Academic literature on the topic 'First reader book'

Purpose Most academic libraries provide book recommendation services to enable readers to recommend books to the libraries. To facilitate decision-making in book acquisition, this study aimed to develop a method to determine the ranking of the recommended books based on the recommender network. Design/methodology/approach The recommender network was conducted to establish relationships among book recommenders and their similar readers by using circulation records. Furthermore, social computing techniques were used to evaluate the degree of representativeness of the recommenders and subsequently applied as a criterion to rank the recommended books. Empirical studies were performed to demonstrate the effectiveness of the proposed ranking system. The Spearman’s correlation coefficients between the proposed ranking system and the ranking obtained using reader circulation statistics were used as performance measure. Findings The ranking calculated using the proposed ranking mechanism was highly and moderately correlated to the ranking obtained using reader circulation statistics. The ranking of recommended books by the librarians was moderately and poorly correlated to the ranking calculated using reader circulation statistics. Practical implications The book recommender can be used to improve the accuracy of book recommendations. Originality/value This study is the first that considers the recommender network on library book acquisition. The results also show that the proposed ranking mechanism can facilitate effective book-acquisition decisions in libraries.

There are known gender differences in book preferences in terms of both genre and author gender but their extent and causes are not well understood. It is unclear whether reader preferences for author genders occur within any or all genres and whether readers evaluate books differently based on author genders within specific genres. This article exploits a major source of informal book reviews, the Goodreads.com website, to assess the influence of reader and author genders on book evaluations within genres. It uses a quantitative analysis of 201,560 books and their reviews, focusing on the top 50 user-specified genres. The results show strong gender differences in the ratings given by reviewers to books within genres, such as female reviewers rating contemporary romance more highly, with males preferring short stories. For most common book genres, reviewers give higher ratings to books authored by their own gender, confirming that gender bias is not confined to the literary elite. The main exception is the comic book, for which male reviewers prefer female authors, despite their scarcity. A word frequency analysis suggested that authors wrote, and reviewers valued, gendered aspects of books within a genre. For example, relationships and romance were disproportionately mentioned by women in mystery and fantasy novels. These results show that, perhaps for the first time, it is possible to get large-scale evidence about the reception of books by typical readers, if they post reviews online.

[full article, abstract in English; abstract in Lithuanian]
 Starting from the premise that the book is a world in itself, which sometimes invades reality, that the “reality” of the city is “literaturized” in the sense given to it by Bertrand Westphal, and so the city is a book, we present a technology intended to complement electronic reading with contextual information. Automatic language processes working on the original text adorn it with electronic artefacts that highlight mentions of entities and relations between them, thus revealing semantic links within the text and outside it, towards web pages and maps, or helping readers initiate and access communities of people preoccupied with sharing readings. The first instantiation of the “Mapping Books” system allows the reader using a tablet or another mobile device to navigate outside the book, pertaining to the geographical entities that the book contains. “Mapping Books” pushes the interactivity with the book content well beyond the usual hypertext links: a mapped book can contextualise instantaneous positions of the user while reading, as well as her/his personality and cultural preferences. Although rooted in a given, constant text, once associated with a specific reader, the book is personalised to enhance reading satisfaction and maximise guiding. The actual effects of such a technology remain to be studied.

AbstractIn the Amazon Kindle e-books, readers are automatically directed to a linked e-dictionary which enables the reader to obtain the meaning of the word without having to leave the book being read - the first three lines of the dictionary article are presented to the reader on the same screen as the open book. If this information is not sufficient to enable the reader to obtain the correct information to satisfy his/her information need, (s)he can follow a link to the full dictionary article. This is an excellent feature to help readers obtain relevant information in a text reception situation. It works perfectly in most cases. However, unfortunately there are many cases where the reader is not presented with relevant information or even presented with incorrect information, based on incorrect part of speech identification, linking to the incorrect lemma or a number of other categories of incorrect linking which are discussed in the article. Following a categorisation of such problems, we provide a number of suggestions for possible solutions to the problem. The solutions include the provision of tagged corpora, on-the-fly tagging, a menu of items to enable the reader to disambiguate between various options, etc. Each of these options is discussed in terms of what the option entails, technical issues involved in the specific option and the feasibility of the option. The article concludes that not one option will necessarily resolve all problems and that a multi-pronged approach may be necessary to optimise the automated linking of words in the Kindle e-books to the e-dictionaries that are provided.

