DOCSLIB.ORG

DOCUMENT RESUME Sustaining the Vision. Selected Papers from The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DOCUMENT RESUME Sustaining the Vision. Selected Papers from The DOCUMENT RESUME ED 400 834 IR 056 149 TITLE Sustaining the Vision. Selected Papers from the Annual Conference of the International Association of School Librarianship (24th, Worcester, England, July 17-21, 1995). INSTITUTION International Association of School Librarianship, Seattle, WA. REPORT NO ISSN-0257-3229 PUB DATE 96 NOTE 190p.; For selected individual papers, see IR 056 150-176 plus. ED 386 173 and ED 399 939. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Access to Information; *Childrens Literature; Computer Uses in Education; Conference Proceedings; Educational Technology; Elementary Secondary Education; Foreign Countries; Futures (of Society); *Information Literacy; *Information Technology; Library Role; *Literacy; Multimedia Materials; *School Libraries; Theory Practice Relationship IDENTIFIERS *International Association of School Librarianship; *Teacher Librarians ABSTRACT Themes of the 24th Annual International Association of School Librarianship conference included: "School Librarianship"; "Children's Literature"; "Technology"; and "Children's Literature, Literacy, and School Librarianship." The following presented papers are assembled in this proceedings:(1) "For Better or Worse? School Libraries in the UK: Problems and Developments" (Vida Conway); (2) "Teacher-Librarianship: Bridging the Gap Between Research and Practice" (Ken Haycock);(3) "Never Mind the Book, I've Seen the Video" (Margaret Perkins);(4) "Some Issues Concerning Access to Information by Blind and Partially Sighted Pupils" (Christopher F. Green);(5) "Sustaining the Vision: How Can We Ever Have Literacy for All?" (Judith Graham);(6) "Condensed and Enriched: Images of the Miniature and of the World of Children's Literature" (Susan Hancock); (7) "Where Are the Children in Children's Literature? Teaching Children's Literature to Undergraduates" (Elizabeth Grugeon); (8) "The Contribution of Iona and Peter Opie to Children's Literature" (Barbara J. McKinney);(9) "Freud's "The Uncanny" in Caroline B. Clooney's "Vampire Trilogy" (Kevin McCarron); (10) "Political Correctness or Telling it Like it Is: Selecting Books about Australia's Indigenous People for Use in Australian Schools" (Alison Gregg);(11) "Immigrants and Immigration in Israeli Children's Literature" (Moshe Yitzhaki and Nava Richter);(12) "All Alone and Lost in Cyberspace: Closing the Gap Between the Local Village and the Global Village through Teaching Namibian Children Information Skills and Technology" (Veronica Jacobs);(13) "Dickens and Children's Literature" (Richard Pearson); (14) "Facilitating the Integration of Information Technology into the Primary Curriculum: Part of the Teacher-Librarian's Role?" (Paul Lupton);(15) "See No Evil, Hear No Evil, Interact No Evil?" (Ross J. Todd);(16) "Sustaining the Vision through Networking...(and a Few Challenges Too!)" (Lyn Hay and James Henri);(17) "Principal Support: What Does it Mean to Teacher-Librarians?" (Dianne Oberg);(18) "Literature in a Divided Community" (Anne Taylor); (19) "New Media, New Opportunities? The Developing Role of the School Library in Teaching and Learning" (Margaret Kinnell Evans); (20) "The Child, the Book, and the Internet" (Peter Hunt);(21) "Sustaining the Vision in Brant County Board of Education in Ontario, Canada" (Sandra Hughes); (22) "The Child's Voice in Children's Literature" (Deborah Thacker);(23) "Ultra-Orthodox Children's Literature in Israel: A Case Study of Sub-Cultural Children's Literature" (Moshe Yitzhaki and Snunit Shoham); (24) "Discourse after the Bomb" (Mick Burton); (25) "Children's Literature-Comparatively Reading. Thinking about the Pink Bits: A Consideration of the Influence of English Children's Literature" (Jean Webb);(26) "Cartography in Children's Literature" (Clare Ranson);(27) "D. W. Winnicott: The Creative Vision" (Nigel Hand);(28) "Teachers as Readers/Studentsas Readers" (Wanda F. Jones); and (29) "Managing Media Centers in Secondary Schools" (Jan