International Studies at Cornell University
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Cornell University. Library. Administration. ~ Cornell University Library Records, [Ca.186§- 107.4 Cubic Ft
# 13\01\1082 Cornell University. Library. Administration. ~ Cornell University Library records, [ca.186§- 107.4 cubic ft. Summary: Correspondence relating to the development and administration of the library, general administrative files, administrative files of Librarians Otto Kinkeldey and Stephen McCarthy, financial records, statistical reports, and grant files. Also, records pertaining to the construction of the John M. Olin Library, including correspondence and reports of the Ad Hoc Committee on the Library Building Program; preliminary drawings; architectural drawings and blueprints; booklets, brochures, and papers relating to the dedication ceremonies; Library of Congress files, 1958-1986; ALA and ARL files, 1949-1985; Collection Development and Management Project files and user survey, 1978-1981; file relating to Cornell's decision to join RLG, 1978-1979; scrapbook of clippings of events connected with the library, 1984-1990; results of a poll of library employees, c. 1975; files of the Librarian (primarily Louis Martin and Gormly Miller) relating to departments in Olin Library including Circulation, History of Science, Icelandic, Interlibrary Loan, Manuscripts and University Archives, Maps, Microtexts, and Newspapers, the New York Historical Resources Center, and Reference, 1968-1989. Summary: Also, forty-five panels depicting the architectural evolution and design of Kroch Library; photo album of a 1990 visit by Asian dignitaries, a 1980 User Survey, a code book of detailed work done by several departments (1891•'- 1923) including special collection bookplates, and slides and audiocassettes describing the library. Restricted to ermission of office of origJ.!h_ Boxes 58-70, 73 are not restricted. Finding aids: Box lists. Finding aids: Folder lists. Includes collection #13/1/1287. -
Southeast Asia Program 1982 Bulletin Cornell University
Southeast Asia Program Cornell 1982 Bulletin University SEAP ARCHIVE COPY DO NOT REMOVE Southeast Asia Program Cornell 1982 Bulletin University Table of Contents From the Director . 2 Frank H. Golay Retires . IO Lauriston Sharp and Southeast Asian Studies About Program People . 11 at Cornell.... .. .. ..................... .. ....... 3 Faculty and Staff Notes . I I John M. Echols Collection on Southeast Asia Faculty and Staff Publications .................. 11 Continues to Grow . 5 Visiting Fellows ............................... 12 Gamelan Performs at the Metropolitan Museum of Art 6 Alumni News .................................. 12 John M. Echols, 1913-1982 ....................... 7 Graduate Students in Field Research ............ 12 Program Publications . 8 Recent Doctoral Dissertations .............. ... 12 1~ From the Director ,; Dear Friends, We are launching a new venture, a bulletin that we hope you will find interesting and useful. Whether you are a recent graduate or a longtime friend of the Southeast Asia Program, you will find that the Program is both much the same as you remember it and also a changing and varied academic venture. We thought you might welcome an annual publication that renews old ties while keeping you abreast of recent developments here in the library, graduate theses, faculty (both well-remembered and new), visiting fellows, and special programs and activities. In this first issue of the Bulletin, we have tried to anticipate the areas that might interest you most. We are hoping that you will let us have your reactions and suggestions. We hope, too, that you may wish to contribute to the Bulletin, so that among the large and impressive group of Southeast Asianists who have in one way or another been a part of the Cornell experience we will develop an active correspondence. -
This Document Is from the Cornell University Library's Division of Rare and Manuscript Collections Located in the Carl A
