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Federal Depository Library Directory
Federal Depositoiy Library Directory MARCH 2001 Library Programs Service Superintendent of Documents U.S. Government Printing Office Wasliington, DC 20401 U.S. Government Printing Office Michael F. DIMarlo, Public Printer Superintendent of Documents Francis ]. Buclcley, Jr. Library Programs Service ^ Gil Baldwin, Director Depository Services Robin Haun-Mohamed, Chief Federal depository Library Directory Library Programs Service Superintendent of Documents U.S. Government Printing Office Wasliington, DC 20401 2001 \ CONTENTS Preface iv Federal Depository Libraries by State and City 1 Maps: Federal Depository Library System 74 Regional Federal Depository Libraries 74 Regional Depositories by State and City 75 U.S. Government Printing Office Booi<stores 80 iii Keeping America Informed Federal Depository Library Program A Program of the Superintendent of Documents U.S. Government Printing Office (GPO) *******^******* • Federal Depository Library Program (FDLP) makes information produced by Federal Government agencies available for public access at no fee. • Access is through nearly 1,320 depository libraries located throughout the U.S. and its possessions, or, for online electronic Federal information, through GPO Access on the Litemet. * ************** Government Information at a Library Near You: The Federal Depository Library Program ^ ^ The Federal Depository Library Program (FDLP) was established by Congress to ensure that the American public has access to its Government's information (44 U.S.C. §§1901-1916). For more than 140 years, depository libraries have supported the public's right to know by collecting, organizing, preserving, and assisting users with information from the Federal Government. The Government Printing Office provides Government information products at no cost to designated depository libraries throughout the country. These depository libraries, in turn, provide local, no-fee access in an impartial environment with professional assistance. -
A Survey of Public Library Certification Requirements in the National Library Community
DOCUMENT RESUME ED 354 923 IR 054 509 AUTHOR McCracken, John R. TITLE A Survey of Public Library Certification Requirements in the National Library Community. SPONS AGENCY Nevada State Library and Archives, Carson City. PUB DATE Jan 92 NOTE 55p. AVAILABLE FROM John R. McGacken, 2813 Sandy Lane, Fort Worth, TX 76112 ($15.50). PUB TYPE Reports Research/Technical (143) EDRS PRICE MFO1 /PC03 Plus Postage. DESCRIPTORS *Certification; *Employment Qualifications; *Librarians; National Surveys; *Public Libraries; State Agencies; State Legislation; *StateStandards; Users (Information) ABSTRACT This survey examined the certification lawsor plans for certification of public library personnelin the United States. Descriptions of state certification lawsor plans were derived from state library manuals, from previoussurveys, and from a telephone survey of representatives of state library agencies. Sixteenstates have mandatory certification of two levelsor more. Mandatory certification, without a defined plan, exists inseven states, although the procedure is inactive insome. Voluntary certification is found in 8 states, and 19 haveno certification. This report lists states alphabetically and summarizes their certification requirements. A list of definitions andacronyms is included; and the appendix lists the library agencies of the 50states, the District of Columbia, and the U.S. Department of Education. (SLD) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O Th6S document has been :eproduCed as received from the person or organization original:no it 0 Minor changes have been made toimprove reproduction quality Points of new or opinions stated in thisdocu. -
Archives Request Form Update
LVA Use Only Log #__________ Staff___________ Subject _________ _______________ ARCHIVES REFERENCE SERVICES Mail-In Archives Record Request Form Name: Street Address: City: State: Zip Code: Daytime Phone: E-mail Address: Questions? Please call Archives Reference at 804.692.3888, or visit our Web site at www.lva.virginia.gov . Mail request and payment to: Library of Virginia, Archives Reference Services, 800 East Broad Street, Richmond, Virginia 23219-8000 THE FOLLOWING RECORDS CANNOT BE RESEARCHED BY MAIL Births, Deaths, and Marriages: Copies of birth and death records (1853–1896, 1912–present) and marriage records (1853–present) must be obtained from the Office of Vital Records and Health Statistics, P.O. Box 1000, Richmond, Virginia, 23218, 804.662.6200. Microfilm copies of some of these records may be borrowed through your local library’s interlibrary loan service. Census Records: We neither search nor photocopy the federal census population schedules. Microfilm copies of the schedules are available from the National Archives and Records Administration, your local library, or through your local library’s interlibrary loan department. Revolutionary War Service Records: Copies of official service records and federal pensions regarding Revolutionary War military service must be obtained from the National Archives and Records Administration, 700 Pennsylvania Avenue, NW, Washington, D.C., 20408. Confederate Service Records: Copies of official Confederate military service records must be obtained from the National Archives and Records Administration, 700 Pennsylvania Avenue, NW, Washington, D.C., 20408. West Virginia and Kentucky County Records: The Library of Virginia does not hold court records for those counties and cities now in West Virginia or Kentucky. -
