Author(s)Smith, Cora Hitt
Contributor(s)Allen County Public Library Genealogy Center
KeywordsMethodist Episcopal Church (Dalton, Mass.)
Dalton (Mass.)--Church history
Methodist Episcopal Church -- Massachusetts -- Dalton
Methodist Episcopal Church
Massachusetts -- Dalton
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Medial temporal lobe contributions to intra-item associative recognition memory in the ageing brainMarshall Axel Dalton; Marshall Axel Dalton; Marshall Axel Dalton (Frontiers Media S.A., 2014-01-01)Ageing is associated with a decline in episodic memory function. This is accompanied by degradation of and functional changes in the medial temporal lobe (MTL) which subserves mnemonic processing. To date no study has investigated age related functional change in MTL substructures during specific episodic memory processes such as intra-item associative memory. The aim of this study was to characterise age related change in the neural correlates of intra-item associative memory processing. 16 young and 10 older subjects participated in a compound word intra-item associative memory task comprising a measure of associative recognition memory and a measure of recognition memory. There was no difference in performance between groups on the associative memory measure but each group recruited different MTL regions while performing the task. The young group recruited the left anterior hippocampus and posterior parahippocampal gyrus whereas the older participants recruited the hippocampus bilaterally. In contrast, recognition memory was significantly worse in the older subjects. The left anterior hippocampus was recruited in the young group during successful recognition memory whereas the older group recruited a more posterior region of the left hippocampus and showed a more bilateral activation of frontal brain regions than was observed in the young group. Our results suggest a reorganisation of the neural correlates of intra-item associative memory in the ageing brain.
Teachers' Perspectives of Participation in an International Immersion ExperienceFox, Rebecca K; Dalton, Kelly Mcgrath; Dalton, Kelly Mcgrath (2018-10-22)The urgent call to internationalize teacher education in response to the impact globalization presents in our nation’s classrooms, also calls for a fundamental shift in how the field of teacher education provides opportunities of professional learning for teachers. Traditional models of teacher education often fail to develop teachers with the types of international perspectives and skills that prepare them to teach in diverse school contexts. An extant body of research from the fields of study abroad, service-learning, and pre-service teacher education suggest the role of international immersion experiences as a potential viable pathway for developing cultural understanding, international mindedness, and globalized perspectives. What is missing from the literature is an understanding of how these types of immersion experiences relate to the professional learning of in-service teachers, particularly those who teach in culturally and linguistically diverse spaces. Therefore, the purpose of this qualitative case study was to investigate the perspectives of six U.S. teachers who participated in a weeklong immersion experience in Guatemala and how they made connections to their professional learning. Data were gathered primarily through semi-structured interviews and analyzed utilizing a constant comparative method. The findings suggest that participants viewed immersion as a vehicle for meaning making; reflected on surprises that emerged from the immersive experience; and developed globalized perspectives of teaching and learning. They also made connections to their teaching practice by developing empathy, challenging inequities in the classroom, and acknowledged gaps in professional learning opportunities. Implications for supporting the application of new knowledge to classroom practice are considered, and recommendations for future research are discussed.