Emerging reader books (call them early or easy, that’s a discussion for another article) have come into their own since the Geisel Award was first presented in 2006 and the success of series like Mo Willems’ Elephant and Piggie.But learning to read independently is a daunting challenge—quality books are just one of the tools librarians across the country are employing to help children master this critical milestone and develop a lifelong love of reading. What are libraries doing, beyond the book, to help?

The article analyzed the works of scientists (Avtomonova P. P., Boyko Y. V., and Zaichenko I. V., Zenkin A. S., Karandasheva V. N., Kirdyaeva V. M., Kuzmenko N. M., Lasch A P., Lvov I. P., Pylhaeva F. P,. Pogrebna Ya. A., Czerniawska A. P.), who developed methods of optimal study book, textbook and other paper media. Types of independent work with the coursebook, additional materials are necessary to have when studying or reading books and other manuals. Selected types of readers (based on lectures “Students' independent work with the book” by I. P. Lvov), the preferences of readers on the nature of the literature and recommendations for its choice. It is substantiated that, according to I. P. Lvov, the book plays an important role in the development of thinking and speech culture of students. The Ukrainian teacher singled out four groups of students. Representatives of the first group are only interested in the reading process. To the second group of readers I. P. Lvov included people who like to read adventure literature and detective stories. The third group consisted of readers who are interested in serious, scientific literature, new books of modern bookstores. To the fourth type of readers, the scientist referred those who seek knowledge and therefore makes serious demands on the book. It is proved that the Ukrainian teacher emphasized that the effectiveness of reading books is possible if the reader has a system of knowledge in a particular field, has the skills of good orientation in the text with the selection of basic principles and ideas. The result of mental work should be clearly designed in the form of writing or speaking, and the effectiveness of the process of working with the book depends not only on speed but also on the method of reading.

The review of the book by V. P. Leonov - already the fourth in a series of books reflections about the book and library, library science and the bibliography, about our science. V. P. Leonov consistently analyzes difficult questions, but does it well and simply, remembers names of outstanding scientists and practical workers, brings and analyzes their statements. In the second part of the book the reader gets acquainted with fragments and full texts of the most rare sources. Some of them are specially translated into Russian and are introduced for scientific use for the first time. Chronological borders - from the first libraries in the IV-III millennia BC and up to now.

In this essay, I reflect on the empirical and subjective foundations of critical readings of poetry. I use my own experience, not because it is more valid than anyone else's but because I have direct access to it. The first section, “The Used-Book-Store Approach,” addresses the formation of poetic canons and the position of the reader as an agent and a consumer. The second section, “The Subway Approach,” gives an example of close reading in a setting where the world within the poem, the world within the reader, and the world outside the reader lose their borders. The third section, “The Rare-Book-Room Approach,” examines the impulse to seek the real thing that poetry can trigger and proposes that the first critical step for the reader consists in assessing the status of the poem as his or her object.

