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Circulation Policy
2. e. Circulation Policy A patron must present his or her library card at the information desk at the time of checkout to borrow library materials. Patrons may present their driver’s license in lieu of a card to check out material in some circumstances. i. Services River Valley District Library employees assist patrons in getting a library card, renewing and updating their library card, or understanding fines/fee/or other notations on their cards. Patrons are allowed one replacement card for free each year. Additional replacement cards will be $1.00 each. Lost or stolen cards must be reported as soon as the loss is noticed. Any fines incurred on that card prior to the report will be the responsibility of the patron to whom the card belongs. Juvenile (under age 18) registrations must be signed by a parent or guardian. Signatures indicate an acceptance of responsibility for: supervision of the child/ward’s choice of material; use of all library resources including access to the Internet; return of all materials when due; and all losses and damages to materials and equipment borrowed. Seasonal or long-term vacation residents (staying for at least one month) within River Valley District Library’s service boundaries are eligible for temporary cards while they reside in the area. See the Patron Policies – Library Card Policy section for more information. The River Valley District Library will assist patrons in finding materials that are available for loan when those materials are not available in the building. See below for more information. Library Services: In addition to the circulation of materials, the River Valley District Library provides high demand services to its patrons. -
JABOTINSKY on CANADA and the Unlted STATES*
A CASE OFLIMITED VISION: JABOTINSKY ON CANADA AND THE UNlTED STATES* From its inception in 1897, and even earlier in its period of gestation, Zionism has been extremely popular in Canada. Adherence to the movement seemed all but universal among Canada's Jews by the World War I era. Even in the interwar period, as the flush of first achievement wore off and as the Canadian Jewish community became more acclimated, the movement in Canada functioned at a near-fever pitch. During the twenties and thirties funds were raised, acculturatedJews adhered toZionism with some settling in Palestine, and prominent gentile politicians publicly supported the movement. The contrast with the United States was striking. There, Zionism got a very slow start. At the outbreak of World War I only one American Jew in three hundred belonged to the Zionist movement; and, unlike Canada, a very strong undercurrent of anti-Zionism emerged in the Jewish community and among gentiles. The conversion to Zionism of Louis D. Brandeis-prominent lawyer and the first Jew to sit on the United States Supreme Court-the proclamation of the Balfour Declaration, and the conquest of Palestine by the British gave Zionism in the United States a significant boost during the war. Afterwards, however, American Zionism, like the country itself, returned to "normalcy." Membership in the movement plummeted; fundraising languished; potential settlers for Palestine were not to be found. One of the chief impediments to Zionism in America had to do with the nature of the relationship of American Jews to their country. Zionism was predicated on the proposition that Jews were doomed to .( 2 Michuel Brown be aliens in every country but their own. -
Library Instruction Round Table
LIRT empowers librarians from all types of libraries to become better teachers through sharing best practices, leadership and professional development, and networking. Sc h o o l P u b l i c Sp e c i a l A c a d e m i c Library Instruction Round Table From the President NEWS Mark Robison ISSN 2161-6426 I’m so excited to be serving you this year! LIRT has long been my professional September 2019 home, and I hope you find that LIRT contributes meaningfully to your growth as Volume 42 a librarian. No. 1 LIRT had a fantastic Annual Meeting, and I wanted to note some highlights from contents the conference. The Conference Program Committee hosted a standing-room- 1 ... From the President only program on mindfulness. After an opening meditation led by Ven. Sagarananda Tien, three librarians—Amy Laughlin of Ferguson Library 2 ... From the Past President (Stamford, CT), Zaiga Alksnitis of Middlesex School (Concord, MA), and Jill 4 … From the Editor Luedke of Temple University—described 5 … Member A-LIRT Tressa Snyder how mindfulness improves their teaching. Laughlin incorporates centering activities 6... Who’s Who in LIRT into storytimes. Alksnitis’s school incorporated mindfulness into its 8 ... LIRT Committee Reports curriculum. Luedke uses contemplative 9 ... Tech Talk activities in her one-shot sessions. All ALA members should have access to the 10 ... Organizational Effectiveness and recording of this timely program at this Governance Review (SCOE) link. 11 ... LIRT @ ALA Annual 2019 We also had an impressively well-attended Conference Program All Membership Meeting at Annual. -
