Rebel Nurses of the Rising: Ireland, Easter 1916

The nursing of the ‘rebels’ and the role of nurses in the Easter Rising of 1916 have received little attention until recently, even within Ireland itself. There is now a growing analysis, in particular a reaffirmation of the significant role played by women in the Rising, culminating in publications commemorating the centenary of this event. This paper offers a critical review of what is known about nursing within rebel strongholds in Dublin during this time. Findings suggest there is evidence of some qualified nurses involved in rebel (rather than civilian and military) positions, including accounts of the extent of their role and the injuries managed. However, the majority of the immediate nursing care available to the rebels was given by members of the Irish Citizen’s Army and the women’s organisation Cumman na mBan, both of whom were trained in first aid and were wearing Red Cross insignia. Accounts of the week suggest that the status and treatment of qualified nurses and first aid workers offering care was not consistent. Although the Easter Rising was just one week of conflict confined to Ireland, its timing during WW1 and Ireland’s contested status as a part of Great Britain in rebellion against the established order raise a number of issues for discussion. These include the use and status of the Red Cross emblem in such circumstances and the management of humanitarian aid in a heavily populated urban setting. Through a focus on the humanitarian management of the conflict from a rebel perspective this paper offers an alternative perspective on the nursing response to this historical event. In doing so a parallel, alternative view may be seen which illustrates the need to explore multiple narratives

How portable is level-0 behavior? A test of level-k theory in game with non-neutral frames

We test the portability of level-0 assumptions in level-k theory in an experimental investigation of behavior in Coordination, Discoordination, and Hide and Seek games with common, non-neutral frames. Assuming that level-0 behavior depends only on the frame, we derive hypotheses that are independent of prior assumptions abou tsalience. Those hypotheses are not confirmed. Our findings contrast with previous research which has fitted parameterized level-k models to Hide and Seek data. We show that, as a criterion of successful explanation, the existence of a plausible model that replicates the main patterns in these data has a high probability of false positives

Uses of music in everyday life

The value of music in people’s everyday lives depends on the uses they make of it and the degree to which they engage with it, which are in turn dependent on the contexts in which they hear it. Very few studies have investigated people’s experiences of music in naturalistic, everyday circumstances, and this exploratory study provides some initial normative data on who people listen with, what they listen to (and what their emotional responses to this music are), when they listen, where they listen, and why they listen. A total of 346 people who owned a mobile phone were sent one text message per day for 14 days. On receiving this message, participants were required to complete a questionnaire about anymusic they could hear, or had heard since their previous message. Responses indicated a high compliance rate; a high incidence of exposure to music; that the greatest number of musical episodes occurred while participants were on their own; that pop music was heard most frequently; that liking for the music varied depending on who the participant was with, where they were, and whether they had chosen to be able to hear music; that music was usually experienced during the course of some activity other than deliberate music listening; that exposure to music occurred most frequently in the evening, particularly between 10PM and 11 PM, and on weekends; that music was heard most frequently at home, with only a small number of incidences occurring in public places; that the importance of several functions of music varied according to temporal factors, the place where the music was heard, and the person or people the participant was with. Further research shouldinclude participants from a greater range of sociodemographic backgrounds and should develop context-specific theoretical explanations of the different ways in which people use music as a resource

Creativity and play in children

This research looks at conceptions of creativity and at the question of its measurement in the broad context of psychological assessment and the potentialities of mental tests. It falls into three parts. The studies described in Pert 1 establish, by correlational and factorial techniques, that "creativity" implies an integrated range of abilities, represented by divergent thinking tests, which although related to intelligence in subjects of average I.Q., remains factorially distinct from it. This "dimensionality" issue is affected by individual differences in motivation which are aroused by the conditions of test administration; Part 2 looks at the effects of three situational factors on divergent test scores. The atmosphere in which they are administered (play-like as distinct from test-like), the modes of stimulus presentation (reel objects or verbal stimuli) and response (written or spoken) are shown to affect performance; it is concluded, however, that situationally-produced individual differences in motivation are overridden by those existing in capacity. The research described in Part 3 extends the study of the "playfulness" of test situations by relating divergent teat scores to measures of free play. The theoretical justification for this relationship ie elaborated in Chapter 6, and it is tested empirically in Chapters 7 end 8 by studying children's adaptations to the same (initially novel) toys on four separate occasions and by observing the effects of different play instructions. It is concluded that there are qualitative and quantitative difference in the ways in which children "learn through play", and that these are determined by individual difference in abilities such as divergent thinking. The issue which are raised by mixing the psychometric construct system with one which does not emphasise abilities are discussed in Chapter 9. The implications of this work for the "mental testing movement" are outlined, and some suggestions for further research are made