acte par lequel « ADAM, evesque de Sichestre », et « ROBERT DE ROOS », ambassadeurs du roi d'Angleterre, Henri VI, déclarent « les treves generalles » établies entre leur souverain et le roi de France, du 15 mars 1448 au 1er avril 1450 ; 50 à 52 Trois lettres du duc DE « SOMERSET » au roi de France Charles VII ; 50 « Escript à Rouen, ce vendredi derrenier jour de fevrier » 1448 ; 51 « Escript à Rouen, le IXe jour de mars » 1448 ; 52 « Escript à Rouen, le VIIe jour d'avril » 1448 ; 53 Mémoire récapitulant les entreprises faites contre la trêve, sous le gouvernement du duc de Sommerset, en Normandie. 1448 ; 54 Instructions données par le roi CHARLES VII à « Valoys, le herault », envoyé de sa part en Angleterre. « XXIIe d'aoust » 1448. Minute ; 55 Lettre de « HENRY [VI], roy de France et d'Angleterre », au roi de France Charles VII. « Donné à Beverley, le neofysme jour d'octobre » 1448 ; 56 Lettre de « MARGUERITE » D'ANJOU, « royne d'Angleterre et de France », au roi Charles VII. « Donné à Sheve, le disme jour de decembre » 1448 ; 57 Lettre de « R[ICHARD], duc DE YORK », au roi de France Charles VII. « Escript à Londres, le XXIe jour de decembre » ; 58 Lettre de HENRY « [VI], roy de France et d'Angleterre », à Charles VII. « Donné à Wyndesore, le XXIIe jour de decembre » ; 59 et 60 Deux lettres du duc DE « SOMERSET » au roi de France Charles VII ; 59 « Escript à Rouen, le XXIIe jour d'avril » 1448 ; 60 « Escript à Rouen, le XIIIIe juing » 1448 ; 61 Relation de « GUILLAUME COUSINOT » sur ce qui a été arrêté avec les Anglais au sujet des infractions faites à la trêve. Copie ; 62 Procès-verbal des conférences tenues entre les fondés de pouvoir des rois de France et d'Angleterre, Charles VII et Henri VI, au lieu de Lery, en novembre 1448. En latin ; 63 à 75 Treize pièces concernant François de Surienne, dit l'Aragonnais ; 63 Acte par lequel, pour répondre au reproche d'avoir rompu la trêve en s'emparant de la ville de Fougères, il déclare que c'est au su et avec les encouragements des ministres anglais qu'il a agi, mais que c'est faute de secours et après un siége de cinq semaines qu'il a dû rendre la place au duc de Bretagne. 15 mars 1449 ; 64 Copie de la déclaration précédente ; 65 Sentence de confiscation de corps et de biens prononcée par « ÉTIENNE LEGEO,... lieutenant » du « bailli de S. Pere Le Moustier », contre « Françoys de Surienne,... et Estiennette de Griseville [sa femme], demourans avec les Angloys, enciens ennemis du roy... Fait au lieu de St Pere Le Moustier, le XIXe fevrier » 1448. Copie ; 66 Original de la pièce précédente ; 67 Lettre d'«ALFONSUS, rex Aragonum, Sicilie citra et ultra Farum... serenissimo principi Carolo, regi Francorum... Datum in Turri Octavii, die X° mensis novembris, anno millesimo CCCC° L° ». En latin ; 68 « Memorial acomanat per lo serenissimo senyor rey de Arago et de les dues Sicilies, etc., a Pericone de Nasello, secretari, e a Pere de Campuzano,... de lo que per sa part deven dir e explicar sobre los fets de moss. Frances lo Aragones al serenissimo rey de França... Expeditum in civitate Putheolorum, die duodecimo mensis Marcii, anno a Nativitate Domini millesimo quadringentesimo quinquagesimo secundo ». En catalan ; 69 Lettre de FRANÇOIS DE SURIENNE, dit « L'ARAGONOYS », au roi Charles VII. « Escript à Pisy, le XXIIIIe jour de janvier » 1450 ; 70 Ordre donné « au premier sergent du roy » par « ESTIENNE LEGEOU,... lieutenant » du « bailly de Saint Pere Le Moustier », de se transporter aux lieux de La Charité et Nevers » pour ajourner « au lieu et siege de Saint Pere Le Moustier pardevant le bailli ou son lieutenant... messire François L'Arragonnoiz, tant ou nom de luy comme ou nom de sa femme... sur peine de confiscation de corps et de biens... Ce fut fait au lieu et siege de Saint Pere Le Moustier... le mardi apres l'aparicion Nostre Seigneur, IXme jour de janvier, l'an mil. CCCC. quarante et sept » ; 71 Acte par lequel « PHELIPPE FLAMENT, sergent du roy », notifie au « bailli de Saint Pere Le Moustier » l'ajournement fait à Nevers, selon l'ordre porté plus haut. 