Relevant bibliographies by topics / University of Oxford in literature

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University of Oxford in literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "University of Oxford in literature"

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Govind, Nikhil. "Book Review: Kiran Keshavamurthy, Beyond Desire: Sexuality in Modern Tamil Literature." Indian Economic & Social History Review 55, no. 3 (July 2018): 444–46. http://dx.doi.org/10.1177/0019464618782214.

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Schmitt-Kilb, Christian. "Derek Attridge. The Work of Literature. Oxford: Oxford University Press, 2015, 320 pp., £ 35.00." Anglia 135, no. 1 (March 1, 2017): 222–26. http://dx.doi.org/10.1515/ang-2017-0020.

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Gross, Steven. "STYLISTICS.Peter Verdonk. Oxford: Oxford University Press, 2002. Pp. xiv + 124. $13.50 paper." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 591–92. http://dx.doi.org/10.1017/s0272263103240262.

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Verdonk has written an engaging and highly accessible introduction to the field of stylistics. The book is organized along the lines of the Oxford introductions to language study series. Like the other volumes in the Oxford series, it contains four sections: a survey of the field, short readings extracted from the literature with study questions that address the issues presented in the survey section, a selection of annotated references, and a glossary of terms.
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Fletcher, Puck. "Review of Marchitello, The Machine and the Text." Excursions Journal 4, no. 1 (September 13, 2019): 106–11. http://dx.doi.org/10.20919/exs.4.2013.166.

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Ahmed, A. Kayum. "#RhodesMustFall: How a Decolonial Student Movement in the Global South Inspired Epistemic Disobedience at the University of Oxford." African Studies Review 63, no. 2 (September 20, 2019): 281–303. http://dx.doi.org/10.1017/asr.2019.49.

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Abstract:When the #RhodesMustFall (#RMF) movement erupted at the University of Cape Town (UCT) in March 2015, it not only sparked the proliferation of student movements across South Africa, but also led to the formation of #RMF at the University of Oxford and similar movements at universities in the United States. By drawing on ninety-eight interviews with various actors involved in both movements, Ahmed’s empirical research contributes to the limited academic literature on the connections between the #RMF movements in Cape Town and in Oxford. The example of the #RMF movement in Cape Town inspired the #RMF Oxford movement to challenge the epistemic architecture of the University of Oxford.
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Foster, J. Ashley. "Susan Jones, Literature, Modernism & Dance (Oxford: Oxford University Press, 2013), pp. 360. ISBN 9780199565320." Modernist Cultures 9, no. 1 (May 2014): 134–37. http://dx.doi.org/10.3366/mod.2014.0078.

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Scase, Wendy. "Literature and Complaint in England 1272–1553. Oxford: Oxford University Press, 2007. Pp. xii, 215." Yearbook of Langland Studies 21 (January 2007): 211–16. http://dx.doi.org/10.1484/j.yls.2.302757.

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SAPIRO, GISÈLE. "Some Overseas Angles on the History of French Literature." Contemporary European History 8, no. 2 (July 1999): 335–46. http://dx.doi.org/10.1017/s096077739900209x.

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Martyn Cornick, The Nouvelle Revue Française under Jean Paulhan 1925–1940 (Amsterdam and Atlanta: Rodopi, 1995), 224 pp., Fl. 65, $40.50, ISBN 9-051-83767-6.Nicholas Hewitt, Literature and the Right in Postwar France: The Story of the ‘Hussards’ (Oxford and Washington, DC: Berg Publishers, 1996), 218 pp. (hb.), £34.95, ISBN 1-859-73029-9.Denis Hollier, Absent Without Leave: French Literature under the Threat of War, trans. Catherine Porter (Cambridge, MA and London: Harvard University Press, 1997), 256 pp. (pb.), £18.50, ISBN 0-674-21271-1.Jeffrey Mehlman, Geneologies of the Text: Literature, Psychoanalysis, and Politics in Modern France (Cambridge and New York: Cambridge University Press, 1995), 262 pp., hardcover, ISBN 0-521-47213-X.Jennifer E. Milligan, The Forgotten Generation: French Women Writers of the Inter-War Period (New York and Oxford: Berg Publishers, 1996), 236 pp. (pb.), £14.99, ISBN 1-859-73118-X.
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Orsini, Francesca. "Book review: Pankaj Jha, A Political History of Literature: Vidyapati and the Fifteenth Century." Indian Economic & Social History Review 57, no. 3 (July 2020): 424–29. http://dx.doi.org/10.1177/0019464620941771.