F. Kruger). (SWC) ***********************************************************q.AA*i"AAAAA , Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research one imorovernent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as receives from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. SUSTAINING THE VISION 24th Annual Conference INTERNATIONAL ASSOCIATION OF SCHOOL LIBRARIANSHIP SELECTED PAPERS ,s WORCESTER COLLEGE OF EDUCATION A UNIVERSITY SECTOR COLLEGE WORCESTER, ENGLAND July 17-21, 1995 -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Ken Haycock v) 0 ISSN 0257-3229 0 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." SUSTAINING THE VISION Selected Papers from the 24th Annual Conference International Association of School Librarianship Worcester College of Education A University Sector College Worcester, England International Association of School Librarianship Suite300, Box 34069 Seattle. WA98124-1069 April 1996 ISSN 0257--3229 Any material copied for distribution from this publication must be credited to IASL with full bibliographic information. Advise the IASL Secretariat if you propose to do this. IASL, Suite 300, Box 34069, Seattle, WA 98124-1069, USA. TABLE OF CONTENTS Preface iii IASL Conference Program iv For Better or Worse? School Libraries in the UK: Problems and Developments by Vida Conway...1 Teacher-Librarianship: Bridging the Gap Between Research and Practice by Ken Haycock 11 Never Mind the Book, I've Seen the Video by Margaret Perkins 18 Some Issues Concerning Access to Information by Blind And Partially Sighted Pupils by Christopher F. Green 22t-V- Sustaining the Vision: How Can We Ever Have Literacy for All? by Judith Graham 39 Condensed and Enriched: Images of the Miniature and of the World of Children's Literature by Susan Hancock 44 Where Are the Children in Children's Literature? Teaching Children's Literature to Undergraduates by Elizabeth Grugeon 48 The Contribution of Iona and Peter Opie to Children's Literature by Barbara J. McKinney 52 Freud's "The Uncanny" in Caroline B. Clooney's "VampireTrilogy" by Kevin McCarron 56 Political Correctness or Telling It Like It Is: Selecting Books About Australia's Indigenous People for Use in Australian Schools by Alison Gregg 59 Immigrants and Immigration in Israeli Children's Literature by Moshe Yitzhak and Nava Richter 65 All Alone and Lost in Cyberspace: Closing the Gap Between the Local Village and the Global Village Through Teaching Namibian Children Information Skills and Technology by Veronica Jacobs 71 Dickens and Children's Literature by Richard Pearson 80 Facilitating the Integration of Information Technology into the Primary Curriculum: Part of the Teacher-Librarian's Role? by Paul Lupton 84 See No Evil, Hear No Evil, Interact No Evil? by Ross J. Todd 93 Sustaining the Vision Through Networking...(and a Few Challenges Too!) by Lyn Hay and James Henri 102 Principal Support: What Does it Mean to Teacher-Librarians? by Dianne Oberg 109 Literature in a Divided Community by Anne Taylor 115 New Media, New Opportunities? The Developing Role of the School Library in Teaching and Learning by Margaret Kinnell Evans 119 The Child, the Book, and the Internet by Peter Hunt 131 Sustaining the Vision in Brant County Board of Education in Ontario, Canada by Sandra Hughes 136 The Child's Voice in Children's Literature by Deborah Thacker 140 Ultra-Orthodox Children's Literature in Israel: A Case Study of Sub-Cultural Children's Literature by Moshe Yitzhaki and Snunit Shoham 150 Discourse After the Bomb by Mick Burton 155 Children's Literature-Comparatively Reading. Thinking About the Pink Bits: A Consideration of the Influence of English Children's Literature by Jean Webb 159 Cartography in Children's Literature by Clare Ranson 164 D.W. Winnicott: the Creative Vision by Nigel Hand 167 Teachers as Readers/Students as Readers by Wanda F. Jones 171 Managing Media Centers in Secondary Schools by Jan A. Kruger 176 ,,, 6 Preface All presenters at the 24th Annual Conference of the International Association of School Librarianship were invited to submit written copies of their remarks to be published as selected papers. All papers that were