10 janvier 1448 ; 72 Acte par lequel « COLIN DE BONNEMAIRE, sergent du roy », notifie au « bailly de Saint Pere Le Moustier » l'ajournement fait à La Charité-sur-Loire, selon l'ordre porté plus haut. 11 janvier 1448 ; 73 Copie du contrat de mariage de « Françoys de Surienne » et d'«Estiennette, fille de noble homme Greseville ». Date du contrat, 4 juin 1426; date de la copie, 20 août 1442 ; 74 Copie du contrat de mariage de « Jacques de La Ryviere » et de « Jehannecte Brotiere ». Date du contrat, 18 septembre 1437 ; date de la copie, 18 août 1442 ; 75 Acte par lequel « COLIN DE BONNEMAIRE, sergent du roy », notifie au « bailli de Saint Pere Le Moustier » l'envoi des deux copies de contrats ci-dessus indiquées ; 76 et 77 Deux instructions pour « Jehan Havart, escuier, conseiller et varlet tranchant du roy [Charles VII], et maistre d'ostel de monseigneur le daulphin », la première de ce qu'il « aura à dire, quant il sera devers le roy [Charles VII], touchant ce que ont fait et besongné les commissaires estans de present à Evreux, et les difficultez en quoy ilz sont avecques les Angloys » ; la seconde, « de par le roy [CHARLES VII], de ce qu'il aura à faire, quant il sera en Angleterre... Fait à Rasilli pres Chinon, le tiers jour de juing, l'an mil CCCC. quarante et neuf » ; 78 Lettre des « chancelier et gens du grant conseil du roy », Henri VI d'Angleterre, à « Mrs Pierre de Brezé, G. Cousinot, Jehan Havart et Menypeuil, ambaxadeurs... du roy [Charles VII]... Escript à Rouen, Ve jour du mois de fevrier » ; 79 et 80 Deux lettres de « HENRY [VI], roy de France et d'Angleterre », à Charles VII ; 79 « Donné en nostre palaiz à Wesmoustier, le XVIIIe jour de mars » 1449 ; 80 « Donné en nostre palaiz à Westmoustier, le tiers jour d'avril » 1449 ; 81 Procès-verbal, dressé le « XXe jour d'aoust mil CCCC.XLIX, ou chastel de Chasteaudun », des réponses faites par « Osberne de Mondefort, Anglois prisonnier oudict chastel, sur la maniere de la prise du Ponteau de Mer, faicte par les gens du roy [Charles VII] sur lui et Hecton et plusieurs autres Anglois ». Minute ; 82 Résumé des violations commises par les Anglais contre la trêve conclue entre Henri VI et Charles VII, pour expliquer l'entrée des Français en Normandie et la réduction de Rouen sous l'autorité de son roi légitime. 1449. En latin ; 83 Procès-verbal du conseil tenu par le roi Charles VII « au Rochestrenchelyon », touchant les violations commises par les Anglais contre la treve ». 31 juillet 1449. Minute ; 84 Lettre du duc DE « SOMERSET » au roi Charles VII. « Escript à Rouen, le IXe jour de juillet » 1449 ; 85 Acte par lequel le roi « CHARLES » VII ratifie l'« appoinctement fait... à Rouen, le [29] octobre [1449], entre [les]... conseillers » dudit roi « à ce commis et ordonnez », d'une part, et les fondés de pouvoir du « duc de Sommercet », d'autre part, « touchant la delivrance des chastel et palaiz de Rouen et autres places » de Normandie. « Donné à Saincte Katherine lez Rouen, le... jour d'ottobre, l'an de grace mil CCCC.XLIX ». Minute ; 86 Acte par lequel le roi « CHARLES » VII ratifie l'« appoinctement faict » par ses fondés de pouvoir « avecques les maire, gens d'eglise, nobles, bourgeoys et habitans de la ville de Libeurne, pour raison de la redducion de ladicte ville de Libourne en l'obeissence du roy... Donné à Tailhebourg, le XXe jour de juillet » 1451. Copie ; 87 Requête adressée au roi Charles VII par JEAN, bâtard D'ORLEANS, « conte DE DUNOIS,... touchant la destrousse faicte par les Espaignolz sur le sauf conduit... donné à Jehan Ormond, escuier anglois », prisonnier dudit comte, mis en liberté conditionnelle pour acquiter la rançon à laquelle il avait été taxé. 1454 ; 88 Résumé de la réponse faite, au nom du roi Charles VII, par son conseil, à l'« ouverture de paix » proposée par « le chancellier de Constentinoble » entre la France et l'Angleterre, pour tourner les forces réunies des deux peuples contre les Turcs. « Fait à Lion, oudict conseil, le XXVIIe jour d'avril apres disner, l'an mil IIII.C.LVII » ; 89 « Ce sont les secondes euffres