Skills

I am not always comfortable about blowing my own horn, but here goes.

I have superior writing skills in both fiction and non-fiction. I am also skilled in public speaking. My first public speaking competition was in grade 8 and I won. In high school and university, I was in the Debate Club. I have also taught Public Speaking and Presentation Skills to my students. My speaking ability was helped by studying voice in high school. I enjoy singing and I have been told that my voice is pleasing. I also enjoy storytelling. I used to go into my sons’ classroom when they were children and telling a new story (or a new chapter) every week. At the end, I would write down the story and give each child a copy.

After almost thirty years in education, I think my people skills are strong. As a dorm parent and teacher for twenty-five years, I learned how to work with adolescents: calming them down, encouraging them to do their best, and reining them in when they went over the line. As Chair of the Student Disciplinary Committee, I was fair, firm, and ‘read them the Riot Act’ when the occasion called for it. With very few exceptions, I have gotten along with my colleagues and always maintained a professional attitude.

While I do not consider myself very dexterous, I enjoy crocheting. I make baby blankets for friends and family. I cannot do elaborate crochet like shells or granny squares – I just do single chain and use lots of colorful yarn.

Reading this over, it sounds very arrogant. On the other hand, at sixty-one, it is nice to realize that I have accomplished a few things!

Room to Grow – Halloween 2006

“So the long and the short of it is, they are going to build the new science wing first. The new Library will have to wait. We can make do with the present set-up and we really do need new science facilities,” admitted the Librarian.

“Well, at least everyone agreed that the Library needs some sprucing up. The place looks shabby now but it shouldn’t take much to fix it up, just some paint and new carpet,” replied the College Counsellor.

“Who knows, with all the weeding I intend to do maybe I will find some more room for storage. I don’t even have any space to store the books I plan to get rid of, never mind the new ones.”

 

A few weeks later the work began. Some volunteers came on Friday night to take the books off the shelves in the History room. Early the next morning, other volunteers came and painted. Sunday afternoon, a third group came and put books back on shelves. The system worked perfectly. Next, the Fiction room was done, then Reference. It got a little more complicated when they got to the Science room.

The Science room was a problem. Over the years, the original shelving had been added to, with new shelves being jury-rigged on and over any available wall space. As a result, most of the shelving was not adjustable and therefore it was a real nightmare to properly shelve books. It was decided to tear out a section of shelves along one wall and replace them entirely. Once again, volunteers came on Friday night to take the books off the old shelves. On Saturday morning, the demolition crew came in to tear down the mismatched shelves. Behind the shelves, they discovered a door.

“That’s weird,” remarked the Librarian. She was in the Library, not so much supervising as just keeping an eye on the work being done. It wasn’t that she didn’t trust them, but she wanted to be around so that she was on top of what was happening.

“I guess it is left over from when this building was a faculty residence. Although I’m not sure why someone would bother with a door here when there is already a door,” observed the Trustee who was in charge of the demolition.

“Obviously they covered it up because it is redundant, but it must have had a purpose at some time,” observed the Librarian.

“Whatever. Do you mind sweeping up once we have hauled away all of the wood? That way we can start assembling the new shelves right now, install after lunch and then get the first coat of paint on before dinner.”

“No problem. I think that is an excellent plan,” agreed the Librarian who figured that it would also give her some time to examine the door.

 

After tidying up the last of the debris, the Librarian stood for a moment staring at the door. Reaching out to grasp the handle, she grabbed her hand back in surprise when she received a nasty shock as soon as she touched the metal knob.

“Ow! Stupid static electricity!”

She reached for the knob again and again she was shocked. Was the door somehow connected to the electrical wiring? The Librarian debated going to her office to look up the number of the head of the school maintenance to see about getting in an electrician.  At this point, one of the student volunteers wandered into the Science room. Before she could stop him, he tried the doorknob of the mysterious door.

“The door’s locked. Why would anyone bother to lock a door that they were going to hide behind a bunch of shelves?”

“No idea,” she answered, as he left to room. Realizing that the student had not been shocked, the Librarian reached for the knob once again and once again she was shocked. Searching among the tools and things the volunteers had left behind, she found a pair of work gloves with rubberized palms. Putting them on, she was now able to touch the knob without being shocked. The door was not locked, but it did take an effort to pull it open.

There should have been a blank wall or at least the back of a bookshelf. There wasn’t. Instead there was a room. Dim and dusty, bigger than the room that this door should have opened onto – there is no way that room could exist!