This document is from the Cornell University Library's Division of Rare and Manuscript Collections located in the Carl A. Kroch Library. If you have questions regarding this document or the information it contains, contact us at the phone number or e-mail listed below. Our website also contains research information and answers to frequently asked questions. http://rmc.library.cornell.edu Division of Rare and Manuscript Collections 2B Carl A. Kroch Library Cornell University, Ithaca, NY 14853 Phone: (607) 255-3530 Fax: (607) 255-9524 E-mail: [email protected] I,:RESTRICTED 4 / 2 / 186 6 ,___ - ti C.U. Vice President for Academic Programs. Larry I. Palmer Records, 1967-1987. Guide +·:--· ]_,:::,n FI l··-1 F''l·-1 1::·,::-.1 .i".-iE::I? ,, l...(·,l?l'(f i:::: ,:::, ,--- n ,:-:-:· l l !___! n :i. '-/ (-:-~ ,--- ,,_ :i. -!:. / .. \,' :i. c: (-:-:, i::· ,-- c• .-;,. :i. d c• n t ·f o ,-- - t, c: .:,\ cl ,:-:-:· 1T1 :i. c: F' ,--· ,:::, (_:_1 ,--- <':\ rn ~::- • I... E•. i--· ,--· ::---- l .. i::· .:,, 1 rn (-:-:· ,--· ,... ,:-:· c: c:, ,.-- d ·;;,. ,, :I. ·:_,, (. )' ·--- :I. '? b ·7 .. -'18 c:ub:i. c: --rt .. C) ,--· c_1 "' n :i. z .,,-._ t :i. ,:::, n :: ,::-, J p h .,,,_ b ,:,.:, t :i. c: .,,,. l b >-' ·:::- u b .:i c· c: t VJ :i. t h :i. n -r :i. !::- c: ,,'< 1 >,.- <-:-:· ,,,. ,,. .. !?(-:-:· ,:::,:::,,--·cl ·:::- ·f 1-··orn :I.·:_;;(, 7 to :I. •/:::J,·:J, ,,'< 1-·-,:-:;· ·f 1---01n -!:. h,:-:-:· (J·f ·f :i. c:,:-:,, c:,·f '.,,' :i. c:<-:, F' 1-··o·-./c:,·,;;. t 1--· ,:-:-:· c:,:::, i--·cJ ;,=. ·f i-- om J.985 to :J.986 are from the off:i.c:e of the V:i.c:e President for Ac:aclem:i.c: Programs Tho:-:-:• n.,-,-._m,:-:-:· c: h-:':-..n <:_:_! ,:-:-:· d :i.d n ,:::, t i--·,:-:-;·f l <-:-:•c: t .,,._n / c: h.,,,nc.1<-:-; :i.n p,:-:-:•1"sonn ,:-:,l DI" !''(-".··,=,.pan-,,,. -
Primary Science Teaching to Bicolano Students: in Bicol, English Or Filipino?
International Journal of Evaluation and Research in Education (IJERE) Vol.4, No.1, March2015, pp. 8~15 ISSN: 2252-8822 8 Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino? Jualim Datiles Vela Division of Educational Development, Cultural and Regional Studies Graduate School for International Development and Cooperation, Hiroshima University, Japan Article Info ABSTRACT Article history: This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is Received Nov 30, 2014 officially taught in English. Usingthe official language, English, and the two Revised Dec 30, 2014 local languages- Filipino, the national and official language, and Bicol, the Accepted Jan 26, 2015 mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of Keyword: students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Primary science education Filipino language obtained better mean scores in the test compared to Mother Tongue-based Science students who were taught using their mother language. On the other hand, Education students who were taught using the English language obtained the lowest Instructional Materials in Local mean scores. Furthermore, the results revealed that the Bicol speaking Languages students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework. Copyright © 2015 Institute of Advanced Engineering and Science. -
Mother-Tongue Based Multilingual Education (MTBMLE) Initiatives in Region 8
International Journal of Evaluation and Research in Education (IJERE) Vol.3, No.1, March 2014, pp. 53~65 ISSN: 2252-8822 53 Mother-Tongue Based Multilingual Education (MTBMLE) Initiatives in Region 8 Voltaire Q. Oyzon1, John Mark Fullmer2 1Leyte Normal University, Tacloban City, Philippines 2Boston College, Chestnut Hill, MA 02467, United States Article Info ABSTRACT With the implementation of Mother-Tongue Based Multilingual Education Article history: (MTBMLE) under the Enhanced Basic Education Act of 2013, this study set Received Dec 21, 2013 out to examine Region 8’s readiness and extant educational materials. On Revised Feb 18, 2014 the one hand, “L1 to L2 Bridge Instruction” has been shown by Hovens (2002) to engender the most substantive language acquisition, while the Accepted Feb 28, 2014 “Pure L2 immersion” approach displays the lowest results. Despite this, Region 8 (like other non-Tagalog speaking Regions) lacks primary texts in Keyword: the mother tongue, vocabulary lists, grammar lessons and, more fundamentally, the references needed for educators to create these materials. MTBMLE To fill this void, the researchers created a 377,930-word language corpus Waray language Corpus generated from 419 distinct Waray texts, which led to frequency word lists, a Waray Word List five-language classified dictionary, a 1,000-word reference dictionary with Instructional Materials pioneering part-of-speech tagging, and software for determining the grade level of Waray texts. These outputs are intended to be “best practices” Development in Waray models for other Regions. Accordingly, the researchers also created open- source, customizable software for compiling and grade-leveling texts, analyzing the grammatical nuances of each local language, and producing vocabulary lists and other materials for the Grade 1-3 classroom. -
