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Academic literature on the topic 'California – Literary collections'
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Journal articles on the topic "California – Literary collections"
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Tien, Nhat, and Xuan Phong. "The khaki coat: A short story from Vietnam." Index on Censorship 17, no. 6 (1988): 15–16. http://dx.doi.org/10.1080/03064228808534470.
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Nhat Tien, now in his early fifties and one of the best-known Vietnamese writers, lived in South Vietnam until a few years after the Communist take-over in 1975. He has published 16 books (14 novels and two collections of short stories) and received the Vietnamese National Literary Award in 1961 for his novel Them Hoang (‘The abandoned veranda’) in 1961. He was vice-president of the Vietnamese PEN club, director of the Huyen Tran Publishing Co, and editor of the weekly Thieu Nhi In the late 1970s he left Vietnam as a ‘boat person’ and he is now living in the United States. The following short story is reprinted from the collection Tieng Ken (‘ Sound of a clarinet’), published in 1983 by Van Hoc, San Diego, California.
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Krupa, Barbara. "Zygmunt Haupt – pisarz, tłumacz, redaktor „Głosu Ameryki”, popularyzator książek i czytelnik." Z Badań nad Książką i Księgozbiorami Historycznymi 11 (December 29, 2017): 231–52. http://dx.doi.org/10.33077/uw.25448730.zbkh.2017.37.
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The article presents the broad relationship between Zygmunt Haupt and books, based on source materials from the Zygmut Haupt Papers collection at Special Collections, Stanford University Library in California. Zygmunt Haupt (1907-1975) was a Polish émigré writer and painter, who was published in the leading Polish émigré publications, such as „Culture” in Paris, „Wiadomości” in London, and „Tematy” in New York. He was a recipient of the Culture Award in 1962 and the Kościelski Foundation Award in 1971, but was not published in Poland during his lifetime. The author presents Z. Haupt as an author; a translator; a promoter of books not available to Polish readers at that time, on the waves of the Voice of America and the US Information Agency; and finally, a reader. By keeping contact with leading figures of the Polish émigré – Jerzy Giedroyc and the team of the Literary Institute in Paris, Mieczysław Grydzewski, Zygmunt Hładki and Zdzisław Ruszkowski in London, Paweł Mayewski, Józef Wittlin and Aleksander Janta-Połczyński in New York – he had the opportunity to exchange information about books published in the USA and Poland, as well as their readings. His extensive correspondence with booksellers in Poland, Great Britain, France, Switzerland, and the USA showcases his reading interests, as well as a rich collection of index cards with the titles he read, owned or ordered from booksellers abroad and in the USA.
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Cook, Matthew. "Build it and they will come: integrating unique collections and undergraduate research." Collection Building 34, no. 4 (2015): 128–33. http://dx.doi.org/10.1108/cb-06-2015-0010.
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Purpose – The “build it and they will come approach” is a largely accepted proposition in the library community, particularly in the area of special collections. There is, at times, little critical analysis given to collection development, digitization efforts or information literacy instruction in regard to how these hard-to-serve but research-rich materials might be used in the classroom. Instead, there exists a benevolent know-it-all expert determining which collections warrant preservation, digitization, acquisition and, ultimately, attention. At California State University (CSU) Channel Islands (CI), the user – teachers and students – is the focus of all special collection activities, and we have devised innovative ways to both encourage students and faculty to engage these materials as well as foster their appreciation, awareness and use on campus. Design/methodology/approach – This paper explores three ways that librarians at the John Spoor Broome Library encourage and facilitate the use of primary documents housed in unique collections to support undergraduate student research. Findings – The use of high-impact teaching practices, like undergraduate research, is an important tool in promoting retention and increasing graduation rates, particularly for underrepresented minorities. At CSU CI and the John Spoor Broome Library, engaging students with primary documents is a focus of unique collections work that benefits both students and the Library alike. Originality/value – Digitization is a key component of most special collections work in the library world today, but perhaps efforts focused on promoting use are lacking. At CI, use is the primary focus of all unique collections work and, thus, could be a model for other libraries and archive departments.
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Whitby, Mary. "W. M. Calder III, B. Huss (edd.), C. Buckler (trans.): ‘The Wilamowitz in Me’: 100 Letters between Ulrich von Wilamowitz-Moellendorff and Paul Friedländer (1904–31). (Department of Special Collections, Charles E. Young Research Library, UCLA, Occasional Papers 9.) Pp. xxv + 227. Los Angeles: University of California Press. Cased, $40. ISSN: 1041-1143." Classical Review 50, no. 2 (2000): 675. http://dx.doi.org/10.1017/s0009840x00138053.
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Cicek Saglam, Aycan, Ibrahim Cankaya, Hakan Ucer, and Muhammet Cetin. "The Effect of Information Literacy on Teachers’ Critical Thinking Disposition." Journal of Education and Learning 6, no. 3 (2017): 31. http://dx.doi.org/10.5539/jel.v6n3p31.