“I wonder – is this room the reason why we have ghosts or are the ghosts the reason why we have this room?” wondered the Librarian aloud. She went to the toolkit one of the maintenance guys had left behind and grabbed his flashlight. Returning to the Science room, the Librarian dragged over a couple of large cans of primer and propped open the door to the ‘new’ room.

Stepping into the room, she felt as if she had just walked into a freezer. Shivering, she looked around her. The room did not appear to have any windows or lights. The walls were lined with bookshelves and a square table stood in front of her with a book on it. Gingerly, she moved over to the table and looked at the book. It had old leather binding and gilt lettering.

“The Entire Book of Knowledge – interesting title, if a bit arrogant. I wonder what topics it covers?” mused the Librarian aloud.

“The problem with librarians is that, for them, there is no such thing as too much information,” came a male voice from the doorway. The Librarian jumped about a foot into the air, then turned and glared at the newcomer.

“Sorry,” he apologized with a smile. The man was average height, average build, and very ordinary. Except for his voice, which was deep and rich with a compelling musical quality. He moved to stand next to her by the table. She was grateful he was no longer blocking the exit.

“I am Luc, by the way. You are the Librarian, of course. I am here to help you get what you want.” He held out his hand and the Librarian was startled by how hot his hand was when she shook it.

“That is very kind of you,” she answered, smiling a little nervously. Something about this man made her very uneasy.

“You should look at the book,” he continued, smiling with all of his very white teeth and reminding her of a shark. Somehow the book didn’t seem as interesting as it had before.

“Let me open it for you. I think you would find this page of interest…”

At the top of the page was the Librarian’s name. Underneath was listed the details of her birth, education, resumé, etc. In a side column was a list of sins with dates next to them. Her sins, and the dates she had first committed them. Down at the bottom was a date: November 11, 2046. The date she would die.

Stepping back from the table she turned and ran the few steps to the door. Struggling to move the cans of primer, which seemed ten times heavier, she looked up to see Luc still standing by the table, laughing.

“You know you want to read the book. All the information in the world, and you would understand it all as well. Just come back in and read. Then you really would be Miss Know-It-All, just like the other kids called you in grade school. You could even take the book with you…”

The door was finally free, but closing it was like moving a huge rock. Straining, the Librarian was red-faced, wheezing, and sweating when the door finally began to close.

“Don’t worry. I will still be here when you change your mind. Just open the door and come in whenever you are ready. All you have to do is start reading. The Book will be waiting…..”

Once the door was fully closed, the Librarian grabbed one the hammers the demolition crew had left behind and broke off the doorknob to the other room. With little skill but a lot of energy, she used the nails from the toolkit to nail the door shut. By the time she had finished, her hands had stopped shaking, and the laughter behind the door had stopped.

 

About Me

I became a student at BCC because the COVID lockdown made me realize that I was just drifting intellectually. I had become ‘addicted’ to YouTube – some mindless drivel, some channels with actual content, very little that actually challenged me. I needed to push out of my comfort zone, prod my curiosity, and have to meet someone else’s expectations. Taking courses at BCC online allowed me to do this without worrying about COVID or interference with my part-time jobs.

I have been a lawyer and a teacher. I am a librarian and a writer. I enjoy working with people and connecting people with books. I have always loved fiction, especially fantasy, murder mysteries, and the paranormal. My published novel, The Aud Knight, is a medieval quest story featuring a female knight. My next novel, The Librarian’s Grimoire, is more of a paranormal adventure. Every Halloween I write a ghost story that I share with the whole school and various friends and family. I am also working on publishing these ghost stories as a collection.

I like to think of myself as the eternal student. I enjoy reading non-fiction, especially history. To me, fiction is stories and history/non-fiction is true stories. They are all fascinating to me. Being a librarian is the best use of my skills and affinities. Being a librarian amazes me: I am obliged to spend time choosing books for my patrons; I order the books; when they arrive it is like Christmas morning; then I get to share the books. I actually get paid for this! Libraries are my happy place. I am very fortunate to have discovered this and been able to make a living doing what I love.

Resume of Paula McBride Buerger

Qualifications

Master of Library and Information Studies, Dalhousie University, Halifax, Nova Scotia – 1994

Juris Doctor (Doctor of Law), Osgoode Hall Law School, York University, Toronto, Ontario – 1984

25 years of experience as Librarian, Teacher, and Dorm Parent in Independent Schools

Professional Experience as Librarian    

Miss Hall’s School, Pittsfield, Massachusetts                                   August 2021 to present

Librarian

  • Collection Management – selected, maintained, and weeded resources including books, online databases, DVDs, and digital media
  • Library Curriculum – created and taught curriculum including topics such as Library orientation, search strategies, critically assessing online resources, Internet safety, etc.
  • Trained and supervised student volunteers
  • Devised and implemented Library-related special events (Halloween Story Contest, Blind Date with a Book, etc.)