submitted to the organizing committee for consideration were reviewed by an editorial committee for inclusion in this publication. Selection of papers is based upon one or more of the following criteria: Applies to the conference theme Integrates with other papers on the conference theme Presents information applicable to a large percentage of IASL members Is well written Presents new information or information new to IASL members Adheres to proposed length Unique information Represents a wide variety of countries. Papers are lightly edited for punctuation, clarity, grammar, and spelling by the committee members who forward their suggestion to the chair of the committee who is responsible for the final copy. Jane Laxton, Librarian, Birkenhead High School, Liverpool Marilyn Miller, University of North Carolina, Greensboro, North Carolina Anne Poyner, Principal Librarian, Children and Youth Libraries, Hereford and Worcester Jean Webb, Worcester College of Education, Worcester Donald C. Adcock, American Association of School
Load more

Recommended publications
  • Irish Cultural Center of Cincinnati to Hold Green Tie Affair
    Irish Cultural Center November 2013 of Cincinnati to Hold ianohio.com Green Tie Affair Saturday, November 2nd Saw Doctors Leo and Anto Hit the Road … page 2 Irish Cultural Center of Cincinnati Celebrates 4th Anniversary . page 6 Rattle of a Thompson Gun … page 7 Opportunity Ireland . page 9 Home to Mayo. pages 13 - 16 Big Screen to Broadway: Once Comes to Cleveland . page 19 Cover artwork by Cindy Matyi http://matyiart.com 2 IAN Ohio “We’ve Always Been Green!” www.ianohio.com November 2013 Saw Doctors Solo, Leo and Anto Hit the Road a little place back in Ireland where we together quite quickly. So we wanted it tested it out, and got a good response. to be different from anything we’d re- By Pete Roche, Special to the OhIAN of their stepping off the plane, and the And it looks like it worked. But we’ll be corded before. So we used the mandolin, guitarist sounded enthusiastic about tweaking it as we figure it out! which is a very different thing than what The North Coast’s music-loving Irish winding his way through the Midwest OhIAN: Apart from the music, how we’d done before with the Saw Doctors. contingent always turns out in strong in true troubadour fashion. will this tour be different from a Saw And I think that’s important. People are numbers whenever the rock quintet OhIAN: Hello again, Leo! Great to Doctors tour? saying to me it feels like they came to from the little Galway town of Tuam be catching up with you again! So you LEO: It’s going to be a whole new Ireland before we left it, because they’d play our neck of the woods.
    [Show full text]
  • Andersen's Fairy Tales
    HTTPS://THEVIRTUALLIBRARY.ORG ANDERSEN’S FAIRY TALES H. C. Andersen Table of Contents 1. The Emperor’s New Clothes 2. The Swineherd 3. The Real Princess 4. The Shoes of Fortune 1. I. A Beginning 2. II. What Happened to the Councillor 3. III. The Watchman’s Adventure 4. IV. A Moment of Head Importance—an Evening’s “Dramatic Readings”—a Most Strange Journey 5. V. Metamorphosis of the Copying-clerk 6. VI. The Best That the Galoshes Gave 5. The Fir Tree 6. The Snow Queen 7. Second Story. a Little Boy and a Little Girl 8. Third Story. of the Flower-garden at the Old Woman’s Who Understood Witchcraft 9. Fourth Story. the Prince and Princess 10. Fifth Story. the Little Robber Maiden 11. Sixth Story. the Lapland Woman and the Finland Woman 12. Seventh Story. What Took Place in the Palace of the Snow Queen, and What Happened Afterward. 13. The Leap-frog 14. The Elderbush 15. The Bell 16. The Old House 17. The Happy Family 18. The Story of a Mother 19. The False Collar 20. The Shadow 21. The Little Match Girl 22. The Dream of Little Tuk 23. The Naughty Boy 24. The Red Shoes THE EMPEROR’S NEW CLOTHES Many years ago, there was an Emperor, who was so excessively fond of new clothes, that he spent all his money in dress. He did not trouble himself in the least about his soldiers; nor did he care to go either to the theatre or the chase, except for the opportunities then afforded him for displaying his new clothes.