![Archons (Commanders) [NOTICE: They Are NOT Anlien Parasites], and Then, in a Mirror Image of the Great Emanations of the Pleroma, Hundreds of Lesser Angels](https://docslib.b-cdn.net/cover/8862/archons-commanders-notice-they-are-not-anlien-parasites-and-then-in-a-mirror-image-of-the-great-emanations-of-the-pleroma-hundreds-of-lesser-angels-438862.webp)
Archons (Commanders) [NOTICE: They Are NOT Anlien Parasites], and Then, in a Mirror Image of the Great Emanations of the Pleroma, Hundreds of Lesser Angels
A R C H O N S HIDDEN RULERS THROUGH THE AGES A R C H O N S HIDDEN RULERS THROUGH THE AGES WATCH THIS IMPORTANT VIDEO UFOs, Aliens, and the Question of Contact MUST-SEE THE OCCULT REASON FOR PSYCHOPATHY Organic Portals: Aliens and Psychopaths KNOWLEDGE THROUGH GNOSIS Boris Mouravieff - GNOSIS IN THE BEGINNING ...1 The Gnostic core belief was a strong dualism: that the world of matter was deadening and inferior to a remote nonphysical home, to which an interior divine spark in most humans aspired to return after death. This led them to an absorption with the Jewish creation myths in Genesis, which they obsessively reinterpreted to formulate allegorical explanations of how humans ended up trapped in the world of matter. The basic Gnostic story, which varied in details from teacher to teacher, was this: In the beginning there was an unknowable, immaterial, and invisible God, sometimes called the Father of All and sometimes by other names. “He” was neither male nor female, and was composed of an implicitly finite amount of a living nonphysical substance. Surrounding this God was a great empty region called the Pleroma (the fullness). Beyond the Pleroma lay empty space. The God acted to fill the Pleroma through a series of emanations, a squeezing off of small portions of his/its nonphysical energetic divine material. In most accounts there are thirty emanations in fifteen complementary pairs, each getting slightly less of the divine material and therefore being slightly weaker. The emanations are called Aeons (eternities) and are mostly named personifications in Greek of abstract ideas. -
The History of Webster Groves Public Library
The History of Webster Groves Public Library Written by the Library Staff 2013 - 2014 To generations of Webster Groves Public Library users, whose appreciation of the work we do has always made that work worthwhile. Acknowledgements Webster Groves Public Library has an unusually long and interesting history, one that entails the involvement of several different institutions in town. We could not have completed this history without the help of representatives of many of these institutions. Thanks go to Kay Roush, archivist at First Congregational Church; Peg Chulick, archivist at The Monday Club of Webster Groves; Webster Groves City Clerk Katie Nakazono; Patricia Voss, President of the Alumni Association at Webster Groves High School; Sandra Coblitz, Head Librarian at Webster Groves High School; Deborah B. Ladd, President of the Friends of Webster Groves Public Library; Erin Chapman, Manager, Mid-County (Clayton) Branch, St. Louis County Library; Terrence Donnelly, Director of Maplewood Public Library; Kelley Sallade, Director of Rock Hill Public Library; Jon Furst, Bob Moody, Jack Pirozzi, Jane Romines, Elise Fortman, Michelle Haffer, Pat Linehan, and every other staff member, board member, Friends board member, and long-time library user whose collective memories we plumbed for details and clarifications. All of these people provided us with valuable information, but we claim any mistakes in the text as our own. v vi Librarians and Directors Mildred King Allen—1911–1918 Jean Morrison—1918–1928 Eleanor B. Manning—1928–1939 Sofia Jackson, -
Public Library Districts and Populations Breckenridge L I V I N Gston Brookfield Adair County Public Library 25,607 St
State of Missouri Worth County Putnam County W o r th P u t nam S c h u yler A t c h ison S c o t land N o d a way Schuyler County Tax-Supported Library Districts Atchison County M e r cer Scotland County C l a rk Mercer County Maryville H a r r ison Bethany Albany-Carnegie Northeast Missouri 2018 G e n try S u l l ivan A d a ir Gentry County Sullivan County Mound City Adair County K n ox Canton G r u ndy H o lt L e w is Grundy County Ferguson La Plata Oregon A n d rew D a v i ess Daviess County D e K alb Marion County Rolling L i nn Hills Subdistrict 1 M a c on Livingston County Consolidated S h e lby M a r ion Public Library Districts and Populations Breckenridge L i v i n gston Brookfield Adair County Public Library 25,607 St. Joseph Adrian Community Library 1,677 Cameron Hamilton Macon Clarence Advance Community Library 1,347 Marceline-Carnegie Hannibal Albany Carnegie Public Library 1,730 Shelbina-Carnegie Appleton City Library 1,127 B u c h anan C a l d well Monroe City University City Atchison County Library 5,685 Barry-Lawrence Regional Library 74,231 C l i n ton St. Louis Co. County Barton County Library 12,402 Caldwell County Bernie Public Library 1,958 Ralls County Bethany Public Library 3,292 R a l ls Bloomfield Public Library 1,933 St. -