Advisor

  • ReAD Club

 

Berkshire Athenaeum, Pittsfield, MA                                                         November 2019 to present

Circulation  Clerk

  • Checking library materials in/out, reserve materials, etc.
  • Assisting patrons with questions
  • Special projects as required (processing discarded materials, fine forgiveness project, etc.)

 

Chapel Hill-Chauncy Hall School, Waltham, Massachusetts         September 2001-2019

Librarian

  • Collection Management – selected, maintained, and weeded resources including books, online databases, DVDs, and digital media
  • Library Curriculum – created and taught curriculum including topics such as Library orientation, search strategies, critically assessing online resources, Internet safety, etc.
  • Trained and supervised student and parent volunteers
  • Devised and implemented Library-related special events (Book Fairs, fundraisers, contests)

Dorm Parent

  • Head Dorm Parent, September 2010-2014 — supervised students, mentored dorm parents and student residential assistants
  • Worcester Hall (Junior and Senior boys), September 2017-Present
  • Harrington Hall (Freshman and Sophomore girls), September 2002-2016

Chair of Student Disciplinary Committee, September 2001-Present

  • Briefed students and faculty on procedures, rights, obligations during the disciplinary hearing
  • Interviewed members of the community who appear before the Committee
  • Guided the discussion of the Committee and assist them in reaching recommendations for disciplinary consequences

 

…/2

 

Résumé of Paula McBride Buerger, p. 2

Teaching Faculty, September 2007-2011

  • Designed curriculum and taught World Mythology (a Senior English elective)

Advisor

  • Senior Class, 2007-2011
  • Tea Club, 2014-2017

 

Professional Experience as Teacher

The Forman School, Litchfield, Connecticut                                               September 1994-2001

Teaching Faculty

  • Taught and developed curriculum for Senior Writing Workshop, a small group study and writing skills course in the Learning Center
  • Taught World Civilizations I
  • Taught French – French literature, reading and writing

Chair of Student Disciplinary Committee

  • Briefed students and faculty on procedures, rights, obligations during the disciplinary hearing
  • Interviewed members of the community who appeared before the Committee
  • Guided the discussion of the Committee and assisted them in reaching recommendations for disciplinary consequences

Dorm Parent

  • Hamilton Hall – supervised a dorm of approximately 20 Freshman boys

 

Professional Development

New England Association of Independent School Librarians (2003-present)

Greater Boston Cooperative Library Association

Massachusetts Library System Teen Summit

Member of School Re-Accreditation Committee

Chapel Hill-Chauncy Hall School, 2006

The Forman School, 1996

Member of New England Association of Independent Schools Visiting Committees

2011 – St. Peter-Marian Central Catholic Junior/Senior High School, Worcester, MA

2007 – The Learning Clinic, Brooklyn, CT

 

Interests and Certifications

CPR and First Aid certified

Public Speaking and Debate

Creative Writing: author of The Aud Knight (Lulu Press, 2012)

Crocheting

 

 

 

 

 

 

What Happened to the Vikings in Greenland?

In 982, Erik the Red was exiled from Iceland, so he went to explore Greenland (Norlund15). This led to the founding of two settlements, the West Settlement and the East Settlement: the East Settlement is actually on the west coast of Greenland, just past Cape Farewell, the southernmost tip of Greenland and the West Settlement is about 180 miles farther north up the coast (Norlund 22). Ships sailing to Greenland from Norway took a week or more, and the voyage was dangerous – the records mention many shipwrecks, and many years when no ships made it to Greenland (Diamond 240). In 1410, a ship sailed away from Greenland’s Eastern Settlement and this “was to be the last visit of Icelanders to Greenland’s Norse settlements” (Norlund 141). Nothing was ever heard from the Greenland Norse again. Did they abandon Greenland? Did they assimilate with the Inuit? Did they simply die off?