The Labor Party and the Peace Camp
The Labor Party and the Peace Camp By Uzi Baram In contemporary Israeli public discourse, the preoccupation with ideology has died down markedly, to the point that even releasing a political platform as part of elections campaigns has become superfluous. Politicians from across the political spectrum are focused on distinguishing themselves from other contenders by labeling themselves and their rivals as right, left and center, while floating around in the air are slogans such as “political left,” social left,” “soft right,” “new right,” and “mainstream right.” Yet what do “left” and “right” mean in Israel, and to what extent do these slogans as well as the political division in today’s Israel correlate with the political traditions of the various parties? Is the Labor Party the obvious and natural heir of The Workers Party of the Land of Israel (Mapai)? Did the historical Mapai under the stewardship of Ben Gurion view itself as a left-wing party? Did Menachem Begin’s Herut Party see itself as a right-wing party? The Zionist Left and the Soviet Union As far-fetched as it may seem in the eyes of today’s onlooker, during the first years after the establishment of the state, the position vis-à-vis the Soviet Union was the litmus test of the left camp, which was then called “the workers’ camp.” This camp viewed the centrist liberal “General Zionists” party, which was identified with European liberal and middle-class beliefs in private property and capitalism, as its chief ideological rival (and with which the heads of major cities such as Tel Aviv and Ramat Gan were affiliated). -
Hands Across the Sea Library Manual for Primary Schools
Includes the STUDENT LIBRARIAN HANDBOOK LIBRARY MANUAL for Primary Schools Tested and proven ways to set up, operate, and maintain a great lending library at your school! l Choose and Prepare Your Library Space l Organize, Level, and Color-Code the Books l Create Library Rules and a Checkout System l Choose a Library Team and Student Librarians l Prepare the Students, Teachers, and Parents Explore. Discover. Learn. Grow. A world of knowledge awaits your students in stimulate children’s curiosity about books the library. Bringing a vibrant lending library and to encourage students to read. One of the to life in your school is one of the most aca- best ways of supporting literacy is to set up demically powerful, life-changing gifts you can a school library with a wide variety of infor- give to your students. Hands Across the Sea is dedicated to creating sustainable lending borrow. While a few books will get lost along libraries in Eastern Caribbean schools, and mation and fiction books that students can reading habits are better students and thus that can be easily managed and maintained. betterthe way, citizens. the benefits of encouraging regular we wantThis manual to help offersyou create a step-by-step a first-class method library We encourage you to set up a simple for creating and running a color-coded library composition book or index card checkout system for your primary school. The sug- system (computers are expensive and require gestions are the result of assisting over 375 upgrades and repairs). The most important Hands Wish Lists projects with their libraries measure of a successful library is that children and are designed to require minimal funding are borrowing the books and reading them. -
School Librarian (150)
Preparation Manual School Librarian (150) Overview and Exam Framework Sample Selected-Response Questions Sample Selected-Response Answers and Rationales Copyright © 2020 by Texas Education Agency (TEA). All rights reserved. P r e p a r a t i o n Ma n u a l Section 3: Overview and Exam Framework School Librarian (150) Exam Overview Exam Name School Librarian Exam Code 150 Time 5 hours Number of Questions 100 selected-response questions Format Computer-administered test (CAT) The TExES School Librarian (150) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 100 selected-response questions are based on the School Librarian exam framework. Questions on this exam range from grades EC–12. The exam may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions. The Standards Learner-Centered Teaching and Learning: The school librarian is an educational leader who promotes the integration of curriculum, resources and teaching Standard I strategies to ensure the success of all students as the effective creators and users of ideas and information, enabling them to become lifelong learners. Learner-Centered Library Program Leadership and Management: The school librarian is an educational leader who promotes the success of all students by Standard II acquiring, organizing and managing information for use in a creative and exemplary library program. Learner-Centered Technology and Information Access: The school librarian is an educational leader who promotes the success of all students by facilitating the Standard III use and integration of technology, telecommunications and information systems to enrich the curriculum and enhance learning. -
