Helen Burns, interviewed by Lacey Stone and Ellen Geraghty

Helen Mae (Saurman) Burns, interviewed by Lacey Stone and Ellen Geraghty, November 9, 2000, Bangor, Maine. Helen talks about joining the Army Nurses Corps in May of 1945; serving in Camp Lee, VA, Frederick, MD, Phoenixville, PA, San Francisco, CA and Yokohama, Japan. Text: 12 pp. transcript. Time: 00:34:36. Photographs: p14533, p14534. Listen: mfc_na3202_c2303_01https://digitalcommons.library.umaine.edu/mf144/1003/thumbnail.jp

My Heart\u27s in the Highlands

https://digitalcommons.library.umaine.edu/mmb-vp/4460/thumbnail.jp

The Fellowship of the Library Association of Ireland (FLAI): Reflections and Guidelines

This article reflects the experience of two librarians recently awarded Fellowship of the LAI. It gives practical steps and advice on how to achieve this professional goal

Professional learning and an emergent community of practice on the Scottish islands as viewed through Biesta’s educational domains

From Crossref journal articles via Jisc Publications RouterHistory: received 2022-09-30, accepted 2023-06-23, epub 2023-09-21, issued 2023-09-21, published 2023-09-21Article version: VoRPublication status: PublishedThe Scottish Island Schools Network is a community of practice for leadership teams working in island schools in Scotland. This paper reflects on the emergence of the network within an island community context. The paper discusses how the emergence of an island network aligns with Biesta’s (2009) three educational domains of qualification, socialisation and subjectification. Drawing on the OECD (2019) report on rural education, this paper explores the professional learning needs of teachers in remote, Scottish communities, highlighting issues of rurality, benefits and challenges. It considers the role of identity and the tensions that can exist between the different ‘faces’ of a teacher living and working in an island community - as an islander, community member, teacher, and within a wider educational context. In an increasingly digital age, the paper explores the opportunities and limitations for those in less digitally connected rural areas to take part in professional learning opportunities, along with other practical considerations. Finally, the paper discusses the importance of preserving personal and social identities in a remote rural school, and how the unique experiences of rural educators may offer insights which are useful for the wider education population.pubpu

Pre-Christian Characters in Medieval Irish Literature: An Examination of Fástini Airt meic Cuind, De Suidigud Tellaig Temra, Aided Chonchobair and Aided Echach maic Maireda

This dissertation consists of an analysis of the representation of the pre-Christian protagonists of the four medieval Irish tales Fástini Airt meic Cuind, De Suidigud Tellaig Temra, Aided Chonchobair and Aided Echach maic Maireda. In examining the portrayal of pre-Christian characters, I have addressed a particularly characteristic feature of medieval Irish literature. The four tales discussed here have, for the most part, not previously been studied in detail. For this reason, the dissertation is divided into two parts. Part I (chs. 1–3) focuses on questions of date, literary context and manuscript transmission of three of the tales (Fástini Airt, De Suidigud and Aided Chonchobair) and it serves as background to the thematic analysis of all four tales in Part II (chs. 4–8). In the thematic discussion, the bible is shown to have been an important influence on the depiction of the pre-Christian period and its relationship with the Christian present (ch. 4). In addition, biblical characters, God and Christ served as models for the representation of the tales’ protagonists (ch. 5). In Fástini Airt and Aided Echach, saintly characteristics are applied to the protagonists, highlighting the extent to which Christian and pre-Christian ages were presented as part of a continuum (ch. 6). This view was not, however, universally shared, as the poem A chloch thall in Aided Chonchobair shows (ch. 6). In Fástini Airt and De Suidigud, kingship is seen to derive its authority both from the pre-Christian past and from Christian ideas (ch. 7), both tales perhaps illustrating the relevance medieval tales could have to contemporary developments. Finally, the pre-Christians’ salvation in these four tales is in accordance with the teaching of the bible and theological authorities, as all four protagonists have faith in God (ch. 8). A number of aspects emerge as common to the representation of the pre-Christian past in these four tales. The most important of these are the use of thebible as a model, the idea of continuity from the pre-Christian past to the Christian present and the possibility of acquiring Christian faith in pre-Christian times

The Fellowship of the Library Association of Ireland (FLAI): Reflections and Guidelines

This article reflects the experience of two librarians recently awarded Fellowship of the LAI. It gives practical steps and advice on how to achieve this professional goal

Cognitive Deficits Are Associated with Frontal and Temporal Lobe White Matter Lesions in Middle-Aged Adults Living in the Community

BACKGROUND The association between brain white matter lesions and cognitive impairment in old age is well established. However, little is known about this association in midlife. As this information will inform policy for early preventative healthcare initiatives, we investigated non-periventricular frontal, temporal, parietal and occipital lobe white matter hyperintensities (WMH) in relation to cognitive function in 428 (232 women) community-dwelling adults aged 44 to 48 years. RESULTS Frontal white matter lesions were significantly associated with greater intraindividual RT variability in women, while temporal WMH were associated with face recognition deficits in men. Parietal and occipital lobe lesions were unrelated to cognitive performance. These findings did not differ when education and a range of health variables, including vascular risk factors, were taken into account. CONCLUSION Gender differences in WMH-cognition associations are discussed, and we conclude that small vessel disease is present in midlife and has functional consequences which are generally not recognized. Preventative strategies should, therefore, begin early in life.David Bunce's collaboration in this work was supported by the Leverhulme Trust and the British Academy. The study was funded by NHMRC of Australia Unit Grant No. 973302, Program Grant No. 179805, NHMRC project grant No. 157125, grants from the Australian Rotary Health Research Fund and the Australian Brewers Foundation. Nicolas Cherbuin is funded by NHMRC Research Fellowship No. 471501. Kaarin Anstey is funded by NHMRC Research Fellowship No. 366756. The funders had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript

Imagination : exploring cognitive and metacognitive perspectives in relation to visual-arts education

EdD ThesisIn arts education, imagination is recognised as important, usually seen as a vital ingredient of arts experience, but it is less frequently defined. Grounded in artseducation practice, this thesis is a theoretical journey which prioritises ‘imagination’ as a focus, exploring it through paradigmatic lenses of: history, psychology and art. From within these perspectives, repeating themes, pertinent to visual-arts education, arise and are cohered towards a pragmatic understanding of imagination which empowers our approach to arts education. Exploration reveals imagination as our ability to connect mental images towards the production of mental categories and the cohering of concepts, indicating that it is a fundamental aspect of cognition and metacognition. We see the dependent relationships between imagination and psychological development, everyday cognition and metacognition and how their inherent syncretistic processes are modelled in and can be enabled by conditions which are present in the visual arts. These conditions relate to the malleable nature of mental imagery, its necessity in cognition and its physical manifestation as art, to the hypothetical nature of knowledge construction and ‘space’ given to this and to the use of visual metaphor as a vehicle for imagination. The interpretation or creation of visual art in these conditions nurtures an iterative process of mental transformation, akin to metacognition, which can be personal and also sociocultural. The key implication is that by exercising our imaginations through the cognitive and metacognitive activity of art, we can improve our imagination generally. Imagination is fundamental to cognition, so developing imagination will develop better learning. The argument implies a practice-based need for increased understanding of imagination as cognitively fundamental and of how visual-arts education is well-placed to nurture this. In turn, this implies a need to address the status and implementation of visualarts learning within education