‘Who? Me. A Memoir’ Donald Leslie Shaw (1930–2017)

No abstract available

Introduction II: William C. Atkinson (1902-1992): Scholar of Spain, Portugal and Latin America

In ‘Introduction II. William C. Atkinson (1902–1992): Scholar of Spain, Portugal and Latin America’, Ann L. Mackenzie conducts a detailed survey of William Atkinson’s life and career, from his beginnings in Belfast, Northern Ireland through to his death, aged ninety, in 1992. Mackenzie’s survey is derived mainly from first-hand research into Atkinson’s memoirs and scholarly publications; she has also utilized obituaries, reviews and documentary evidence preserved in the archives at Queen’s University Belfast, where he obtained his degrees, and at Glasgow University where he was Stevenson Professor of Hispanic Studies (1932–1972). Among his many services to Hispanism, Mackenzie highlights his pioneering role in establishing Portuguese Studies and, especially, Latin American Studies, as principal fields of learning in British universities. He is also remembered for taking over the editorship of the Bulletin of Spanish Studies when its founder-editor E. Allison Peers died in 1952, thereby ensuring its survival. Mackenzie assesses in detail Atkinson’s numerous scholarly publications—not only his books, editions and translations, but also his articles and reviews in major journals. His most influential works, in her view, were his biographical and critical study of the sixteenth-century Spanish Humanist, Hernán Pérez de Oliva, his History of Spain and Portugal and his prose-translation of Camões’ The Lusiads. Among his most memorable activities were the five lengthy visits he made to Latin America between 1946 and 1971: these lecture tours mostly funded by the British Council, took him to all twenty Latin-American countries several times over. Mackenzie also records what he did during World War II, when he was seconded to the Foreign Office. Though based mainly at Oxford, he was sent on several fact-finding missions to Spain and Portugal. Mackenzie also writes about Atkinson in situ at Glasgow University where as Professor and Head of Hispanic Studies, and latterly also as Director of the Latin-American Institute (established in 1966), he showed an exemplary interest in the welfare of his students, and in assisting them to pursue careers in banking, commerce, school-teaching, the Civil Service and, especially, Higher Education. Many of his graduates took up lectureships and professorships in universities, both at home and overseas, where they trained more academics in their turn, as specialists in Spain, Portugal and Latin America

Introduction I: A Festschrift for William Atkinson

In ‘Introduction I. A Festschrift for William Atkinson’, Ann L. Mackenzie begins by explaining why William Atkinson had not previously received a Festschrift—neither upon his retirement in 1972 nor even following his death in 1992. She goes on to provide compelling reasons for rectifying this omission, and for doing so in the form of a Special Double Issue of the Bulletin of Spanish Studies. She refers in particular to Atkinson’s pioneering role in establishing Portuguese Studies and Latin American Studies as major fields of learning in UK universities. She also points to the principal part he played in 1953 to ensure the continuation of the Bulletin of Hispanic Studies after the death of E. Allison Peers, its founder-editor. Mackenzie is also informative about the contents of the Festschrift and its contributors, some of whom were once students of Atkinson in the Department of Hispanic Studies at Glasgow University. Other contributors either graduated later from that same Department at Glasgow or used to be members of its staff. Mackenzie goes on to discuss the topics, authors, periods and countries dealt with in the contributed articles, all of which, in some significant respect or degree, reflect Atkinson’s own publications on the literatures, cultures and histories of Spain, Portugual and Latin America

Preamble to part II

This Preamble introduces and discusses nine literary-critical articles contributed to Part II of Studies on Spain, Portugal and Latin America in Memory of William C. Atkinson, each of which, through the country, period, topic and/or author dealt with, reflects in some way or degree William Atkinson’s own most significant scholarly interests. First, two articles by Patricia Anne Odber de Baubeta and David G. Frier, deal with Portugal and its literature—Camões’ sonnets in the one case, and a novel by Camilo Castelo Branco, in the other. Then follow three studies by Anne Holloway, D. Gareth Walters and Margaret Tejerizo relating to modern Spain’s literature, culture and society, which discuss respectively a novella by Ángeles Vicente, the late poetry of Antonio Machado and Chekhov’s theatre as recently performed in Spanish before audiences in Madrid. Next come three articles concerned with works emanating from modern Latin America: a short novel by the Uruguayan writer Felisberto Hernández is studied by Frank Lough; the Brazilian poetry of Mário Quintana is edited, translated and interpreted by the late Giovanni Pontiero; and Nuala Finnegan analyses Rafael Bonilla’s documentary film, La carta (2010), which seeks to elucidate the causes and the consequences of gender-related murders (feminicidios) being perpetrated in present-day Mexico. In ‘Re-Writing the Estado Novo: Antonio Tabucchi’s Sostiene [Afirma] Pereira’, Bernard McGuirk achieves, inter alia, an informative assessment of the state of affairs in Portugal under Salazar in the late 1930s; moreover, through deftly interwoven allusions he sheds further light on the attitudes and personality of his former professor at Glasgow University, William Atkinson. McGuirk’s multifaceted study, which on one level is interdisciplinary and comparative, and on another socio-linguistic and literary-theoretical, concludes not only Part II, but the entire Festschrift