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Williams, Tyler. "Book review: Pankaj Jha, A Political History of Literature: Vidyapati and the Fifteenth Century." Medieval History Journal 23, no. 2 (November 2020): 408–13. http://dx.doi.org/10.1177/0971945820970175.

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Dissertations / Theses on the topic "University of Oxford in literature"

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Cattermole, Grant. "School reports : university fiction in the masculine tradition of New Zealand literature." Thesis, University of Canterbury. English, 2011. http://hdl.handle.net/10092/9709.

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This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.
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Contreras, Julio Santiago. "Inorganic spectroscopic methods / A. K. Brisdon. Oxford: Oxford University Press, 1998. 91 p." Revista de Química, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101365.

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Jenner, Simon. "Oxford poets of the 1940s." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243010.

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Carpenter, Thomas. "Oxford University in the reign of Mary Tudor." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d622ede8-4cdc-4bf7-acd8-471031eb28a7.

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This thesis addresses a significant, though largely unexplored, part of the Marian Counter-Reformation. Queen Mary and her ministers expected the University of Oxford's contribution to the success of their plans for the English Church to be decisive. From her letter to the University in August 1553, only weeks after her accession, in which she announced her intention of laying the foundations of her ecclesiastical policy in Oxford, the academy underwent a transformation. After decades of trauma which had left the University poor, empty and (literally, in some parts) crumbling, Mary's reign gave the University a purpose, something which had been difficult to discern since the Dissolution of the Monasteries had deprived it of a large proportion of its students and lecturers. Mary and, after November 1554, Reginald Cardinal Pole undertook an extensive programme designed to reform and restore the University, a programme which was willingly and tirelessly taken up by those sympathetic to it in the University. This had its theological, ecclesiastical, liturgical and architectural elements, each of which will be considered in this thesis. Its central claim is not just that the existing picture of Mary Tudor's Church is incomplete without the inclusion within it of the restoration of Catholicism in Oxford, but that it is in Oxford, and perhaps only there, that all the different elements of her religious policy can be seen for what they are: a consistent whole, conceived and executed with one purpose: the reintegration of the English Church into the universal Catholic body.
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Zelada, Manuel. "Lisa Tessman: Moral Failure. On the Impossible Demands of Morality. Oxford: Oxford University Press, 2014, 281 pp." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/113210.

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Gruber, Narváez Stephan. "Herzog, Lisa. Inventing the Market. Smith, Hegel & Political Theory. Oxford: Oxford University Press, 2013, 184 pp." Economía, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/116947.

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Ellis, Heather. "Young Oxford : Generational Conflict and University Reform in the Age of Revolution." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519767.

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Atherstone, Andrew. "Charles Golightly (1807-1885), church parties and university politics in Victorian Oxford." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365755.

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Vega-Centeno, Máximo. "Jean, DREZE y Amartya, K. SEN (1989). Hunger and Public Action. Wider Studies in Economic Development. Oxford. Oxford University Press-Clarendon Press." Economía, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/116798.

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Mater, Stephanie R. "Bateman 2010 U.S. Census: Miami University." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303239443.

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Books on the topic "University of Oxford in literature"

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Oxford Brookes University. School of Languages. German language and literature: Field booklet. Oxford: Oxford Brookes University, 1997.

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Oxford in fiction: An annotated bibliography. New York: Garland Pub., 1989.

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A checklist of editions of major French authors in Oxford libraries, 1526-1800. Oxford: Voltaire Foundation, Taylor Institution, 1986.

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Steiner, George. What is comparative literature?: An inaugural lecture delivered before the University of Oxford on 11 October, 1994. Oxford: Clarendon Press, 1995.