qui semblent estre à faire aux ambaxadeurs d'Angleterre, venuz pour le fait de la paix, ampliées oultre les premieres pour parvenir au bien de paix » ; 90 Lettre de « JEHAN DE MONTESCOT,... à monseigneur le bailli de Chartres... Escript le XVe jour d'avril » ; 91 Résumé des propositions faites « à Rouen, ou moys de decembre mil CCCC. cinquante huit, par les commis et depputez de par... les roys » de France et d'Angleterre, « pour le bien de leurs royaumes et seigneuries » ; 92 et 93 Deux lettres d'ÉDOUARD DE LANCASTRE, prince de Galles ; 92 au roi de Portugal, Alphonse V. « Ex Sancto Michaele in Barro, tercio decimo decembris ». En latin ; 93 « to my cousyn the erle of Ormond ». En anglais ; 94 « Instruction » de « MARGUERITE » D'ANJOU, reine d'Angleterre, « to my lord of Ormond ». Pour le roi de Portugal, Alfonse V. En anglais ; 95 Lettre de « J. FORTESCU,... to the erle of Ormond,... Write at Seynte Mighel in Barroys, the XIII daye of decembre ». En anglais ; 96 Lettre de « HENRY » VI, roi d'Angleterre, à Louis XI, dauphin. « A Edyngburgh, le XXVIIIe jour de mars » ; 97 Lettre de « J[EAN PREGENT], evesque de St Brioc, LOUYS D'ESTOUTEVILLE et JEHAN ARNOULFIN » au roi Charles VII. « Escript à Rouen, le XIIIe jour de juing » ; 98 Lettre d'«EDWARD » IV, roi d'Angleterre, au roi Louis XI. « Ex villa nostra de Redyng, vicesimo quinto septembris, anno regni nostri quarto ». En latin ; 99 Lettre des « gens du conseil du roy » d'Angleterre, « et de monseigneur le conte de Warwyk, estans à Calais... à monseigneur de La Barde, seneschal de Lymousin... Escript à Calais, ce XVe jour de janvier » ; 100 Lettre de « RICHART WITCH, lieutenant de Guisnes... Escript à Calais, le XIXe jour d'avril, l'an [M.CCCC.] LXIIII ». Copie ; 101 Lettre du « bailli de St Omer... à monseigneur de Croy, conte de Porciaen et de Guisnes... Escript à St Aumer, le XIXe jour de juing » 1463 ; 102 Lettre de « PHILIPPE DE LOAN à monseigneur de Crouy,... Escript à Boullongne, ce XVIe juillet 1463... Copie ; 103 Lettre de « R[ICHARD NEVILL, comte DE] WARRWYK », au roi Louis XI. « Escript à Londres, le derrain jour de juillet » 1465 ; 104 « Coppie des instructions baillées à messrs Guillaume Cousinot, avec autres articles dont il avoit charge, oultre ses dictes instructions ». Touchant le rétablissement de Henri VI sur le trône d'Angleterre. 1465 ; 105 « Double des instructions » données par « LOYS [XI]... à messrs Loys de Harecourt, patriarche de Jherusalem, evesque de Baieux, Tanguy du Chastel, viconte de La Belliere, gouverneur de Roussillon et de Sardaigne, Guillaume de Menypeny, Sr de Congressaut, Yves, Sr Du Fou, chevaliers... maistre Nichole Michel, docteur en theologie, pentancier et chanoine des eglises de Baieux et Coustances, et Guillaume de Cerisay, greffier de la court de parlement », pour « besongner particulierement avec monsgr le conte de Warwych, touchant la guerre à entreprendre contre le duc de Bourgogne et le partage des terres dudit duc entre le roi de France et le comte de Warwik. « Fait aux Moultiz lez Tours, le XIIIe jour de novembre » 1470 ; 106 Copie desdites instructions ; 107 « La Creance des ambassadeurs du roy d'Angleterre, EDOUARD IV, ensemble les ouvertures qu'ilz ont faictes » au roi Louis XI, touchant l'Espagne, le Portugal, le duc de Bretagne. 1475 ; 108 Lettre de PEDRO VELASCO, comte DE HARO, « condestable de Castilla », au roi d'Angleterre Édouard IV. « Ex Medina, ultimo julii 1477 ». En latin ; 109 Lettres patentes d'ÉDOUARD IV, roi d'Angleterre, déclarant une trêve de sept ans entre les deux pays de France et d'Angleterre. 