View the Entire 2011-2012 Outcomes Report
Post-Graduation Data 2011-2012 Academic Year (Fall, Spring, Summer) Published Spring 2013 Table of Contents Navigation: Click on the content of interest Introduction………………………………………………………………………………………………………………….3 How satisfied are you with your current job?.....................................................32 Methodology………………………………………………………………………………………………………………..3 College of Arts and Sciences………………………………………………………………………………….32 Information Collected……………………………………………………………………………………………3 Booth College of Business and Professional Studies……………...…..32 Data Collection Method……………………………………………………………………………………….3 College of Education and Human Services………………………………………………………….32 Data Analysis………………………………………………………………………………………………………..3 Undergraduate Student Comments……………………………………………………………….33 Demographics Map………………………………………………………………………………………………………4 College of Arts and Sciences………………………………………………………………………………….33 Report Summaries……………………………………………………………………………………………………….5 Booth College of Business and Professional Studies……………...…..35 Undergraduate…………………………………………………………………………………………………….5 College of Education and Human Services………………………………………………………….37 Graduate………………………………………………………………………………………………………………5 Undergraduate Internship Participation………………………………………………………………..39 Year to Year Comparison………………………………………………………………………………………………6 Internship Summary………………………………………………………………………………………40 Undergraduate.…………………………………………………………………………………….6 How related was your internship to your present job?.....................................................50 Graduate………………………………………………………………………………………………………………6 -
Support for Digital Literacy in Public Libraries Contents
State Library Guidebook: Support for Digital Literacy in Public Libraries Contents Introduction Digital Literacy Planning in Action Step 1 Existing State Library Priorities and Supports Step 2 Current State of Digital Literacy Efforts Step 3 Common Challenges and Desired Support Step 4 Brainstorm Potential Support Ideas Step 5 Landscape Scan of Digital Literacy Resources Step 6 Prioritize Support Ideas for Further Exploration Appendices Appendix A 2012 Digital Literacy Survey Findings Appendix B 2012 Digital Literacy Survey Questions Appendix C Local Library Case Studies Appendix D State Library Support Vignettes Appendix E Big List of Support Ideas This guidebook has been designed so that relevant sections can be printed without printing the entire document. The sections have also been individually paginated. This project is made possible by a grant from the U.S. Institute of Museum and Library Services. The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 17,500 museums. Through grant making, policy development, and research, IMLS helps communities and individuals thrive through broad public access to knowledge, cultural heritage, and lifelong learning. Introduction State library agencies provide strategic and programmatic support to public library institutions to benefit local communities and help transform people’s lives. Statewide planning by state library agencies helps prioritize resources and support based on common and pressing needs across public libraries. Digital literacy is a critical area of need for support that has been growing in importance for public libraries in serving their communities. Digital literacy will continue to evolve as a necessary skill-set for individuals, organizations, and communities to have in order to participate in our ever more connected society. -
Faith Morgan
75 Years of Pragmatic Idealism 1940 – 2015 Arthur Morgan Institute for Community Solutions Photo courtesy of Antiochiana, Antioch College. Antioch Antiochiana, of courtesy Photo New Solutions Number 22 • Spring, 2016 CONTENTS Our Work – Susan Jennings 1 Power of Community Film 20 Philosophy of Community – Arthur Morgan 2 Passive House Revolution Film 21 Back to Yellow Springs – Scott Sanders 4 Current Program Areas of Focus 25 Fruits of Vision: 5 The Answer to Energy Poverty is Antioch Student Inspired – Ralph Keyes 5 Community Richness – Peter Bane 26 75 Years of Publications and Films 6 100 Year Plan – Jim Merkel 27 World War II Correspondence Course on Beyond Too Little Too Late – Peter Bane 28 Community – Stephanie Mills 7 Community Assessment Questions – Don Hollister 30 Mitraniketan in India – Lee Morgan 8 Life in Yellow Springs 31 Community Land Trust Pioneer – Emily Seibel 9 A Shared Adventure – Arthur Morgan 31 Ferment of the 1960’s Distilled – Don Hollister 11 Energy Navigators Program – Jonna Johnson 32 A Griscom Passion — Demurrage Economics Environmental Dashboard – Rose Hardesty 33 vs. Compound Interest – John Morgan 12 Tools for Transition – 2015 conference report 34 Jane Morgan Years and Conferences 1975 – 1997 14 Arthur Morgan Award 2015 to Stephanie Mills 36 Marianne MacQueen Reflections 15 Arthur Morgan Award 2014 – William Beale 37 The Community Journal – Krista Magaw 16 Our People, Members, and Supporters Community Solutions to Climate Change Fellows and Board 39 – 40 and Peak Oil – Don Hollister 17 Donors 41 Curtailment and Community – Pat Murphy 17 Sponsors 44 Fossil Fuels vs. Community – Megan Bachman 19 Our 63rd Conference – Charting a New Course 45 New Solutions No. -