    [Show full text]
  • Writing Lily Huckleberry in Scandinavia
    LILY HUCKLEBERRY IN SCANDINAVIA - teaching curriculum - Here are a few project ideas to help get the creativity and curiosity flowing in your little adventurers! All activities are easily adaptable to the age and size of your class. We would love to see your projects! Tag us on Instagram @lilyhuckleberry or send us an email: [email protected] WRITING Fairy Tale Fun When Lily travels to Copenhagen, many special characters are hidden in the forest. As revealed at the back of the book, these are all Hans Christian Andersen stories. The Little Mermaid was also written by Andersen, who lived in Denmark in the 1800’s. Step 1: Read a story. Find a copy of the fairy tales and have kids pick one (or more!) story to read (or read out loud to them): The Ugly Duckling, The Emperor’s New Clothes, The Snow Queen, Thumbelina, The Nightingale, The Beetle who Went on His Travels, The Butterfly, The Teapot, The Little Mermaid. Go back to the picture in the forest and see if they can find their story hidden in the pages. Step 2: Write a story. Have the kids write (or draw) fairy tales of their own, using one character from their Andersen story and one character from Lily Huckleberry to create their unique story. Step 3: Act it out. For extra fun, have kids create plays out of the different stories with costumes and props (PS: We want to see pictures and videos of these performances!) Norse Mythology Look up some of the legends about Thor, who inspired Thorsen of our story, and Bifrost, the rain- bow bridge, believed to connect the world of gods and that of humans.
    [Show full text]
  • DMAAC – February 1973
    LUNAR TOPOGRAPHIC ORTHOPHOTOMAP (LTO) AND LUNAR ORTHOPHOTMAP (LO) SERIES (Published by DMATC) Lunar Topographic Orthophotmaps and Lunar Orthophotomaps Scale: 1:250,000 Projection: Transverse Mercator Sheet Size: 25.5”x 26.5” The Lunar Topographic Orthophotmaps and Lunar Orthophotomaps Series are the first comprehensive and continuous mapping to be accomplished from Apollo Mission 15-17 mapping photographs. This series is also the first major effort to apply recent advances in orthophotography to lunar mapping. Presently developed maps of this series were designed to support initial lunar scientific investigations primarily employing results of Apollo Mission 15-17 data. Individual maps of this series cover 4 degrees of lunar latitude and 5 degrees of lunar longitude consisting of 1/16 of the area of a 1:1,000,000 scale Lunar Astronautical Chart (LAC) (Section 4.2.1). Their apha-numeric identification (example – LTO38B1) consists of the designator LTO for topographic orthophoto editions or LO for orthophoto editions followed by the LAC number in which they fall, followed by an A, B, C or D designator defining the pertinent LAC quadrant and a 1, 2, 3, or 4 designator defining the specific sub-quadrant actually covered. The following designation (250) identifies the sheets as being at 1:250,000 scale. The LTO editions display 100-meter contours, 50-meter supplemental contours and spot elevations in a red overprint to the base, which is lithographed in black and white. LO editions are identical except that all relief information is omitted and selenographic graticule is restricted to border ticks, presenting an umencumbered view of lunar features imaged by the photographic base.
    [Show full text]
  • Insights Course 1
    Insights Course 1 RATKAISUT Verkkojulkaisu Elina Karapalo Paula Keltto Mark Kilmer Päivi Kuusivaara Teijo Päkkilä Annukka Suonio 1. painos © 2016 Elina Karapalo, Paula Keltto, Mark Kilmer, Päivi Kuusivaara, Teijo Päkkilä, Annukka Suonio ja Kustannusosakeyhtiö Otava Oy Toimitus: Kaija Kaasinen Ulkoasua: Sari Inandik Taitto: Olli-Matti Hallikainen Kopiointiehdot Teos on suojattu tekijänoikeuslailla (404/61). Tämän verkkoaineiston muokkaaminen on sallittua. Aineiston tulostaminen, kopiointi, välittäminen tai muu jatkokäyttö sellaisenaan tai muokattuna edellyttää kuitenkin oikeudenomistajan tai Kopiosto ry:n lupaa. Muokkausoikeus ei koske kuvia tai kuvitusta. Kopiosto ry myöntää verkkoaineiston tulostamiseen, kopiointiin ja kopioiden käyttöön lupia. Sähköisten julkaisujen tulostaminen ja tulosteiden valokopiointi on sallittu luvan mukaisesti. Opetus- ja kulttuuriministeriö on hankkinut muun muassa peruskouluille, lukioille ja ammatillisille oppilaitoksille luvan valokopioida ja tulostaa julkaisuja opetus- ja tutkimuskäyttöä varten. Lisätietoja luvista kopiosto.fi ISBN: 978-951-1-30628-3 Tno: 0HXS INSIGHTS COURSE 1 RATKAISUT My English, your English our English 2 1. Ready, set, go 4 2. My first apartment 8 3. The Scoop 11 4. Refugee Boy 14 5. I love Finland 17 6. The First Amendment 21 7. Nobody should have to sit alone 25 8. To love and leave 28 Grammar 30 2 My English, your English, our English Question 16, p. 9 Tapescript Jock and Jimmy were walking along a street in London. Jock looked in one of the shop windows and saw a sign that caught his eye. The sign read, "Suits £5.00 each, shirts £2.00 each, trousers £2.50 per pair". Jock said to his pal, "Look at the prices! We could buy a whole lot of these and when we get back home we could make a fortune.