Made available in DSpace on 2016-04-27T16:33:11Z (GMT). No. of bitstreams: 1 Tese CLAUDIA PANIZZOLO.pdf: 7808983 bytes, checksum: 3dcfd2b62d272785045bb9dfd4c87bbd (MD5) Previous issue date: 2006-07-31<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This work in a historiographic study of the intellectual and professional trajectory of João Kopke [ 1852 1926 ] educator involved in the republican cause, marked by an innovative and creative restlessness, by a coherence of principles and by the pioneerism in the divulgation of modern ideas and pedagogical practices. A multifaceted intellectual and one of the most significant educators of his generation to put in circulation, in the press and in the schools where he worked, a modern and republican pedagogy defined by an updated curriculum, practical, concrete and scientific teaching; an intuitive methodology through lessons of things; serial, graduated and simultaneous classes; extra-class activities ; popular and pedagogical lectures and by the analytical teaching of reading from a long time deserved a more detailed study that would consider him inside the frame pictures of the History of Education . To take him from forgetfulness, to study the educator, to focus the singularities of Joao Köpke as an intelectual of Education and at the same time, to examine his preoccupation and challenges , the polemics assumed by him and by his co-workers is what this research aims for. The investigation about his intellectual trajectory, the study of the schools where he worked, the analysis of his first reader books , of his lectures and of his reading books, destined to elementary and high school teaching, as well as the exam of the pieces of news published about his multiple activities in São Paulo and Rio de Janeiro show that João Köpke was moved by a political and intellectual project well characteristical , an assurance of a unity of sense, present in his attitudes and in the writings that he developed for more than fifty years<br>Este trabalho é um estudo historiográfico da trajetória intelectual e profissional de João Köpke (1852-1926), educador envolvido com a causa republicana, marcado pela inquietação criadora e renovadora, pela coerência de princípios e pelo pioneirismo na divulgação das modernas idéias e práticas pedagógicas. Intelectual de múltiplas faces e um dos mais significativos educadores de sua geração a pôr em circulação, na imprensa e nas escolas por onde passou, uma pedagogia moderna e republicana - definida por um currículo atualizado, ensino prático, concreto e científico; metodologia intuitiva, através de lições de coisas; aulas seriadas, graduadas e simultâneas; atividades extraclasse; conferências populares e pedagógicas e pelo ensino analítico da leitura -, há muito merecia um estudo mais detalhado que o considerasse dentro dos quadros da História da Educação. Retirar do esquecimento, estudar o educador, evidenciar a singularidade de João Köpke como intelectual da educação e, ao mesmo tempo, examinar as preocupações, os desafios, as polêmicas assumidas por ele e sua rede de relações é o que pretende esta pesquisa. A investigação a respeito de sua trajetória intelectual, o estudo dos estabelecimentos escolares onde trabalhou, a análise de suas cartilhas, de suas conferências e de seus livros de leitura, destinados ao ensino primário e secundário, bem como o exame das notícias dos jornais veiculadas a respeito de suas múltiplas atividades, em São Paulo e no Rio de Janeiro, mostram que João Köpke era movido por um projeto político-intelectual bastante característico, garantia de uma unidade de sentido presente em suas atitudes e nos escritos que desenvolveu por mais de cinqüenta anos

Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in which they demonstrated their interest in reading the texts, formed connections to science, used reading strategies, and adjusted to the text type and variations of text complexity. The findings indicate the teacher's practices with SITBs were supportive of literacy and science learning for students at various levels of reading development. However, her inexperience with informational books and her preference for narrative demonstrates a need for training to assist her in providing guided and individualized reading instruction with SITBs, as well as provide students with full access to these texts in the classroom. Further, the teacher's overgeneralizations for science during instruction with SITBs indicates the need for training to strengthen her knowledge of science that would better prepare her to convey information and critically read information presented in these texts. Finally, the students' engagement with SITBs and their use of strategies to make sense of these texts on their own, indicates the first graders were motivated and capable readers of informational books.

Syftet med den här studien är att undersöka hur tre lärare i årskurs 1 arbetar med läsmotivation. Vidare är syftet att undersöka om pojkar och flickor motiveras till läsning på samma sätt. Läsförmåga är en förutsättning för att kunna leva och verka i ett samhälle, eftersom läsning är centralt i människors liv. Det framgår dock av PIRLSresultat från 2016 att flickor presterar bättre än pojkar när det kommer till läsning. Jag vill därför undersöka hur lärare motiverar elever till läsning. Den här studien baseras på tre observationer och tre intervjuer med yrkesverksamma lärare. Observationerna dokumenteras i observationsscheman utifrån bestämda händelser, och intervjuerna spelas in och transkriberas. Resultatet visar att flickor och pojkar generellt inte motiveras till läslust på samma sätt. Det som motiverar elever till läsning är individuellt och beror inte på kön. Elever motiveras till läsning genom att lärare bland annat förklarar nyttan av att kunna läsa samt genom att eleverna själva får välja böcker.