During his explorations, Erik the Red found two areas that would be suitable for farming similar to the farms in Iceland – both the Western Settlement and the Eastern Settlement were at the head of fjords that went deep into the coastline of Greenland. The heads of these fjords were protected from icebergs, salt-spray and the fierce winds of the outer coast, and have flatter areas suitable for pastures (Diamond 212). Greenland was settled by the Norse during the period known as the Medieval Warm Period, which lasted from 950 to 1250, and which was followed by the Little Ice Age, which lasted from approximately 1300 to 1850 (Mooney). The two settlements in Greenland were south of Iceland and on comparable latitudes to Bergen and Trondheim in Norway, but unlike them, the climate of Greenland is influenced by the West

Greenland Current flowing down from the Arctic, not the Gulf Stream coming from the south (Diamond 212), so the climate of Greenland was cooler.

The Medieval Warm Period meant that:

[t]hey arrived at a time of relatively mild climate, when hay production was sufficient in most years, when the sea lanes to Europe were free of ice, when there were no Native Americans anywhere near the Norse settlements or hunting grounds. (Diamond 248).

The climate is similar today, where the mean summer temperatures in Greenland are around 42 degrees Fahrenheit on the coasts and 50 degrees inland (Diamond 212). The favorable climate conditions of the late tenth century lasted until the Little Ice Age began around 1300, at which point the North Atlantic climate became cooler and more variable (Diamond 219). Although there is some argument about whether the Medieval Warm Period really affected Greenland (Mooney), the Little Ice Age increased the amount of summer drift ice between Greenland, Iceland and Norway so that by 1420, ship communication had ended between the Norse Greenlanders and the rest of the world (Diamond 219).

Life for the Norse settlers was based on raising domestic livestock and hunting wild animals – the primary domestic animals were dairy cattle, sheep, and goats (Diamond 222). These animals were used mainly for milking, and their milk was turned into cheese, butter, and a yogurt-like drink called skyr (Diamond 224). To keep the livestock alive, especially the cows, hay had to be grown to feed them through the winter, several tons of hay per cow, so if there was a bad crop one year, then there was the possibility of the animals starving and then of not having enough animals to breed back the herd before the next winter (Diamond 254). Colder conditions naturally affected the growing season and the amount of hay that could be produced, making it harder to grow enough hay for the herds to survive the winter.

The wild animals they hunted were caribou and harbor seal (for meat); walrus and narwhals (for their ivory tusks), and polar bears (for their skins) (Norlund 97-98). Walrus ivory was an important trade item, Iceland was the only source of ivory at the time: “a rare, highly- prized product which induced the merchants of the civilized countries to risk the difficulties of the voyage (Norlund 99)”. For some reason, the Greenland Norse did not include fish in their diets (Diamond 229)

Another factor for the Norse Greenlanders was the Inuit, who began moving into northwestern Greenland about 1200 and began to move south along the coast (Diamond 257). This was a problem for the Norse because the presence of the Inuit restricted their movements – the Norse preferred the more sheltered heads of the fjords while the Inuit would take the outer parts of the fjords, nearer the sea (Norlund 137). This inhibited the Norse Greenlanders’ ability to hunt seals or go to the northern hunting grounds to hunt walrus.

Surprisingly, the Norse annals have only three brief references to the Inuit, all of which end violently (Diamond 261). In the second reference, the Inuit are accused of having a role in the destruction of the Western Settlement (which occurred around 1360), and the third is an attack by the Inuit on a farm in the Eastern Settlement where 18 men were killed, and two boys and a woman were captured (Diamond 261). There is no evidence, either archeological or written, of the Norse trading with the Inuit, nor is there any skeletal or genetic evidence of intermarriage (Diamond 263).

When the Norse arrived in Greenland, they burned down trees to make pastures for their livestock, then cut down more trees to use for lumber and firewood (Diamond 248). To get more wood to build houses, make barrels to store food, or to build boats, the Greenland Norse had to either hope for a cargo of lumber from Norway, driftwood from Siberia, or voyage to the

Vinland coast (Diamond 249). Firewood was essential not only for heating and cooking, but also because in the summer the milk buckets had to be cleaned by scalding twice a day (Diamond 250). Wood was also essential for making charcoal so that iron (either local bog iron or ingots from Norway) could be worked to make or repair tools such as: “axe heads, scythes, knives, sheep shears, ships’ rivets, carpenters’ planes, awls to punch holes, and gimlets to bore holes” (Diamond 251). “[T]here is no evidence that the Greenland Norse after the first few generations had steel weapons or steel armor anymore…Instead, they fought with bows, arrows, and lances, just as did the Inuit (Diamond 252)”. Naturally, this reduced any weapon advantage the Greenland Norse had over the Inuit.