Preamble to part I

This Preamble introduces Part I of Studies on Spain, Portugal and Latin America in Memory of William C. Atkinson—the Part which mainly contains William Atkinson’s own memoirs edited, annotated and made widely available for the first time. Mostly written c.1971–1972, the memoirs cover all five decades in Atkinson’s career. In Chapter 1 he records his first-hand experiences of Spain in the mid 1920s; while not only in Chapter 5 but in an additional article, he sets down the impressions he formed of Latin America during five extensive lecture tours undertaken there between 1946 and 1971. In Chapter 3, titled ‘One Man’s War’, he describes what he did during World War II, while seconded to the Foreign Office: though based in Oxford, he was sent on several fact-finding missions to Spain and Portugal. In two other chapters, he recalls his experiences as Stevenson Professor of Hispanic Studies at the University of Glasgow, in the period from 1932 through to the early 1960s. Also published in Part I are archival documents and letters relevant to his memoirs; and there is an illuminating account by John C. McIntyre of ‘Professor William C. Atkinson (WCA) As Remembered by Some Former Students (1957–1962)’

FEASIBILITY AND ACCEPTABILITY OF ADMINISTERING A FUNCTIONAL COGNITIVE-COMMUNICATION ASSESSMENT TO INDIVIDUALS WITH SELF-REPORTED CONCUSSION

Purpose: Individuals who experience ongoing symptoms after sustaining a mTBI may not receive the help they need because the deficits they endorse on self-report measures are not identified on current standardized cognitive assessments. The purpose of the current investigation is to determine how to better document ongoing cognitive-communication deficits and to characterize the nature of how these deficits impact daily life and communicative participation, using a multidimensional assessment protocol. Method: A multiple case study design was selected to comprehensively document the cognitive-linguistic functioning of multiple individuals with concussion. Five participants completed one session over a telehealth platform that included four self-report measures and four standardized cognitive assessments. All participants then completed a second session which included a planning portion for in-person and at-home tasks followed by execution of in-person tasks. The participants completed the at-home tasks for the 10 subsequent days following the planning phase. Results: All five participants successfully participated in all portions of the protocol being implemented. Participant self-report measures indicated a variety of cognitive deficits not identified during the standardized cognitive measures. Many of the cognitive deficits endorsed on the self-report measures were observed during the participant’s execution of functional cognitive tasks. Conclusion: Detecting cognitive-communication deficits in individuals with concussion/mTBI using a standardized assessment continues to pose as a challenge for rehabilitation professionals given the gap between performance on standardized assessments and symptoms endorsed on self-report measures. Further research and adaptations of this multidimensional protocol may be beneficial to the development of a functional standardized assessment

Taphonomy of the Chengjiang Biota: Using a combination of sedimentology, geochemistry and experimental taphonomy to determine preservation

The Chengjiang Biota, found in the Early Cambrian Maotianshan Shale (Yunnan, China), represents the Cambrian ôexplosion of life,ö providing a snapshot of the early evolution and development of complex life. This snapshot is possible because high fidelity processes transfer information from living organisms to preserved fossils. Taphonomy is everything that occurred during this information transfer from death to fossilization and discovery, including chemical and/or sedimentological processes. The Chengjiang fossilsÆ biology is well documented and taphonomical processes have been proposed. Tests of these models are limited because the depositional environment remains poorly understood. To fill this gap and better constrain the taphonomy, I examined the sedimentology and geochemistry of the Maotianshan Shale

Emergency Preparedness Education Inclusive of Chronic Disease and Access and Functional Needs

The number of disasters is increasing worldwide and the level of knowledge of and preparation for such disasters may be inadequate, particularly among vulnerable populations. Emergency preparedness education by health care providers can be effective in improving preparedness of people with increased medical needs. The purpose of this project was to: 1) determine what evidence exists in the literature regarding emergency preparedness levels of vulnerable populations, 2) determine what evidence exists in the literature regarding the effect of healthcare provider education on emergency preparedness levels of vulnerable populations, 3) examine what education methods and other tools can be utilized to easily deliver emergency preparedness education by health care providers to vulnerable populations, and 4) develop evidence-based emergency preparedness education deliverable to various populations. The first three objectives were completed via an extensive literature review using PubMed and CINAHL. Information was gathered on current disaster preparedness measures used in the U.S., the impact of disasters on vulnerable populations, and evidence-based recommendations for disaster preparedness and education. The last objective was accomplished by using various sources found throughout the literature review as well as additional resources that provided guidance on creating effective education. The resulting education tool is the first disaster education course ground in evidence and not merely expert opinion. This education tool was created to be inclusive of vulnerable populations, modifiable for various locations, and, ideally, motivating of behavioral change in the realm of disaster preparation