Marguerite Duras a assurément pensé à la littérature en se mesurant sans cesse à sa production littéraire et plus amplement, à sa production artistique. Littérature, cinéma, théâtre font en effet l’objet d’une réflexion constante chez l’écrivain qui montre par là une tendance certaine pour la pensée théorique. Si Marguerite Duras a pu s’exprimer négativement vis-à-vis de la théorie, c’est parce qu’elle redoute les dérives de l’esprit théorique qui peut parfois se révéler dogmatique. L’adhésion à l’idéologie du PCF d’abord partagée puis contestée, fait ainsi l’objet de sévères critiques qui donneront raison dans son œuvre à des textes littéraires traversés par cette épreuve du théorique doctrinaire. D’autres engagements théoriques et politiques prouveront en revanche incontestablement l’attrait intellectuel de l’écrivain envers une époque qui, entre les années 1960 et 1980, fait avancer le discours de la théorie et notamment de la modernité littéraire. Cette thèse se propose de montrer que la théorie occupe sans cesse l’esprit de l’auteur, qu’elle se révèle particulièrement sous la forme d’une tentation à laquelle l’écrivain ne succombe jamais définitivement, et qui donc revient comme une obsession habiter et interroger son œuvre. Cette tentation s’intègre d’abord à la vie de Duras qui évolue au sein d’une génération fortement politisée et marquée par la pensée critique. Elle saura ensuite s’incorporer à l’activité créatrice de l’auteur et, dès lors, à sa pratique littéraire et artistique. La tentation du théorique suit ainsi deux directions. Elle passe par une aventure publique, sans pour autant jamais témoigner d’une voix chorale désireuse de se joindre notamment aux nouvelles tendances du Nouveau Roman. Elle se manifestera plutôt comme une voix solitaire, une voix qui s’exprime à travers la confidence privée. Cette voix murmure dans son œuvre ses critères conceptuels personnels qui accompagneront néanmoins la modernité littéraire. La voix de la tentation théorique se confondra enfin à la voix poétique de l’auteur qui révélera, à travers un jeu réflexif, la force productive de son écriture. Vouée sans cesse à faire résonner le mouvement du dernier mot, dépassant les cloisons génériques, la puissance créatrice prodigieuse de Marguerite Duras ira nourrir le paysage à plusieurs facettes de son œuvre ainsi que celui de l’Ecriture moderne<br>For sure Marguerite Duras always thought about literature by comparing herself to the rest of literature and the artistic production of her time. Indeed, literature, cinema and theater are the reflexive centers of a constant thinking which shows how much theory is a main issue for the writer herself. Her apparent and negative odds against theory in general are all because of the wanderings of the dogmatic way of the theoretical spirit. Being an active member of the French Communist Party (PCF), sharing its ideological point of view and then quitting it made way for a severe criticism and gave to her literary works a doctrinal trial. Others theoretical and political commitments may decidedly show in contrast her intellectual attraction of the writer for her age which, between the 1960s and the 1980s, made theory and literary modernity look forward. This essay will show how theory is always on Duras’s Mind as it is for her such a temptation that she never totally succumbs to, and that came back as an obsession to haunt and question her works. This temptation marks at first place her life that went through a harsh political generation that also dealt with criticism and thinking. This temptation would also be an important part of her creativity process and made her way unto literary and artistic technicals. The Theoretical temptation she dealt with went on two different ways. She went on a public adventure but without never belonging to the chorus of her times or explicitly belonging to the New Novel too. She stood as a solitary voice, a voice of her that expressed herself as a intimate confidence. This voice whispered in her writings her personal and conceptual thoughts that escorted modernity in literature. Her voice made of theoretical temptation would mingle at last with her poetical voice which reveals, through a reflexive game, the productive strengh of her writing. Vowed to a never-ending movment unto the last word, beyond the walls of all genres, the tremendous creativity of Marguerite Duras will give birth to a mesmerizing landscape in her works that goes unto the modern writing

AbstractThis chapter aims to provide the reader with an introduction to crowdsourcing in general and internal crowdsourcing in particular. First, the elementary principles of crowdsourcing will be introduced, completed by a definition that will constitute the basis for this book. Second, different crowdsourcing typologies will be described to inform the reader about classifications of the phenomenon in scientific literature. Third, the crowdsourcing process is outlined to clarify the general procedure of this new kind of work organization. Lastly, the concept will be transferred to the intraorganizational context, describing and defining the concept of internal crowdsourcing which represents the main topic of this book.