Cornell University Policy Office Policy.Cornell.Edu
Cornell University Policy Office policy.cornell.edu Policy 3.1 University Fundraising Responsible Executive: Vice President, Alumni Affairs and Development Responsible Office(s): Division of Alumni Affairs and Development Originally Issued: November 1983 Current Version Approved: June 19, 2019 Last Updated: August 9, 2021 Table of Contents 1. Policy Statement and Requirements .............................................................................................. 1 1.1 Policy Statement ........................................................................................................................ 1 1.2 Scope ........................................................................................................................................ 2 1.3 Policy Requirements ................................................................................................................ 2 1.4 Collection and Retention of Information................................................................................. 6 1.5 Compliance ...............................................................................................................................7 1.6 Resources ..................................................................................................................................7 2. To Whom This Policy Applies ....................................................................................................... 8 3. Definitions .................................................................................................................................... -
Comstock Publishing Associates /Cornell University Press
COMSTOCK PUBLISHING ASSOCIATES /CORNELL UNIVERSITY PRESS www.cornellpress.cornell.edu MONARCHS IN A CHANGING WORLD Biology and Conservation of an Iconic Butterfly edited by Karen S. OberhauSer, Kelly r. nail, SOnia altizer ISBN: 978-0-8014-5315-1 | 352 pages | $35.00/£21.50 hardcover “Few other species capture the imagination and provide fodder for knowledge and innovation like the monarch. Monarchs in a Changing World is a beautiful illustration of both.”—Jessica Hellmann, University of notre Dame “Monarchs in a Changing World summarizes work that reinforces, extends, and ameliorates our understanding of the biology of the monarch butterfly, with a particular focus on key research, conservation, and outreach efforts that aim to preserve this species, its range and habitats, and its awe-inspiring long-distance migration in eastern North America. This book presents a variety of interesting and thought-provoking topics to readers. They range from studies on the population dynamics and ecology of monarchs in different areas around the globe to current and ongoing conservation and management efforts that span personal, local, state, national, and international boundaries. This book will serve as the key resource for those people interested in using monarch butterflies as a model organism in citizen science, science literacy, and environmental education programs.”—steven m. reppert, mD, Umass meDical scHool Karen S. OberhauSer is a Professor in the Department of Fisheries, Wildlife and Conservation Biology at the University of Minnesota. She is coeditor of The Monarch Butterfly: Biology and Conservation, also from Cornell. Kelly r. nail is a PhD candidate in the Conservation Biology Program at the University of Minnesota. -
Waray Language Medium of Instruction in Primary Grade Mathematics
