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This chapter examines ‘the Stainton Missal’, a small folio in 8s, which survives in York Minster Library. It was printed in Paris in 1516 for use in York. The provenance covers a narrow geographical field, spanning the Reformation in emblematic form. In the exactly 500 years of its life, to this day, it has never moved outside of a small triangle in North Yorkshire, between York itself and the edges of the Dales and the Moors. However, the sensational aspect of the book is concealed by these details. At the opening of the Te igitur at the beginning of the Canon, the eye is confronted, we might say assaulted, by a vigorous slash, diagonally across the image of the Cross. Below, through the next dozens of leaves, is another, deeper gouge, in the opposite direction to the slashed crucifix, forming a reverse cross. The book is an astonishing example of iconoclasm. In this chapter, this macabre object is opened out to the fate more broadly of the fate of ritual books. How does the destruction of books relate to their consecration or preservation, and how does this relate to the history of memory before and after the Reformation?
The first part of the introduction explores how historians and literary scholars have approached early modern memory and sketches the trajectory of recent work on the memory of the English and European Reformations. It then examines the ways in which the religious revolution transformed the memorial culture it inherited from the medieval past and the manner in which it engendered new strategies of remembering and forgetting, commemoration and amnesia. The second section explains the architecture and structure of the volume, which is divided into four parts (1) Events and Temporalities; (2) Objects and Places (3) Lives and Afterlives; (4) Bodies and Rituals. It probes the temporal; spatial and material; biographical; and ceremonial and corporeal dimensions of the memory of the English Reformation, establishing a series of conceptual frameworks for the essays that follow. The Reformation is reconceptualised less as a unitary moment of rupture than as ongoing struggle to reconfigure the nation’s ecclesiastical and cultural heritage and to accommodate the unruly legacy of the past. A prolonged development involving impulses towards both historical preservation and oblivion, it continues to be refought in memory and the imagination.
The dramatic religious revolutions of the sixteenth and seventeenth centuries involved a battle over social memory. On one side, the Reformation repudiated key aspects of medieval commemorative culture; on the other, traditional religion claimed that Protestantism was a religion without memory. This volume shows how religious memory was sometimes attacked and extinguished, while at other times rehabilitated in a modified guise. It investigates how new modes of memorialisation were embodied in texts, material objects, images, physical buildings, rituals, and bodily gestures. Attentive to the roles played by denial, amnesia, and fabrication, it also considers the retrospective processes by which the English Reformation became identified as an historic event. Examining dissident as well as official versions of this story, this richly illustrated, interdisciplinary collection traces how memory of the religious revolution evolved in the two centuries following the Henrician schism, and how the Reformation embedded itself in the early modern cultural imagination.
Aboriginal and Torres Strait Islander Australians have a relatively high prevalence of multimorbidity requiring treatment with medications. This study examines medication use and anticholinergic burden (ACB) among a cohort of older Aboriginal and Torres Strait Island people.
This cross-sectional study involving five Aboriginal communities (two in metropolitan Sydney and three on the mid-north coast of New South Wales) used a structured interview process to assess cognition, depression, and activities of daily living for a cohort of older adults (aged 60 years and over). Participants also reported on their health status, medical history, and prescription medications during the interview. ACB was calculated, and its association with adverse health outcomes including cognitive impairment, falls, hospitalization, and depressive symptoms were examined.
Most participants (95%) were taking at least one regular medication with polypharmacy (≥5 medications) observed in 43% of participants; 12.2% had a significant ACB (≥3) with antidepressants being a major contributor. Anticholinergic medication use was associated with cognitive impairment, recent hospitalization (past 12 months), and depressive symptoms. After controlling for age, sex, and comorbidity, only the presence of depressive symptoms remained significantly associated with the use of anticholinergic medication (odds ratio 2.86; 95% confidence interval 1.48–5.51).
Clinically significant ACB was common in older Aboriginal Australians and was largely attributable to inappropriate use of tricyclic antidepressants. Greater awareness of medication-related risk factors among both health care professionals and Aboriginal communities can play an important role in improving health and quality of life outcomes.
This paper examines and critiques the ethical issues in postmortem sperm retrieval and the use of postmortem sperm to create new life. The article was occasioned by the recent request of the parents of a West Point cadet who died in a skiing accident at the Academy to retrieve and use his sperm to honor his memory and perpetuate the family name. The request occasioned national media attention. A trial court judge in New York in a two-page order authorized both the retrieval and use of the postmortem sperm.
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.