1475. En latin. Minute inachevée ; 110 Lettre du roi d'Angleterre « EDOWARD » IV au roi de France « Loys [XI]... A nostre palais de Westmonstier, le IXme jour de fevrier » ; 111 Lettres patentes du roi de France LOUIS XI, concernant l'alliance conclue entre lui et le roi d'Angleterre Édouard IV. « Datum in civitate nostra Ambianensi, die XXIXa mensis augusti, anno Domini millesimo CCCC°. LXXVto ». En latin. Copie ; 112 Lettres patentes de LOUIS XI, roi de France, concernant l'obligation prise par lui de faire payer à Londres au roi d'Angleterre Édouard IV, leur vie durant, cinquante mille écus d'or par année. « Datum in civitate nostra Ambianensi, die XXIX mensis augusti, anno Domini M°.CCCC°.LXXVto » En latin. Copie ; 113 Lettre du roi d'Angleterre « EDOWARD » IV au roi de France Louis XI. « Escript à Cantorbury, le XVIIe may » ; 114 « Ce sont les Choses que monsgr l'arcevesque de Vyenne, monseigneur de La Roche Guyon, chambellan, et maistre Olivier le Roux, maistre des comptes et tous conseillers du roy et ambaxadeurs du roy [Louis XI] pourront alleguer » au « roy d'Angleterre [ÉDOUARD IV] pour monstrer que la guerre que le roy a fait jusques cy et fait à present à madame d'Austriche, fille du feu duc de Bourgongne derrenier trespassé, a esté et est à tres juste et raisonnable cause, et que c'est la querelle du roy et de son royaume, en laquelle ledict seigneur roy d'Angleterre ne peut ne ne doit donner faveur, secours ne ayde à ladicte fille dudict feu duc de Bourgongne, mais par les traictez qui sont entre lesdicts deux roys et princes est tenu de secourir et aider le roy contre elle ». Minute. 1477 ; 115 à 117 « Ouvertures » faites par les ambassadeurs » du « roy d'Angleterre » Édouard IV, sur le même sujet. Avec les réponses faites au nom du roi Louis XI. Trois minutes, dont deux en latin ; 118 « Ce que les ambassadeurs d'Angleterre distrent au roy [Louis XI]... au Plessys du Parc, le XXVIe jour de decembre, l'an M.CCCC.LXXVII » ; 119 et 120 Deux lettres de LOUIS XI, roi de France, au roi d'Angleterre, Édouard IV, « touchant l'expedition de Me Thomas Danet, aumosnier du roy d'Angleterre, envoyé devers le roy pour le fait du douaire de la vefve du feu duc Charles de Bourgongne ». Minutes ; 121 « Instruction de par le roy [LOUIS XI] à maistre Yves de La Tilloye, advocat dudit seigneur en son chastellet de Paris, pour faire responce » au « roy d'Angleterre [Édouard IV], sur ce que maistre Thomas Danet, maistre en theologye, son aumosnier, luy a dit touchant le fait de madame la duchesse de Bourgongne, Marguerite, seur dudit Sr roy d'Angleterre... Fait à Arras, le XXIIIIe jour de jung » 1478. Minute ; 122 Lettre de LOUIS XI à « monseigneur de Monstereul,... Escript » à « Arras, le XXIIe jour d'avril » 1478. Copie ; 123 « Ce sont les Matieres qui touchent plus grandement le fait du roy et de la couronne de France, lesquelles il est neccessaire pour le bien dudit seigneur et de ladite coronne qu'elles soient esclercies, en maniere que la querelle du roy esdictes matieres soit deument justiffiée à l'encontre de ses adversaires », Édouard IV, roi d'Angleterre, le duc d'Autriche, le comte de Flandres, le duc de Brabant, les comtes de Hainaut et de Montbéliard, etc ; 124 « Instruction » donnée par LOUIS XI à ses ambassadeurs en Angleterre. 1479. Minute ; 125 Lettre de LOUIS XI au roi d'Angleterre Édouard IV. « Escript à La Mothe de Esgry, le IIIe juillet » 1480 ; 126 Instructions données par LOUIS XI à ses ambassadeurs en Angleterre. Copie inachevée. 1479 ; 127 à 130 Quatre lettres de « HENRY » VIII, roi d'Angleterre ; 127 et 128 à Marguerite d'Autriche, « duchesse douagiere de Savoye ; 129 à l'empereur Maximilien Ier. « Escript en nostre manoir de Grenewiche, le XXVIIIme jour d'octobre, l'an XV.C???. XII » ; 130 « au cardinal de Gramont,... Escript à nostre manoir de Grenewiche, le XXVIIe decembre, l'an mil V.C. trente ung »

The storying of an educator: the power of living legacy /