Military Nanotechnology and Comic Books
UC Davis UC Davis Previously Published Works Title Nanowarriors: Military Nanotechnology and Comic Books Permalink https://escholarship.org/uc/item/7g44941c Journal Intertexts, 9(1) Author Milburn, Colin Publication Date 2005 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Intertexts 9.1 Pages final 3/15/06 3:22 PM Page 77 Nanowarriors: Military Nanotechnology and Comic Books Colin Milburn U N I V E R S I T Y O F C A L I F O R N I A , D AV I S In February 2002, the Massachusetts Institute of Technology submitted a proposal to the U.S. Army for a new research center devoted to developing military equipment enhanced with nanotechnology. The Army Research Office had issued broad agency solicitations for such a center in October 2001, and they enthusiastically selected MIT’s proposal from among several candidates, awarding them $50 million to kick start what became dubbed the MIT Institute for Soldier Nanotechnologies (ISN). MIT’s proposal out- lined areas of nanoscience, polymer chemistry, and molecular engineering that could provide fruitful military applications in the near term, as well as more speculative applications in the future. It also featured the striking image of a mechanically armored woman warrior, standing amidst the mon- uments of some futuristic cityscape, packing two enormous guns and other assault devices (Figure 1). This image proved appealing enough beyond the proposal to grace the ISN’s earliest websites, and it also accompanied several publicity announcements for the institute’s inauguration. Figure 1: ISN Soldier of the Future. -
Arthur Ernest Morgan and the Moraine Park School, 1916-1927
Arthur Ernest Morgan and the Moraine Park School, 1916-1927 Joseph Watras Beginning in 1916, Arthur E. Morgan, an engineer, and several business leaders in Dayton, Ohio created the Moraine Park School to allow students to engage in small business enterprises so they could learn how to apply academic subject matter, to be practical, to maintain industrious- ness, and to become socially responsible. With few variations, Morgan ap- plied this curriculum in schools he built as part of his efforts for labor reform while he constructed dams in Dayton. Educational reformers such as Stanwood Cobb pointed to the Mo- raine Park School as one of the first, most important progressive schools.1 Although the schools that joined the Progressive Education Association followed widely different curriculums, the founders of these schools shared concern for students’ full and free development.2 Even among these in- novative schools, Moraine Park School was unique in that the teachers helped the students start their own small businesses. The hope was that the students would increase their understanding of democracy, refine their moral qualities, and improve their entrepreneurial skills by engaging in their own profit making activities. Although this paper focuses on Morgan’s connection with Moraine Park School, this relationship was brief. In 1921, Morgan moved from Day- ton to Yellow Springs, Ohio to become president of Antioch College. About twelve years later, in 1933, he resigned the presidency of Antioch College to become chairperson of the board and chief engineer the Tennessee Val- ley Authority. He did not remain with the TVA for long. -
Recommendation to Eliminate Overdue Fines Presented to the WCCLS Executive Board July 2020
Recommendation to Eliminate Overdue Fines Presented to the WCCLS Executive Board July 2020 Contents Introduction .................................................................................................................................................. 1 Equity and WCCLS’ Strategic Plan ................................................................................................................. 2 Literature Review ......................................................................................................................................... 3 Will patrons return library materials on time without fines? ................................................................... 3 Will patrons practice civic responsibility if we eliminate fines? ............................................................... 3 How do fines affect lower-income and historically underserved patrons? .............................................. 3 How do fines affect a library’s relationship with their patrons and staff morale? ................................... 4 Further watching and reading................................................................................................................... 4 Fine-Free Implementation at WCCLS ............................................................................................................ 4 Values for the discussion .......................................................................................................................... 4 Overdue fines ...........................................................................................................................................