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The concepts of information literacy and critical thinking are two important concepts of today’s information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers’ critical thinking disposition and information literacy. The study was conducted in line with relational survey model. The study group of the research is comprised of 626 secondary school teachers working in 22 secondary schools located in the Şehzadeler province of the city of Manisa in Turkey. The scales were administered to all the teachers in the study group. However, the total number of teachers sampled resulted in 473 (75.56%) usable survey protocols. In the collection of the research data, Turkish adaptation of California Critical Thinking Disposition Inventory (CCTDI-T) and Information Literacy Scale were used. The findings of the study revealed that the teachers’ critical thinking disposition and their information literacy levels are “low”. Besides, it was found that there is a significant, positive and bilateral relationship between the teachers’ critical thinking disposition and information literacy. Moreover, the regression analysis results indicate that the dimensions of information literacy level explain 15% of critical thinking.
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Sussman, Herbert. "VICTORIANS LIVE: Introduction." Victorian Literature and Culture 34, no. 1 (2006): 333. http://dx.doi.org/10.1017/s1060150306051187.
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For this issue, Victorians Live takes a global perspective on the afterlife of the Victorians. Using a fine nineteenth-century phrase, Margaret Harris writes of “Victorian Vestiges” in Australia. Carole Silver describes the mix of concealment and display in South Africa's dealing with its Victorian heritage. My essay on a recent American exhibition of the work of Morris & Co. shows the influence of this representative Victorian in California, as filtered through the collection of Henry Huntington for his Library in southern California and with additions for this show by contemporary California collectors. That Morris continues to live into our time is vividly shown in the venues of his global exhibitions, in Australia in a converted nineteenth-century powerhouse, at Yale in the modernist masterpiece of the twentieth-century architect, Louis Kahn.
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Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (1997): 76–84. http://dx.doi.org/10.2307/463055.
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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).
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Hough, Susan E., and Stacey S. Martin. "Which Earthquake Accounts Matter?" Seismological Research Letters 92, no. 2A (2021): 1069–84. http://dx.doi.org/10.1785/0220200366.
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Abstract Earthquake observations contributed by human observers provide an invaluable source of information to investigate both historical and modern earthquakes. Commonly, the observers whose eyewitness accounts are available to scientists are a self-selected minority of those who experience a given earthquake. As such these may not be representative of the overall population that experienced shaking from the event. Eyewitness accounts can contribute to modern science only if they are recorded in the first place and archived in an accessible repository. In this study, we explore the extent to which geopolitics and socioeconomic disparities can limit the number of earthquake observers whose observations can contribute to science. We first revisit a late nineteenth-century earthquake in the central United States in 1882 that provides an illustrative example of an event that has been poorly characterized due to a reliance on English-language archival materials. For modern earthquakes, we analyze data collected for recent earthquakes in California and India via the online “Did You Feel It?” (DYFI) system. In California, online data-collection systems appear to be effective in gathering eyewitness accounts from a broad range of socioeconomic groups. In India, however, responses to the DYFI system reveal a strong bias toward responses from urban areas as opposed to rural settlements, as well a bias with literacy rate. The dissimilarity of our results from modern earthquakes in the United States and India provides a caution that, in some parts of the world, contributed felt reports can still potentially provide an unrepresentative view of earthquake effects, especially if online data collection systems are not designed to be broadly accessible. This limitation can in turn potentially shape our understanding of an earthquake’s impact and the characterization of seismic hazard.
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Jules-Rosette, Bennetta, and Robert Cancel. "Introductory Remarks on African Humanities." African Studies Review 29, no. 1 (1986): 1–2. http://dx.doi.org/10.1017/s0002020600011665.
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This issue of the African Studies Review is devoted to research in the African humanities. The appearance of new approaches to the study of literary texts, oral traditions, and the popular arts has inspired us to assemble this collection. Recently, the African humanities have been neglected as an important area in which new empirical and theoretical advances have been made for the study of oral texts, art, and performance.The articles in this collection by Robert Cancel, David Coplan, Bennetta Jules-Rosette, and V. Y. Mudimbe were presented at the Conference on Popular Arts and the Media in Africa held at the University of California, San Diego from May 17-19, 1982. This conference was sponsored by the Joint Committee on African Studies of the Social Science Research Council and the American Council of Learned Societies. We would like to thank the Joint Committee for their support of this conference and our initial efforts to develop a research synthesis for the African humanities.This collection begins with V. Y. Mudimbe's commentary on the nature of African art and the limitations of research models used to study it. He questions the role and position of African arts, especially visual arts, in the post-colonial world. He suggests that the time has passed where most of these works can be judged simply as self-enclosed cultural referents, isolated from the effects of the last two hundred years of history. The process of “aesthetization” that he describes is one which, in various transformations, informs each of the papers that follow. When Fanon suggested that to take on a language is to “take on a world,” he foreshadowed the ideas that acknowledge the development of Africa's humanities in a context of cultural interchange with other world traditions. This is not to accept the Victorian pronouncements that credited all African achievements to various forms of Western influence. Rather, it is a movement towards the view that African culture, always fluid and dynamic, has been responsive to all manner of influences, both local and foreign.
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Nelson, Cherilyn N., and Diane Lee Carroll. "Looms and Textiles of the Copts: First Millennium Egyptian Textiles in the Carl Austin Rietz Collection of the California Academy of Sciences." African Arts 23, no. 2 (1990): 99. http://dx.doi.org/10.2307/3336912.
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