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Dougill, John. Oxford in English literature: The making, and undoing, of 'the English Athens'. Ann Arbor: University of Michigan Press, 1998.

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Bush, Ronald. American voice/American voices: An inaugural lecture delivered before the University of Oxford on 27 May 1999. Oxford [England]: Clarendon Press, 1999.

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C, Evans Robert, D'Anvers Alicia, D'Anvers Alicia, and D'Anvers Alicia, eds. Alicia D'Anvers. Aldershot, England: Ashgate, 2003.

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Bowie, Malcolm. The morality of Proust: An inaugural lecture delivered before the University of Oxford on 25 November 1993. Oxford: Clarendon Press, 1994.

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Oxford), International Conference on Galician Studies (4th 1994 University of. Proceedings of the 4th International Conference on Galician Studies: University of Oxford, 26-28 September 1994. Oxford: Centre for Galician Studies, 1997.

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Monsman, Gerald Cornelius. Oxford University's Old Mortality Society: A study in Victorian romanticism. Lewiston, N.Y: Edwin Mellen Press, 1998.

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Book chapters on the topic "University of Oxford in literature"

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Gifford, Henry. "Comparative studies at the university." In Comparative Literature, 58–79. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003091837-5.

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Green, Andrew. "Teaching and learning at university." In Starting an English Literature Degree, 23–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_2.

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"4 The University of Oxford." In The Transformative Potential of Black British and British Muslim Literature, 85–116. transcript-Verlag, 2019. http://dx.doi.org/10.14361/9783839447697-006.

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Eliot, Simon, and Christopher Stray. "History, Law, and Literature." In The History of Oxford University Press: Volume II, 558–99. Oxford University Press, 2013. http://dx.doi.org/10.1093/acprof:oso/9780199543151.003.0014.

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Hafez, Sabry. "Badawi: An Academic With a Vision. A Personal Testimony." In Studying Modern Arabic Literature. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748696628.003.0004.

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In this chapter, the author offers a personal testimony about his interaction with Mustafa Badawi as well as the latter's contribution to the study of both Arabic and English literature. The author remembers the day he returned to Oxford University to take part in a colloquium commemorating Badawi's life and work; it was also the fortieth anniversary of his arrival in Oxford for the first time in March 1973, thanks to Badawi's insight and initiative. He also cites two Egyptian critics who studied in the West before Badawi's generation, Muhammad Mandur and Luwis ʻAwad. In addition, he discusses Badawi's cultural formation and university education, particularly in Alexandria University, and talks about how Badawi opened new venues for Arabic literary criticism and modern Arabic literature in Oxford, and later in London. Finally, the author shares some of the many lessons he learnt from Badawi.
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Kilburn, Matthew. "The Learned Press: History, Languages, Literature, and Music." In The History of Oxford University Press: Volume I, 418–59. Oxford University Press, 2013. http://dx.doi.org/10.1093/acprof:oso/9780199557318.003.0015.

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Allen, Roger, and Robin Ostle. "Introduction." In Studying Modern Arabic Literature. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748696628.003.0001.

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This book is about the life and academic legacy of Mustafa Badawi, who may be regarded as the father of the study of modern Arabic literature in the United Kingdom and the United States based on the impact of his career and his publications. Badawi's arrival at Oxford University in 1964 as lecturer in modern Arabic literature transformed the teaching of and research into this subject in western academia. Trained in the University of Alexandria and in the UK in English literature, Badawi applied his passion for teaching, researching and translating English literature and criticism to the modern literature of his native language. This book begins with Alexandria, the city that exerted a key formative influence on the cosmopolitan culture characteristic of Badawi as individual and scholar. It goes on to document Badawi's intellectual and literary journey through his life as scholar, critic and translator and ends with a discussion of Badawi's academic legacy.
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McKitterick, David. "Donald Francis McKenzie 1931–1999." In Proceedings of the British Academy, Volume 115 Biographical Memoirs of Fellows, I. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262788.003.0015.