Mobile Technology (MT) provides many opportunities to individuals, such as talking with people, watching movie clips, and reading books whenever or wherever they want. This also allows individuals to frequently connect for learning. One of the most popular uses of MTs for learning is their use as E-book readers. This chapter consists of four sections about how mobile technologies are being used as E-book readers by learners. Furthermore, this chapter will discuss an ongoing E-book reader project in Turkey called “FATIH”. General information about E-book readers will be provided in the first section of this chapter. The second section gives an overview of various studies on E-book readers. In the third section of the chapter, the authors discuss a recent instructional project in Turkey and its possible international implications. The last section of the chapter offers the summary of presented concepts and their future applications.

This chapter talks about country music star Dolly Parton, who is also a poet at heart. She is an avid reader, with an extensive book collection. As a child growing up in Appalachia, however, Dolly experienced book hunger first-hand. It explains how Dolly's own childhood experience motivated her to found the Imagination Library as a way to ensure that all children could experience the joy of book ownership. The chapter also discusses other organizations like First Book that reinvents the traditional book supply chain. Rather than relying on for-profit bookstores as an intermediary, First Book and Imagination Library have innovated alternative, more cost-effective systems to deliver books to children from low-income backgrounds. Through a combination of charitable dollars and cost savings, innovative nonprofits are bringing books to millions of American children who otherwise could not afford them.

(c. SUMMER 2008) [Trans.: Abdulbasit Kassim] Available at: https://www.youtube.com/watch?v=vxW9Pl1rZs8 This video lecture by Abubakar Shekau is based on the book Mirāth al-anbiyā’ (Inheritance of the Prophets), and is the first documented presentation by Yusuf’s successor. It covers the three types of tawḥīd, namely: tawḥīd al-rubūbiyyah, tawḥīd al-asmā’ wa-l-ṣifāt ...

Part Two of the book provides a detailed account of Boko Haram’s declaration of war on the Nigerian state and the process involved-decisions and actions taken to reach the verdict. The first half of the chapter contains further sermons and teachings by Boko Haram leadership- Muhammad Yusuf, Abubakar Shekau and Muhammad Mamman Nur, that establish the ideological fulcrum for Boko Haram’s insurgency. Some of the central points expressed include Boko Haram’s system of religious belief and the origin and concept of a ‘true Muslim’. Particularly, the chapter presents Boko Haram’s position on Western civilisation that earned it the notorious name- Boko Haram (meaning ‘Western education is sin’). As in part one, this chapter documents the events (but mostly internal ramifications and activities) that will set the stage for the next phase of its Jihad- which represents a dramatic shift from Da’wah (preaching) to insurgency.

This chapter features and analyses a text published on 24 January 2018 via a social media group affiliated with the Islamic State’s central media office. The text, an e-book titled Advice for the leaders and soldiers of the Islamic State, was attributed to Abd al-Munim bin Izz al-Din al-Badawi, better known as Abu Hamzah al-Muhajir, the former prime minister and minister of war for the Islamic State of Iraq (ISI). First officially published in Arabic and made available online by the organization’s printing press, the Himmah Library, in the Hijri year 1428 (which spanned the Gregorian year 2007), the volume has two sections, ‘Advice for the Leaders of the Islamic State’ and ‘Advice for the Soldiers of the Islamic State’, which offer thirty pieces of ‘advice’ to leaders and thirty-one to soldiers about how best to pursue the aims of the Islamic State’s insurgency. The first half is the subject of this chapter.