IOSR Journal of Mathematics (IOSR-JM) e-ISSN: 2278-5728, p-ISSN: 2319-765X. Volume 14, Issue 4 Ver. III (Jul - Aug 2018), PP 56-62 www.iosrjournals.org Waray Language Medium of Instruction in Primary Grade Mathematics JOY B. ARAZA Corresponding Author: JOY B. ARAZA Abstract: This qualitative study utilized descriptive phenomenological approach. It aimed to investigate the lived experiences of the primary grade teachers teaching grade 1 to grade 3 in mathematics subject using waray (mother tongue) language as a medium of instructions. Participants are primary grade teachers teaching mathematics in Catbalogan 2 districts, for the school year 2017 - 2018; semi-structured, face-to-face interviews and observation were the instruments used in the data gathering.From the data analyses, three major themed emerged: (1)it is easier to teach mathematics using waray (mother tongue) language ; (2) Waraylanguage of instruction make the lessons or discussion more interactive and students centered(3) Challenges encountered by the primary grade teachers in mathematics using waray language. In the challenges encountered by the teachers threesub themes was emerged that is; Difficulty in teaching numbers and shapes, In adequacy of instructional materials and evaluation test is not written in waray language. This study concluded that waray language can be used in teaching mathematics. Keywords: Waraylanguage, medium of instruction, mother tongue, mathematics ----------------------------------------------------------------------------------------------------------------------------- ---------- Date of Submission: 02-08-2018 Date of acceptance: 18-08-2018 --------------------------------------------------------------------------------------------------------------------- ------------------ I. Introduction: Language is the key to communication. It can provide bridges to new opportunities, or build barriers to equality. It connects, and disconnects. It creates unity, and can cause conflict. -
The Ithacan, 1973-02-08
Ithaca College Digital Commons @ IC The thI acan, 1972-73 The thI acan: 1970/71 to 1979/80 2-8-1973 The thI acan, 1973-02-08 The thI acan Follow this and additional works at: http://digitalcommons.ithaca.edu/ithacan_1972-73 Recommended Citation The thI acan, "The thI acan, 1973-02-08" (1973). The Ithacan, 1972-73. 16. http://digitalcommons.ithaca.edu/ithacan_1972-73/16 This Newspaper is brought to you for free and open access by the The thI acan: 1970/71 to 1979/80 at Digital Commons @ IC. It has been accepted for inclusion in The thI acan, 1972-73 by an authorized administrator of Digital Commons @ IC. ,r • ' ,. .'. • ' ' .. · ~-~ -- ......... ·- "·_-, .... ,,., 9 1973 I CA COUEG BRARY erials ca, wYork. Vol. XL I No. 17 Febru The Divine Light 'SOUNDS 0-F_ BL_ACK-NESS' FACI.NG H_ARD TIMES ··., ..~- ·_ ..~ .- ;,,. e·y Sheldon Julius doesn't seem to realize that all Management's Reasoning "Rock _music today, whether of Ithaca isn't enthused with Questioned by the Rolling Stqnes, Curtis progressive rock. There are, Thus black programming was r. , , Mayfield or the Jefferson indeed, other forms of music reduced to 8 hours and 45 ·i-'."", SATQURU MAHARAJ ,i Airplane can trace most of its that are enjoyable to the ·-:::, ,.,;,.-- . minutes. These hours were form and content to the rhythm listening audience. Currently, spread over two days, Saturday ·· · <:.lJf.Tom-Threlkeld '· years old,. this God-energy and blues music that was bQrn since the · cutting of the and Sunday. After the Xmas :\!,Wbei'.the world needs reportedly entered the soul of and bred exclusively by the. -
Getting to Cornell University Ithaca Campus
Getting to Cornell University Ithaca Campus: Air Service - Direct Air Service is available to Ithaca. In addition, air service is available to a number of other regional airports. Ithaca Airport: Ithaca, New York -- 10 miles from campus The Ithaca Tompkins Regional Airport: flyithaca.com Located on Brown Road in Ithaca, NY, 10-minute drive from campus and downtown areas, the area is serviced by the following: • Continental Airlines: www.continental.com • US Airways: www.usairways.com • Northwest Airlines: www.nwa.com Ground Transport in Ithaca: Taxi: Ithaca Dispatch www.ithacataxi.biz • University Taxi: (607) 277-7777 • Cayuga Taxi: (607) 277-TAXI (8294) • Yellow Cab Co: (607) 277-CABS (2227) or Toll Free: 1-888-321-1149 Local bus: Tompkins Consolidated Area Transit (TCAT): www.tcatbus.com (607) 277-7433 Buses are the cheapest options to Cornell. Route 31 serves the Ithaca airport. Rental Cars: • AVIS Reservations: 1-800-831-2847 - www.avis.com • Hertz Reservations: 1-800-654-3131 - www.hertz.com Local Office: (607) 257-8677 Hotel Shuttles: The following conference hotels offer free