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Don McKenzie, Professor of English Language and Literature at Victoria University of Wellington and later Professor of Bibliography and Textual Criticism at Oxford, argued for the place of bibliography at the centre of literary and historical understanding. The Cambridge University Press, 1696–1712: a bibliographical study (1966) led to a transformation of bibliographical studies. McKenzie edited the plays of Congreve and was elected Corresponding Fellow of the British Academy in 1980 while he was still living in New Zealand. After moving to Oxford, he was elected Fellow in 1986. Obituary by David McKitterick FBA.
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"‘The Stolen Child’, Victoria’s Year: English Literature and Culture, 1837-1838, New York and Oxford: Oxford University Press, pp. 135—48, 158—69." In Dickens and Victorian Print Cultures, 401–28. Routledge, 2017. http://dx.doi.org/10.4324/9781315257907-32.

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Freeman, M. J. "Alan William Raitt 1930–2006." In Proceedings of the British Academy, Volume 161, Biographical Memoirs of Fellows, VIII. British Academy, 2009. http://dx.doi.org/10.5871/bacad/9780197264577.003.0015.

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Alan William Raitt (1930–2006), a Fellow of the British Academy, went up to Magdalen College at the University of Oxford from King Edward's Grammar School in Morpeth, in 1948. He progressed from being an undergraduate there to graduate student, Fellow by Examination, Fellow, Tutor, and Senior Tutor, as well as serving the college as a distinguished Vice-President from 1983 to 1985. Raitt had by then already been named in 1976 Special Lecturer in French Literature for the university and, three years later, University Reader. In 1992 he received the accolade of an ad hominem Chair. Raitt had a gift for friendship; one of his greatest friends was Pierre Castex. His reputation as an international authority on nineteenth-century French literature is second to none. Unlike some British and American scholars, Raitt is widely read and admired by the French themselves, and his name figures prominently in all bibliographies devoted to Villiers de l'Isle-Adam and Gustave Flaubert. Despite his many commitments, both in Oxford and in the sphere of French studies generally, he remained a consistently prolific scholar.
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Conference papers on the topic "University of Oxford in literature"

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Mattern Büttiker, Sharon M., James King, Susie Winter, and Crane Hassold. "Should You Pay for the Chicken When You Can Get It for Free? No Longer Life on the Farm as We Know It." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317182.

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The scholarly publishing ecosystem is being forced to adapt following changes in funding, scholarly review, and distribution. Taken alone, each changemaker could markedly influence the entire chain of research consumption. Combining these change forces together has the potential for a complete upheaval in the biome. During the 2019 Charleston Library conference, a panel of stakeholders representing researchers, funders, librarians, publishers, digital security experts, and content aggregators addressed such questions as what essential components constitute scholarly literature and who should shepherd them. The 70-minute open dialogue with audience participation invited a range of opinions and viewpoints on the care, feeding, and safekeeping of peer-reviewed scholarly research. The panelists were: James King, Branch Chief & Information Architect at the NIH; Sharon Mattern Büttiker, Director of Content Management at Reprints Desk; Crane Hassold, Senior Director of Threat Research at Agari; and Susie Winter, Director of Communications and Engagement, Springer Nature. The panel was moderated by Beth Bernhardt, Consortia Account Manager at Oxford University Press. Beth posed questions to the panel and each panelist replied from their vantage point. The lively discussion touched on ideas and solutions not yet discussed in an open forum. Such collaborative approaches are now more essential than ever for shaping the progress of the scientific research community. In attendance were librarians, editorial staff, business development managers, data handlers, library collection managers, content aggregators, security experts and CEOs.
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Philbin, James, and Andrew Zisserman. "University of Oxford video retrieval system." In the 2008 international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1386352.1386433.

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McGilvray, Matthew, Luke J. Doherty, Richard G. Morgan, David Gildfind, Peter Jacobs, and Peter Ireland. "T6: The Oxford University Stalker Tunnel." In 20th AIAA International Space Planes and Hypersonic Systems and Technologies Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2015. http://dx.doi.org/10.2514/6.2015-3545.

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Hillsdon, Graham K. "High-speed photography at Oxford University." In 20th International Congress on High Speed Photography and Photonics, edited by John M. Dewey and Roberto G. Racca. SPIE, 1993. http://dx.doi.org/10.1117/12.145783.