This chapter looks at Kempe's search for spiritual joy and companionship in conjunction with contradictory advice, offered in books of consolation, about interpersonal relations. One model insisted that the highest form of spiritual love could be found only in solitude—in a relationship with “Jesus Alone;” another recommended that believers seek out the fellowship of “right-minded men.” This chapter shows that Kempe's Book traces her struggle to live in accordance with both models. This involves, first, separation from family and home, followed by a series of pilgrimages, and, second, upon her return to Lynn, reintegration into English devotional and familial communities.

The reader, from what hath been said, may imagine that the reconciliation (if indeed it could be so called) was only matter of form; we shall therefore pass it over, and hasten to what must surely be thought matter of substance. The doctor had acquainted...

The opening chapter of this book offers a guide for the reader’s encounters with Eve’s afterlives. It introduces the subsequent sections of the book as functioning akin to galleries within an exhibition. The reader is informed of how chapters that follows the introduction curates a different thematic image of Eve, with the different parts within these sections providing the reader with interpretations, intertexts, and imaginings of the Bible’s first woman that have led to becoming her to be framed as a femme fatale, but that can also allow her to be viewed as a wise woman and a morning mother.

Chapter 1 introduces the reader to existing research on first-generation college students and argues that institutions need to learn more about the heterogeneity among first generation students to better serve this population. The authors describe their three broad questions: First, what are the different ways that first-generation students organize their social, extracurricular, and academic lives at selective and highly selective colleges? Second, how do first generation students sort themselves and get sorted into these different types of campus lives? Third, how do these different patterns of campus engagement prepare first-generation students for their post-college lives? The authors then provide an overview of their arguments and explain how their concept of campus geographies provides a new and useful lens. Finally, they describe their methods and provide an overview of the chapters in the book.

The reader is briefly introduced to the IUCN red book. The types of firs that need protection are listed and their categories are indicated. The types of firs in Russia are indicated. The range of protected species of firs is considered. Their limiting factors and security measures are given.

Over the last two decades, students of the Russian language have tended to analyse and interpret the texts of literary works in an overly simplistic manner. Such analysis tends to refer only to the text itself, sometimes only to the plot. It was the recognition of this fact which provided us with the inspiration to prepare a new reading-book concerned with Russian literature, which motivates the students not only to read literary works, but also to gain knowledge on how to read, understand and interpret a literary work. Initial feedback concerning the use of the reading-book has shown the concept to be successful.

The article presents the analysis of state of agricultural libraries of the Byelorussian Soviet Socialist Republic (BSSR) in the first half of the 1970s. The main types of libraries of the presented network have been analysed; the data on library staff composition and education have been presented; the number of readers and total amount of books which were lent have been shown; the main activities of the agricultural libraries haven considered.

A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.

Industrial structures are cultural legacy sites in need of protection that carry the social, cultural, historical and architectural properties of their respective eras into the present day. Due to the changing production demands and technology, these structures lost their usage value and have been rendered obsolete. The interventions implemented and new functions provided to ensure the continuity of industrial structures must be in accordance with the character of the building. Our study focuses on the renovation process of one of the first industrial premises of the city of İzmir Alsancak Tekel Storages located in Port Rear Area. Industrial building history in the region dates back to the 1900s, when industrial and storage structures have been built. A new master development plan that entered into force in 1989, conserning the fate of these industrial buildings. As the result of the passed legislation, old tekel storages have been transformed to offices and cultural centres. In the scope of this study the changes that occurred in order to refunction the Alsancak Tekel Storages have been inspected. As a method, a detailed literature review of the history of the region was made, and data on the buildings examined before and after the restoration were collected. As a result, the region’s historical development, status of the buildings before the restoration, architectural quality of the buildings after the restoration and role of the buildings in relation to the city have all been examined and collected data were evaluated comparatively.