    [Show full text]
  • Appendix I Lunar and Martian Nomenclature
    APPENDIX I LUNAR AND MARTIAN NOMENCLATURE LUNAR AND MARTIAN NOMENCLATURE A large number of names of craters and other features on the Moon and Mars, were accepted by the IAU General Assemblies X (Moscow, 1958), XI (Berkeley, 1961), XII (Hamburg, 1964), XIV (Brighton, 1970), and XV (Sydney, 1973). The names were suggested by the appropriate IAU Commissions (16 and 17). In particular the Lunar names accepted at the XIVth and XVth General Assemblies were recommended by the 'Working Group on Lunar Nomenclature' under the Chairmanship of Dr D. H. Menzel. The Martian names were suggested by the 'Working Group on Martian Nomenclature' under the Chairmanship of Dr G. de Vaucouleurs. At the XVth General Assembly a new 'Working Group on Planetary System Nomenclature' was formed (Chairman: Dr P. M. Millman) comprising various Task Groups, one for each particular subject. For further references see: [AU Trans. X, 259-263, 1960; XIB, 236-238, 1962; Xlffi, 203-204, 1966; xnffi, 99-105, 1968; XIVB, 63, 129, 139, 1971; Space Sci. Rev. 12, 136-186, 1971. Because at the recent General Assemblies some small changes, or corrections, were made, the complete list of Lunar and Martian Topographic Features is published here. Table 1 Lunar Craters Abbe 58S,174E Balboa 19N,83W Abbot 6N,55E Baldet 54S, 151W Abel 34S,85E Balmer 20S,70E Abul Wafa 2N,ll7E Banachiewicz 5N,80E Adams 32S,69E Banting 26N,16E Aitken 17S,173E Barbier 248, 158E AI-Biruni 18N,93E Barnard 30S,86E Alden 24S, lllE Barringer 29S,151W Aldrin I.4N,22.1E Bartels 24N,90W Alekhin 68S,131W Becquerei
    [Show full text]
  • Hans Christian Andersen's
    HANS CHRISTIAN ANDERSEN’S ROMANTIC IMAGINATION: Exploring eighteenth and nineteenth century romantic conceptualisations of the imagination in selected fairy tales by Hans Christian Andersen. ANNETTE GREYVENSTEYN submitted in accordance with the requirements for the degree of MASTER OF ARTS in the subject English Studies at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: Dr Eileen Donaldson July 2018 Abstract There are certain influences from the eighteenth and nineteenth century English and German romantic Zeitgeist that can be discerned in Hans Christian Andersen’s fairy tales. The role of the imagination stands out as a particularly dominant notion of the romantic period as opposed to the emphasis on reason during the Enlightenment. It is this romantic influence that Andersen’s tales especially exemplify. For him the imagination is transcendent – one can overcome the mystery and hardship of an earthly existence by recasting situations imaginatively and one can even be elevated to a higher, spiritual realm by its power. The transcendent power of the imagination is best understood by viewing it through the lens of negative capability, a concept put forward by romantic poet, John Keats. The concept implies an “imaginative openness” to what is, which allows one to tolerate life’s uncertainties and the inexplicable suffering that forms part of one’s earthly existence by using the imagination to open up new potential within trying circumstances. In selected fairy tales, Andersen’s child protagonists transcend their circumstances by the power of their imagination. In other tales, nature is instrumental in this imaginative transcendence. The natural world conveys spiritual truths and has a moralising influence on the characters, bringing them closer to the Ultimate Creator.
