“Nature gave a second groan”: The Decay of Nature in Paradise Lost and Seventeenth-Century Discussion

The thesis investigates the role of nature in John Milton’s Paradise Lost. By looking at seventeenth-century texts concerning the decay of nature by Godfrey Goodman and George Hakewill, this thesis strives to determine how Milton’s poetry engaged in a contemporary debate. The thesis begins with an examination of Goodman and Hakewill’s texts alongside Milton’s On the Morning of Christ’s Nativity, Naturam Non Pati Senium, and Lycidas. The second and third parts of the thesis examine the role of nature in pre- and postlapsarian Eden in Milton’s epic, while keeping in mind the seventeenth-century debate explored in the first section

Alien Registration- Elliott, Mary V. (Baldwin, Cumberland County)

https://digitalmaine.com/alien_docs/32921/thumbnail.jp

Mary Elliott, interviewed by John Dunham, Part 2

Mary Elliott, interviewed by John Dunham, December 2, 2001, Camden, Maine. Elliott talks about training as a nurse in Massachusetts; becoming a member of the Red Cross; being called to serve in the Army following the attack on Pearl Harbor; being stationed at Camp Edwards, Massachusetts, Belfast, Northern Ireland, and Salisbury, England; being a Second Lieutenant nurse. Text: 18 pp. transcript. Time: 50 minutes. Listen: Part 1: mfc_na3215_c2318_01 Part 2: mfc_na3215_c2318_02https://digitalcommons.library.umaine.edu/mf144/1029/thumbnail.jp

Mary Elliott, interviewed by John Dunham, Part 1

Mary Elliott, interviewed by John Dunham, December 2, 2001, Camden, Maine. Elliott talks about training as a nurse in Massachusetts; becoming a member of the Red Cross; being called to serve in the Army following the attack on Pearl Harbor; being stationed at Camp Edwards, Massachusetts, Belfast, Northern Ireland, and Salisbury, England; being a Second Lieutenant nurse. Text: 18 pp. transcript. Time: 50 minutes. Listen: Part 1: mfc_na3215_c2318_01Part 2: mfc_na3215_c2318_02https://digitalcommons.library.umaine.edu/mf144/1028/thumbnail.jp

A Special Educator’s How-To Guide to Visual Activity Schedules

Students with disabilities often struggle with the transitions throughout the school day, which can lead to prompt dependency and the emergence of challenging behaviors. One evidence-based practice is the use of visual activity schedules (VAS). VAS provide a visual list of what will occur throughout the day, in the student’s mode of receptive communication (objects, picture symbols, words). VAS provide predictability to decrease the anxiety that can arise with transitions. The following practitioner’s piece provides guidance geared toward new special education teachers in how to choose the correct VAS symbols and create a VAS that is appropriate for your student’s level of independence