"I began these pages for myself, in order to think out my own particular pattern of living, my own individual balance of life, work and human relationships." Lindbergh (1983) p.9. In this thesis, I use self-study research as I focus on the topic of living legacy. This is a personal story, using narrative methodology and method as a means of uncovering and naming life lessons learned. I write to gain insight into my interpretation of the concept of living legacy - what living legacy means to me and why this concept is significant to me - and how living legacy impacts the person that I am in the present. Using a narrative lens, I inquire into stories that connect me to my spirit, my gender, education and theology, through my living legacy lessons, and I seek the impact these stories hold for me in my life today. I utilize a variety of methods including personal journals, course work, and arts-based research experiences as I explore the connections to my emerging perceptions ofmy living legacy lessons. This thesis represents the beginning of a continuing journey of self-discovery. I take the journey in order to uncover hidden and ongoing lessons of living legacy and the impact they have on the student and educator that I am.

Shop-floor narratives : how six workers and a researcher describe learning activities

I am a part-time graduate student who works in industry. This study is my narrative about how six workers and I describe shop-floor learning activities, that is learning activities that occur where work is done, outside a classroom. Because this study is narrative inquiry, you wilileam about me, the narrator, more than you would in a more conventional study. This is a common approach in narrative inquiry and it is important because my intentions shape the way that I tell these six workers' stories. I developed a typology of learning activities by synthesizing various theoretical frameworks. This typology categorizes shop-floor learning activities into five types: onthe- job training, participative learning, educational advertising, incidental learning, and self-directed learning. Although learning can occur in each of these activities in isolation, it is often comprised of a mixture of these activities. The literature review contains a number of cases that have been developed from situations described in the literature. These cases are here to make the similarities and differences between the types of learning activities that they represent more understandable to the reader and to ground the typology in practice as well as in theory. The findings are presented as reader's theatre, a dramatic presentation of these workers' narratives. The workers tell us that learning involves "being shown," and if this is not done properly they "learn the hard way." I found that many of their best case lean1ing activities involved on-the-job training, participative learning, incidentalleaming, and self-directed learning. Worst case examples were typically lacking in properly designed and delivered participative learning activities and to a lesser degree lacking carefully planned and delivered on-the-job training activities. Included are two reflective chapters that describe two cases: Learning "Engels" (English), and Learning to Write. In these chapters you will read about how I came to see that my own shop-floor learning-learning to write this thesis-could be enhanced through participative learning activities. I came to see my thesis supervisor as not only my instructor who directed and judged my learning activities, but also as a more experienced researcher who was there to participate in this process with me and to help me begin to enter the research community. Shop-floor learning involves learners and educators participating in multistranded learning activities, which require an organizational factor of careful planning and delivery. As with learning activities, which can be multi-stranded, so too, there can be multiple orientations to learning on the shop floor. In our stories, you will see that these six workers and I didn't exhibit just one orientation to learning in our stories. Our stories demonstrate that we could be behaviorist and cognitivist and humanist and social learners and constructivist in our orientation to learning. Our stories show that learning is complex and involves multiple strands, orientations, and factors. Our stories show that learning narratives capture the essence of learning-the learners, the educators, the learning activities, the organizational factors, and the learning orientations. Learning narratives can help learners and educators make sense of shop-floor learning.