In 1261, the Norse Greenlanders had agreed to become part of Norway and in return the Norwegian king agreed to send regular ships to Greenland (Norlund 26-27). In fact, trade with Greenland was made a royal monopoly and therefore it was illegal for private ships to go to Greenland (Diamond 270), though periodically ships were blown off course and made it there, the last of which was the ship mentioned in the first paragraph of this essay.

What happened to the Greenland Norse? The last royal trading ship was in 1368 (Diamond 270). It was unlikely that they could have sailed away, as one of the reasons they joined Norway in 1261 was that “the time was long past when the Greenland farmers themselves had ships large enough to cross the Atlantic (Norlund 26)”. The last record we have of them was the ship that sailed away from Greenland in 1410. There is no record of the Greenland Norse arriving elsewhere after abandoning or evacuating the East Settlement.

As discussed above, the Norse Greenlanders’ relationship with the Inuit was not a friendly one. In 1721, a Norwegian Lutheran missionary went to Greenland to find the East Settlement and discovered the ruins of both the Western and the Eastern Settlements. The Inuit

told him orally transmitted stories of alternating periods of friendship and fighting between the two peoples (Diamond 271). As noted above, there is no evidence of intermarriage between the two groups, so it can be concluded that the Greenland Norse did not join the Inuit.

No one knows exactly when the Eastern Settlement vanished, but between 1400 and 1420 the North Atlantic became colder and stormier and there are no more records of ship traffic to Greenland (Diamond 270). In 1921, the Commission for Scientific Research in Greenland conducted excavations and exhumations in the churchyard at Herjolfsnes, one of the important ports of the Eastern Settlement (Norlund 105-106). A radiocarbon date of 1435 from a woman’s dress tells us that some people at least survived that long (Diamond 270). However, the examination of the skeletons showed deformities as a result of chronic malnutrition (short stature, constricted pelvis, curvature of the spine, etc.) and inbreeding (as a result of being isolated) (Norlund 150). The average life span of the bodies they examined was short, half did not live past 30 and the infant mortality rate was high (Norlund 148).

The most likely answer to the question of what happened to the Greenland Norse is that they simply died out – possibly as a result of starvation as a result of a cooler climate, or possibly because they were so inbred that the women had skeletal deformities (as noted above) that reduced their ability to successfully bear children. Probably, it was a mixture of the two causes. Cut off from the outside world, lacking timber to build ships to take them away or go get help, and having a chancy relationship with their Inuit, the Greenland Norse were stuck where they were and died out as a result.

Works Cited

Diamond, Jared. Collapse: how societies choose to fail or succeed. New York: Penguin Books Ltd. ©2005.

Norlund, Poul. Viking Settlers in Greenland: and their descendans during five hundred years. London: Cambridge University Press, 1936. Translated from the Danish by W.E. Calvert Reprinted 1971in New York by Kraus Reprint Co.

Mooney, Chris. “Vikings’ mysterious abandonment of Greenland was not due to climate change, study suggests.” Washington Post, 5 Dec. 2015. Gale In Context: Opposing Viewpoints,

https://link.gale.com/apps/doc/A436566516/OVIC?u=mlin_w_berkcc&sid=OVIC&xid=57d8f94

b Accessed 21 Oct. 2020. Gale Document Number: GALE|A436566516

Personal Statement 2019

In my eighteen years as a school Librarian, my ongoing priority has been to provide the school community, students and faculty, with well-written, interesting, and accessible resources. To ensure that these resources, both print and online, meet the needs of the community they must not only be selected but maintained, and when necessary, weeded. Collaboration with departments and grade level teams is one of the best ways to keep the library collection and resources relevant. Accessibility for students and faculty must also include a library curriculum that assists the community in getting the maximum benefit of all the library’s resources.

The library collection should not only support the school’s curriculum but encourage and facilitate students to become life-long learners and readers. Reading is an essential skill that, like other skills, becomes easier and more enjoyable the more practice you get. I fervently believe that reading should be a pleasure and not a penance. One way to tempt reluctant readers is by using their interests and affinities to help them discover books that they will be eager to read. For example, I will ask what kind of movies they like to watch. If I know that, I can find them a book they are happy to read. I take great satisfaction in introducing the right book to the right reader.

As the sole Librarian, I have experience in all the practical aspects of running a library: not only in collection management, assisting in research, and supervising students and volunteers, but in crafting and working within a budget.

Being a Librarian is a joy to me and I look forward to working for and in a new community of learners. I am ready for the next adventure!