Exporting Zionism
Exporting Zionism: Architectural Modernism in Israeli-African Technical Cooperation, 1958-1973 Ayala Levin Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2015 © 2015 Ayala Levin All rights reserved ABSTRACT Exporting Zionism: Architectural Modernism in Israeli-African Technical Cooperation, 1958-1973 Ayala Levin This dissertation explores Israeli architectural and construction aid in the 1960s – “the African decade” – when the majority of sub-Saharan African states gained independence from colonial rule. In the Cold War competition over development, Israel distinguished its aid by alleging a postcolonial status, similar geography, and a shared history of racial oppression to alleviate fears of neocolonial infiltration. I critically examine how Israel presented itself as a model for rapid development more applicable to African states than the West, and how the architects negotiated their professional practice in relation to the Israeli Foreign Ministry agendas, the African commissioners' expectations, and the international disciplinary discourse on modern architecture. I argue that while architectural modernism was promoted in the West as the International Style, Israeli architects translated it to the African context by imbuing it with nation-building qualities such as national cohesion, labor mobilization, skill acquisition and population dispersal. Based on their labor-Zionism settler-colonial experience, -
The Library and My Learning Community First Year Students’ Impressions of Library Services
Feature The library and My learning community First Year Students’ Impressions of Library Services Tammy J. Eschedor Voelker During the 2002–03 academic year a new ways to market the library’s ser- team of reference librarians at the Kent vices and information resources. Most Tammy J. Eschedor Voelker is State University main library began traditional marketing plans begin with Humanities Liaison Librarian at Kent working with two freshman learning “an investigation of needs in a given State University, Kent, Ohio. Submit- communities as part of an initiative to market, together with an analysis of or- ted for publication August 13, 2004; learn more about the needs of first-year ganizational talent and resources to de- revised and accepted for publication students. This article reports on the out- termine which needs the organization is July 26, 2005. reach to one of those, the Science Learn- best fitted to satisfy.”1 The selection of a ing Community, and on the results of a target market, or a subgroup of custom- focus group undertaken with members ers, upon which to concentrate ones’ of that group. The study found that the efforts is the next step.2 Early in the students valued the library instruction process, several key patron groups were offered and were even inclined to request identified, of which the team hoped to that more library-related instruction be gain a better understanding. First-year incorporated in the future. Students re- students were one of the identified vealed apprehensions about using the groups. The quickly changing infor- library and also offered suggestions for mation environment was making it new services, including the idea that all increasingly difficult to make assump- freshmen should have the same learn- tions about their experiences, skills, ing opportunity. -
Library Media Services Providing Service and Leadership for the 21St Century
Library Media Services Providing service and leadership for the 21st Century San Diego County Office of Education, 2011 ABSTRACT This is a white paper outlining the need for renewed and re-envisioned library media services for San Diego County Schools. The mandates, research and recommendations for school library services and new opportunities to receive information technologies via the Digital Content Portal are presented. San Diego County Office of Education LIBRARY MEDIA SERVICES TRANSFORMING LIBRARY MEDIA SERVICES: THE NEED, THE CHALLENGE California ranks 51st in the nation with regard to ratio of teacher librarians to students. Research has shown that access to school library services under the direction of a librarian or library teacher increases student achievement. California Education Code (EC) Section 18101: “The State Board of Education shall adopt standards, rules and regulations for school library services.” County offices are asked to support school libraries by providing access to library materials and the services of a professional librarian or library teacher for those districts that can’t afford to support their own library program. Need for alignment of services to Common Core State Standards, Model School Library Standards, and National Educational Technology Standards. The nature of library services is changing—the question is what to change and what to retain. Funding for school library services has decreased significantly in the past 20 years. San Diego county schools need library programs that will support the Common Core Standards. Limited funding combined with changes in technology have led to a plan of updating how SDCOE cost effective and current library services are provided. -