    [Show full text]
  • JULIA, ANNE, MARIE PONT Née Le 22 Avril 1975 À PARIS XVI
    ENVT ANNEE 2003 THESE : 2003- TOU 3 DES ANIMAUX, DES GUERRES ET DES HOMMES De l’utilisation des animaux dans les guerres de l’antiquité à nos jours THESE Pour obtenir le grade de DOCTEUR VETERINAIRE DIPLOME D’ETAT Présentée et soutenue publiquement en 2003 Devant l’Université Paul-Sabatier de Toulouse Par JULIA, ANNE, MARIE PONT Née le 22 avril 1975 à PARIS XVI Directeur de thèse : M. le Professeur Michel FRANC JURY Liste des professeurs 2 A Monsieur le Professeur …. 3 Professeur de la faculté de Médecine de Toulouse Qui nous a fait l’honneur d’accepter la présidence de notre jury de thèse A Monsieur le Professeur Michel Franc Professeur à l’Ecole Nationale Vétérinaire de Toulouse Qui a accepté de diriger cette thèse, pour la confiance et la patience qu’il a bien voulu m’accorder. Je vous témoigne toute ma gratitude et ma profonde reconnaissance. A Monsieur….. Professeur à l’Ecole Nationale vétérinaire de Toulouse Pour l’attention qu’il a bien voulu apporter à l’examen de ce travail 4 A mes parents, présents au jour le jour. Ce que je suis aujourd’hui je vous le dois. Vous m’avez épaulée dans chaque moment de ma vie, soutenue dans tous les tracas et les aléas de l’existence, poussée en avant pour tenter de donner le meilleur de moi-même. Si aujourd’hui je réalise mon rêve d’enfant, c’est en grande partie grâce à vous, à la ligne de conduite que vous m’avez montrée, autant dans ma vie personnelle que professionnelle.
    [Show full text]
  • Open Government: Lessons from America
    OPEN GOVERNMENT Lessons from America STEWART DRESNER May 1980 £3.00 OPEN GOVERNMENT: LESSONS FROM AMERICA CONTENTS Page Foreword Preface I Introduction 1 II The Open Government Concept and the British Government response 3 III Hew Open Government Legislation works in the United States 8 (1) Hie Freedom of Information Act 8 (2) The Privacy Act 25 (3) The Government in the Sunshine Act 31 IV What needs to be kept secret? 42 V Who uses the American Open Government Laws? 60 (1) Public Interest Groups 61 (2) The Media 69 (3) Individuals and Scholars 74 (4) Companies 76 (5) Civil Servants 80 VI Balancing Public Access to Government Information with the Protection of Individual Privacy 88 (1) The Issues 88 (2) The Protection of Personal Information by the U.S. Privacy Act 1974 91 (3) The Personal Privacy Exenption to the 101A 96 (4) The Relationship between the IOIA and the PA 98 (5) Public Access and Privacy Protection in an Administrative Programme 99 ii Page VII Ensuring Government Compliance with Public Access legislation 105 (1) Actaiinistrative Procedures 105 (2) Appeal Procedures 107 (3) Monitoring the Effectiveness of Public Access Legislation 117 VIII Ihe Costs and Benefits of Open Government 126 (1) National Security 127 (2) Constitutional Relationships 127 (3) Administrative and other Costs 132 IX Conclusion: Information, Democracy and Power 141 Bibliography i-xi FOREWORD Last year the related subjects of official secrets and freedom of information had a thorough but abortive airing. Mr. Clement Freud's Official Information Bill after a long and interesting committee stage became a victim of the general election.
