|
St. John’s Fever and Lock Hospital Limerick, 1780-1890
Author: Patricia M. Bennis
Date Of Publication: Dec 2009
Isbn13: 978-1-4438-1393-8
Isbn: 1-4438-1393-1
Before 1780 there was no public provision for the hospital treatment of fever patients, “St. John’s being the first building of the kind erected in the empire”. They suffered and died in their homes under the combined pressure of poverty and disease. The spread of fever was controlled by admitting patients to hospital and isolating them from the rest of the community. Epidemics were frequent. This Irish study deals to a large extent with the 1820s, the cholera epidemic of 1832 and with the Great Famine of the 1840s—a period when St. John’s Hospital admitted more than 5,000 fever-ridden patients.
Patricia M. Bennis is a graduate of The National University of Ireland, Galway and holds a Master's degree from the University of Limerick. She archives the corporate records of the University of Limerick.
“Bennis deftly depicts St. John’s Fever Hospital, against the backdrop of pre-famine Limerick city. She also convincingly demonstrates that St John’s Hospital responded well to the typhus epidemic of 1817–18, and the waves of cholera in 1832 and 1847–49. The publication and dissemination of this solid work of scholarship is overdue.”
—Dr. Padraig Lenihan, History Department at the University of Limerick “Bennis makes an immense contribution to the medical history of Limerick city. She gives us a rich, multi-layered and illuminating account of the impact that a single hospital had on one of Ireland’s major provincial cities. Scholarly and authoritative, yet readable and accessible, this will be the definitive work on its topic for many years to come.” —Dr. Matthew Potter, History Department at the University of Limerick
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
|
|
|
|
|
From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
|
|
Read more...
|
|
|
|