airport shuttle service: The Statler Hotel, Cornell University: 1-800-541-2501 Holiday Inn Downtown Ithaca: (607) 257-2500 Hilton Garden Inn Ithaca: (607) 277-8900 Other Regional Airports Syracuse, New York Syracuse Hancock International Airport: www.syrairport.org Located in Syracuse, NY, approximately 60 miles north of Cornell University with an estimated driving time of 1 hour and 30 minutes. Shuttle Service from Syracuse Airport to Ithaca: Commencement Connections – http://commencementconnections.com/events/ ashe Rental Cars: • Alamo/National (800) 227-7368 • Avis (800) 331-1212 • Budget (800) 527-0700 • Dollar (800) 800-3665 • Enterprise (800) 325-8007 • Hertz (800) 654-3131 • Thrifty (off-airport car rental provider, with continuous shuttle service) (800) 847-4389. -
Affective Communities in Late-Medieval Iberian Literature
AFFECTIVE COMMUNITIES IN LATE-MEDIEVAL IBERIAN LITERATURE A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements of the Degree of Doctor of Philosophy by Henry Samuel Berlin August 2011 © 2011 Henry Samuel Berlin AFFECTIVE COMMUNITIES IN LATE-MEDIEVAL IBERIAN LITERATURE Henry Samuel Berlin, Ph.D. Cornell University 2011 My dissertation offers a new account of the explosion of sentimental literature in fifteenth-century Iberia and, at the same time, suggests a new way of reading that literature. Through the concept of the affective community, which suggests that political, religious, and literary communities (genres) are held together and shaped not so much by shared emotion as by a shared ethical attitude toward emotion, I analyze exemplary works of the principal genres involved in this explosion: cancionero poetry and sentimental fiction. Other important genres such as the chronicle and chivalric fiction also play key roles in my analysis, and my approach throughout is comparative, dealing substantially with works not only from Castile, but also from the kingdoms of Portugal and Aragon. The most important texts in the dissertation are Pedro de Corral‘s Crónica sarracina (ca. 1430); Pedro, Constable of Portugal‘s Sátira de felice e infelice vida (ca. 1450); and the poetry of Ausiàs March (ca. 1397-1459). However, I also discuss moral, theological, and political treatises by crucial figures such as Alonso de Cartagena (1384-1456); Alfonso de Madrigal, el Tostado (1410-1455); Rodrigo Sánchez de Arévalo (ca. 1404-1470); Diego de Valera (1412-1488); Duarte I of Portugal (1391-1438); and the Infante Pedro, Duke of Coimbra (1392-1449). -
Literacy Instruction in the Mother Tongue: the Case of Pupils Using Mixed Vocabularies Alma Sonia Q
Journal of International Education Research – Third Quarter 2013 Volume 9, Number 3 Literacy Instruction In The Mother Tongue: The Case Of Pupils Using Mixed Vocabularies Alma Sonia Q. Sanchez, Leyte Normal University, Philippines ABSTRACT In the institutionalization of the mother tongue-based multilingual education (MTB-MLE) in the country, several trainings were conducted introducing its unique features such as the use of the two-track method in teaching reading based on the frequency of the sounds of the first language (L1). This study attempted to find out how the accuracy track method worked with Waray pupils using mixed vocabularies. This is a part of a developmental study that aims to improve Waray reading instruction in basic education. The researcher used a checklist of the 100 Most Common Words in Waray for pretest and posttest, interviews, survey questionnaires, and daily observations during the three-week implementation of the method. The averages of the pretest and posttest scores were compared. Themes and patterns in the responses were likewise analyzed. The results showed a big gap in the performance of pupils classified as readers and beginning readers. Several issues and challenges met were also identified. These imply that the method is less facilitative for effective teaching and learning in Waray of speakers using mixed vocabularies. This study recommends to modify the method or to develop an appropriate method for literacy instruction of speakers without a strong linguistic foundation in their mother tongue. Keywords: Mother Tongue Literacy Instruction; Multilingual Education; Mixed Vocabularies INTRODUCTION he use of mother tongue provides children with an equitable opportunity to access and facilitate learning.