B&amp;R Designs began business in the early sixties when Sven Ridder and Lars Bergstrom began sailing after studying aeronautical engineering. The principles learnt during their aeronautical studies were applied to sailboats and the goal, for them, has been to take up the structural loads in the most constructive way. Access to the wind tunnels, test tanks and structural testing facilities at the Royal Institute of Technology in Stockholm enabled them to develop and test many ideas. One of these ideas evolved into the B&amp;R rig. The objective was to develop a rig that was more 'user friendly'. Sailboats, thirty years ago and even today, are often fitted with inner forestays and running backstays requiring careful attention by the crew when tacking or jibing. A rig with less demands was the goal, one that was simpler and any mistakes made when tacking or jibing would not jeopardize the boat or crew. Also a simpler rig would require fewer crew members. Safety was another important consideration - a rig that was simple, easy to manage, suitable for a couple or family for cruising. During this rig development period the first application of the rigid boom vang concept was used on Sven Ridder's own sailboat 'Christina Windex'. Calculations and model testing of rigs were carried out. Optimizing the aerodynamic effect in the most favorable way was a very important aim. A series of wind tunnel tests were done to optimize the shape of mast sections. Because of the low wind speeds over a mast, laminar separation occurs very easily. Air scoops were set up on either side of the mast to achieve an attached flow. The best results occurred with an oval shaped mast section, fitted with a sail groove recessed in a V shaped area at the rear of the mast section.

In 2020/21, the collaborative distributed Hungarian library platform will be completed and introduced, revolutionizing library services with state-of-the-art IT solutions. The Hungarian National Library Platform (HNLP) puts the national library services, the common catalog and interlibrary loan, the services of the ISBN office, the digitization cooperation on a new foundation, and integrates the Hungarian National Namespace and opens up entity-based data connections beyond the library world. It expands the range of services provided to readers, providing legitimate digital content to both library visitors and remotely logged in online users. It provides modern interfaces for publishers and authors to expand the range of information about their publications with relevant data. It is open to libraries to replace, in part or in full, their existing IT solutions and, moving into the cloud-based system, use it as their own integrated library platform. The parameterdriven HNLP allows connected libraries to create a unique brand image, deliver their collections in the most diverse way, while becoming an integral part of an entity-based data model-based metadata repository and digital object repository. The collaboration between libraries, which began in 2016 with the design of the new platform, has now entered a new phase: our partners review the specifications, the libraries provide their data for the developed modules, test the system elements, and then the entire platform in an integrated way. The first module of the HNLP, the “old and rare books” module, was launched in October 2019, followed by the launch of the Library Science Library in 2020, and in 2021 the operation of the National Széchényi Library in this modern environment will follow. What are the main pillars of this platform? What secures the required flexibility? What makes it capable of accommodating any type of metadata and serving any type of library? How can all types of libraries be connected, small and large libraries, university and church, public and private libraries alike? How is the system open to the processing of archival and museum materials? What has been achieved so far and what are the next steps until the full transition?

Even the mere mention of "transplantation of human body parts" is reason enough to deal with this topic for who knows how many times. Quite simply, we need to discuss the topics discussed from time to time !? Let's get down to explaining some of the "hot" life issues that arise in connection with them. To, perhaps, determine ourselves in a different way according to the existing solutions ... to understand what a strong dynamic has gripped the world we live in, colored our attitudes with a different color, influenced our thoughts about life, its values, altruism, selflessness, charities. the desire to give up something special without thinking that we will get something in return. Transplantation of human organs and tissues for therapeutic purposes has been practiced since the middle of the last century. She started (of course, in a very primitive way) even in ancient India (even today one method of transplantation is called the "Indian method"), over the 16th century (1551). when the first free transplantation of a part of the nose was performed in Italy, in order to develop it into an irreplaceable medical procedure in order to save and prolong human life. Thousands of pages of professional literature, notes, polemical discussions, atypical medical articles, notes on the margins of read journals or books from philosophy, sociology, criminal literature ... about events of this kind, the representatives of the church also took their position. Understanding our view on this complex and very complicated issue requires that more attention be paid to certain solutions on the international scene, especially where there are certain permeations (some agreement but also differences). It's always good to hear a second opinion, because it puts you to think. That is why, in the considerations that follow, we have tried (somewhat more broadly) to answer some of the many and varied questions in which these touch, but often diverge, both from the point of view of the right regulations and from the point of view of medical and judicial practice. times from the perspective of some EU member states (Germany, Poland, presenting the position of the Catholic Church) on the one hand, and in the perspective of other moral, spiritual, cultural and other values - India and Iraq, on the other.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.