    [Show full text]
  • Collected Writings
    THE DOCUMENTS O F TWENTIETH CENTURY ART General Editor, Jack Flam Founding Editor, Robert Motherwell Other titl es in the series available from University of California Press: Flight Out of Tillie: A Dada Diary by Hugo Ball John Elderfield Art as Art: The Selected Writings of Ad Reinhardt Barbara Rose Memo irs of a Dada Dnnnmer by Richard Huelsenbeck Hans J. Kl ein sc hmidt German Expressionism: Dowments jro111 the End of th e Wilhelmine Empire to th e Rise of National Socialis111 Rose-Carol Washton Long Matisse on Art, Revised Edition Jack Flam Pop Art: A Critical History Steven Henry Madoff Co llected Writings of Robert Mothen/le/1 Stephanie Terenzio Conversations with Cezanne Michael Doran ROBERT SMITHSON: THE COLLECTED WRITINGS EDITED BY JACK FLAM UNIVERSITY OF CALIFORNIA PRESS Berkeley Los Angeles Londo n University of Cali fornia Press Berkeley and Los Angeles, California University of California Press, Ltd. London, England © 1996 by the Estate of Robert Smithson Introduction © 1996 by Jack Flam Library of Congress Cataloging-in-Publication Data Smithson, Robert. Robert Smithson, the collected writings I edited, with an Introduction by Jack Flam. p. em.- (The documents of twentieth century art) Originally published: The writings of Robert Smithson. New York: New York University Press, 1979. Includes bibliographical references and index. ISBN 0-520-20385-2 (pbk.: alk. paper) r. Art. I. Title. II. Series. N7445.2.S62A3 5 1996 700-dc20 95-34773 C IP Printed in the United States of Am erica o8 07 o6 9 8 7 6 T he paper used in this publication meets the minimum requirements of ANSII NISO Z39·48-1992 (R 1997) (Per111anmce of Paper) .
    [Show full text]
  • The Contribution of Iona and Peter Opie to Children's Literature
    DOCUMENT RESUME ED 400 842 IR 056 157 AUTHOR McKinney, Barbara J. TITLE The Contribution of Iona and Peter Opie to Children's Literature. PUB DATE 96 NOTE 5p.; In: Sustaining the Vision. Selected Papers from the Annual Conference of the International Association of School Librarianship (24th, Worcester, England, July 17-21, 1995); see IR 056 149. PUB TYPE Reports Descriptive (141) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Authors; Books; *Childrens Literature; *Fairy Tales; Folk Culture; Intellectual Disciplines; Library Collections; *Literary History; Literature Reviews; *Nursery Rhymes; *Oral Tradition; Reference Materials; Research ABSTRACT Iona and Peter Opie's contribution to children's literature began with a volume on the origins of nursery rhymes. A nursery rhyme tells a brief and memorable surrealist story about people, animals, or familiar activities. Most nursery rhymes were not originally composed for children but were fragments of ballads or folk songs, remnants of ancient customs or rituals, simple songs from taverns, and jests or innuendoes. "The Oxford Dictionary of Nursery Rhymes" contains an alphabetical listing of verses, with the earliest recorded print date, variants, pictorial examples, and notes and comments for each rhyme. Iona and Peter Opie's work included compiling school children's lore and playground rhymes in "The Lore and Language of School Children," and "The People in the Playground." In the process of producing numerous other publications, the Opies compiled a collection of 20,000 titles of children's literature. Following Peter Opie's death, the Bodleian Library in Oxford (England) purchased the Opie collection, which will be microfilmed and indexed by UMI (University Microfilms International).
    [Show full text]
  • BRAVE BIRDS By: PDSA - the UK’S Leading Veterinary Charity
    BRAVE BIRDS By: PDSA - the UK’s leading veterinary charity. Additional text and photos courtesy of Australian War Memorial and UK Flightglobal Archive. The most famous and the oldest of the charity’s awards is the PDSA Dickin Medal. It acknowledges outstanding acts of bravery displayed by animals serving with the Armed Forces or Civil Defence units in any theatre of war, worldwide. The Medal is recognised as the animals’ Victoria Cross and is the highest British honour for animal bravery in military conflicts. The medal was instituted in 1943 Maria Dickin. Maria Dickin CBE PDSA owes its foundation to the vision of one woman - Maria Elisabeth Dickin - and her determination to raise the status of animals, and the standard of their care, in society. During the First World War, Maria Dickin CBE worked to improve the dreadful state of animal health in the Whitechapel area of London. She wanted to open a clinic where East Enders living in poverty could receive free treatment for their sick and injured animals. Left: Despite the scepticism of the Establishment, Maria Dickin opened her free 'dispensary' in a Whitechapel basement on Saturday 17th November 1917. It was an immediate success and she was soon forced to find larger premises. Photo PDSA. Within six years this extraordinary woman had designed and equipped her first horse-drawn clinic and soon a fleet of mobile dispensaries was established. PDSA vehicles soon became a comforting and familiar sight throughout the country. With success came increased attention from her critics at the Royal College of Veterinary Surgeons and the Ministry of Agrigulture.
    [Show full text]