Iraqi Jews: a History of Mass Exodus by Abbas Shiblak, Saqi, 2005, 215 Pp
Iraqi Jews: A History of Mass Exodus by Abbas Shiblak, Saqi, 2005, 215 pp. Rayyan Al-Shawaf The 2003 toppling of Saddam Hussein’s Baath regime and the occupation of Iraq by Allied Coalition Forces has served to generate a good deal of interest in Iraqi history. As a result, in 2005 Saqi reissued Abbas Shiblak’s 1986 study The Lure of Zion: The Case of the Iraqi Jews. The revised edition, which includes a preface by Iraq historian Peter Sluglett as well as minor additions and modifications by the author, is entitled The Iraqi Jews: A History of Mass Exodus. Shiblak’s book, which deals with the mass immigration of Iraqi Jews to Israel in 1950-51, is important both as one of the few academic studies of the subject as well as a reminder of a time when Jews were an integral part of Iraq and other Arab countries. The other significant study of this subject is Moshe Gat’s The Jewish Exodus from Iraq, 1948-1951, which was published in 1997. A shorter encapsulation of Gat’s argument can be found in his 2000 Israel Affairs article Between‘ Terror and Emigration: The Case of Iraqi Jewry.’ Because of the diametrically opposed conclusions arrived at by the authors, it is useful to compare and contrast their accounts. In fact, Gat explicitly refuted many of Shiblak’s assertions as early as 1987, in his Immigrants and Minorities review of Shiblak’s The Lure of Zion. It is unclear why Shiblak has very conspicuously chosen to ignore Gat’s criticisms and his pointing out of errors in the initial version of the book. -
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DEF3 7/31/02 10:33 PM Page 41 3 Between militarism and moderation in Israel: constructing security in historical perspective Jonathan B. Isacoff his chapter examines the concept of security through discursive contestation at the leadership level in a critical Middle Eastern case – that Tof Israel. The approach adopted here can be called historical constructivism in that it traces the fractured construction of security as a phenomenon that changes dramatically, and with significant political implications, over time. This historical constructivist approach is predicated on two fundamental claims. The first is that concepts such as ‘state’, ‘security’ and ‘nation’ are socially con- structed and thus will hold different meanings in different spatial and temporal contexts. The second is that the meaning of any socially constructed phenom- enon is perpetually contested. That is, one cannot allude to a single ‘objective’ understanding of security at any point in time. From these basic assumptions the chapter argues that it is both possible and necessary to distinguish between security – a state of protected existence – and the referent object of security – that which is to be protected.1 Related to this point is the contemporary Israeli notion of national or strategic security versus individual or ‘current’ security.2 All states and peoples want to be secure. In the case of Israel, however, the lines between these various and otherwise distinct concepts – security v. referent object; and state v. individual as referent object – have been constructed in an increasingly blurred fashion over time so as to advance the political agendas of specific political groups. In order to explain how and why this is the case, the chapter examines the specific discourses of secu- rity employed by opposing political groups during key periods in the history of the Arab–Israeli conflict. -
DOCUMENT RESUME Moving Beyond Planning To
DOCUMENT RESUME ED 425 698 IR 018 956 TITLE Moving beyond Planning to Technology Implementation. Resource Manual. A Portfolio of Processes. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 313p.; This document is comprised largely of pages photocopied from other documents, books, and journal articles--some figures, illustrations, and text may, therefore, reproduce poorly. CONTRACT RJ96006101 PUB TYPE Reports Descriptive (141) Guides - Non-Classroom (055) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Computer Assisted Instruction; Computer Managed Instruction; Computer Networks; *Computer Uses in Education; *Educational Technology; Elementary Secondary Education; Information Literacy; *Information Technology; Integrated Learning Systems; Microcomputers; Professional Development; *Program Implementation; Strategic Planning ABSTRACT The goal of this technology implementation workshop is to provide education leaders with frameworks, models, and processes for decision making in relation to technology implementation issues. The workshop components are based on a systems view of implementation comprised of Human Capacity Building, Technical Infrastructure, Organizational Structures and Support, and Connections to Teaching and Learning. This participant manual will serve as a portfolio for individuals to experience and collect frameworks, processes, and strategies that can be utilized in their respective education systems.