'What ever happened to breakdancing?' : transnational b-boy/b-girl networks, underground video magazines and imagined affinities

In 1997, Paul Gilroy was able to write: "I have been asking myself, whatever happened to breakdancing" (21), a form of vernacular dance associated with urban youth that emerged in the 1970s. However, in the last decade, breakdancing has experienced a massive renaissance in movies (You Got Served), commercials ("Gotta Have My Pops!") and documentaries (the acclaimed Freshest Kids). In this thesis, 1 explore the historical development of global b-boy/bgirl culture through a qualitative study involving dancers and their modes of communication. Widespread circulation of breakdancing images peaked in the mid-1980s, and subsequently b-boy/b-girl culture largely disappeared from the mediated landscape. The dance did not reemerge into the mainstream of North American popular culture until the late 1990s. 1 argue that the development of major transnational networks between b-boys and b-girls during the 1990s was a key factor in the return of 'b-boying/b-girling' (known formerly as breakdancing). Street dancers toured, traveled and competed internationally throughout this decade. They also began to create 'underground' video documentaries and travel video 'magazines.' These video artefacts circulated extensively around the globe through alternative distribution channels (including the backpacks of traveling dancers). 1 argue that underground video artefacts helped to produce 'imagined affinities' between dancers in various nations. Imagined affinities are identifications expressed by a cultural producer who shares an embodied activity with other practitioners through either mediated texts or travels through new places. These 'imagined affinities' helped to sustain b-boy/b-girl culture by generating visual/audio representations of popularity for the dance movement across geographical regions.

Letter - American soldier's account of battles at Chippewa, Lundy's Lane and Fort Erie, 1814

Transcript (original grammar and spelling retained): My dear wife I take this time to inform you that I am well hoping that these few lines will Reach you and find you the same I shall in form you of all our Battles that we have had sence I left home we crossed in to Canada the 2 day of July and took fort Erie on the 3 day of July without loss of one man. We then marched down to Chipway eighteen miles below the Fort Erie we got there on the forth day and had our first battle on the 5 day our loss was not jistly known But the inemy loss was double to ours. The 6 day we started with the 2 Brigade to make a bridge a crost the crick two miles a bove the fort in Building the Bridge the inemy Brought up their Canon and playd upon us with their artiliery a bout two hours We drove them from the fort our loss was none the inemy loss was nineteen ciled dead on the ground we then marched to Queenston when we got thare our inemy had fledfrom the fort we then remained thair to Queenston ten days then we marched down to Fort George But that caurdly Chaney did not a rive with the fleet so we had to return back to Queenston thare was a bout six hundred militia formed on the heights of land thay fired up on us from their pickets and retreated to the mane body our flankers ciled and wounded and took about twenty before they got to the Maine body we then marched up the hill they gave us two firs but did not damage and then retreated from the field we stayed there one knight and then marched to Chipway and stayed there one night and the next day just as the sun set the first Brigade marched up in order to give them Battle a bout two miles from the Crick and began the Battle the 2 Brigade has to March up to the Niagara path and ingaged them we charged up on their artlery and took all their Canon Miller commanded the four companys that charged....the battles lasted three hours and forty minutes our loss was about 8 hundred cild and wounded our inemies loss was a bout fourteen hundred cild and wounded the next morning we Marched up in order to give them Battle a gin but thay was afraid to ingage us we then marched to Fort Erie and went to fortiffing and made a strong place the inemy folered us up and Began to cananade and held it fifty three days thay a tacked the fort the fifteenth of august thay atacked a bout one hiour be fore day Light we saw them and Blue up our maggerzean & two hundred of our inemy our loss wasa bout forty cild and wounded and our inemy loss was a bout one thousand on the 7 Day of September we atacked them and took their batteries and Broke all their canon and drove them from the field our loss was a Bout two hundred cild and wounded our inemy loss was a Bout 8 hundred cild and wounded...we crossed in to Canada with five thousand and came out with fifteen hundred we then Marched to Sackett’s harbor....am well and harty for the present....a bout comming home it uncarting for there is not any....given this winter as yet But I shall try to Come home if I Can But if I Cant I want you should take good car of the Phiddness[?] I have not Received any Money as yet But soon as I do receive some I send some home. I want you should write to me as soon as you receive this and and how Much Stock you wintor I Received your Letter with Great pleasure I feel uneasy a bout you I am a frade that you are sick or dead this is from your husband Chase Clough