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Taylor, M. "Technology transfer from the University of Oxford." In SMEs and Micro/Nanotechnology. IEE, 2005. http://dx.doi.org/10.1049/ic:20050019.

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"TRLN Oxford University Press Consortial E-Books Pilot." In Charleston Conference. Purdue University Press, 2013. http://dx.doi.org/10.5703/1288284315101.

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Welsh, B. Y., A. Sheppard, and J. Crawford. "Space Instrument Test And Calibration Facility At Oxford University." In Hague International Symposium, edited by Hanspeter Lutz and Georges Otrio. SPIE, 1987. http://dx.doi.org/10.1117/12.941551.

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Duenas, Ashley. "54 Does personalised genetic-risk information impact decision-making for colorectal cancer screening? a systematic literature review." In Evidence Live Abstracts, June 2018, Oxford, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/bmjebm-2018-111024.54.

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Kistkins, Svjatoslavs, Maksims Mastalers, Aleksandra Podhvatilina, Emil Syundyukov, and Jana Visnevska. "65 Science reboot. Creation of an evidence-based literature by increasing the use of regional languages ​in science." In EBM Live Abstracts, July 2019, Oxford, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjebm-2019-ebmlive.73.

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Boughattas, Sonia, Dana Al Batesh, Bruno Giraldes, Asmaa Al-Thani, and Fatiha Benslimane. "Optimized DNA Extracting Method for Oxford Nanopore- Long reads Sequencing from Marine samples." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0136.

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Sustaining social and economic growth is impossible without a holistic environmental vision that places environmental preservation for Qatar’s future generations at the forefront. According to the Ministry of Development and Planning and Statistics, the Qatar National Vision (QNV) 2030 aims to direct Qatar towards a balance between developmental needs and the protection of its natural environment, whether land, sea or air. As such, the QNV 2030 includes an emphasis on establishing environmental institutions that can serve as the guardians of Qatar’s environmental heritage. The QNV 2030 also emphasizes the importance of increasing citizens’ awareness of their role in protecting the country’s environment for their children and the nation’s future generations. The State of Qatar has chosen to pursue the path of sustainable development, making it the focus of the Qatar National Development Strategy. Given the large-scale industrialization and the limited land availability, the urban environment will be crucial in maintaining native species. The presence of heavy petrochemical firms in Qatar necessitates stressing on researches related to biomonitoring of environmental ecosystem with the aim to understand and provide impactful solution for different environmental challenges affecting Qatari health, and damages to local ecosystem. Due to the extreme temperatures and salinities in the Gulf region, the national biodiversity has adapted to survive under extreme conditions. Furthermore, the barriers that isolate the Arabian Gulf have created an environment that is rich with endemic species that are specific to the region. As such, this project aimed to cover the gap in the genomic analysis of Qatar’s rich environment. The goal was to decipher the genetic background of different animal species, marine and environmental species specific to the Qatari environmental landscape that has been previously described by Qatar University’s environmental science center. The study also deciphered the microflora in marine environment that is an important building block of the environment and an indicator of its richness. The outcome from this study is to help in preservation of important species in Qatar and will guide the establishment of a national genomic habitat platform in Qatar
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Reports on the topic "University of Oxford in literature"

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Kleinhans, K. R., M. E. Murray, and R. F. Carrier. Radiological characterization survey results for Gaskill Hall, Miami University, Oxford, Ohio (OXO015). Office of Scientific and Technical Information (OSTI), April 1996. http://dx.doi.org/10.2172/236250.

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Richmond, C. R. (Workshop on transfer of radionuclides to livestock, Christ Church College-University of Oxford, United Kingdom, September 5--8, 1988): Foreign trip report. Office of Scientific and Technical Information (OSTI), September 1988. http://dx.doi.org/10.2172/6097392.

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Brooks, F., E. C. Curtis, G. Forrester, V. Roth, J. Spickard, B. Webster, J. Engle, L. Perkins, and S. Powell. Literature search and review of research involving radioisotopes conducted by Dr. G.E. Burch at Charity Hospital in New Orleans, Louisiana under the auspices of Tulane University during the 1940s,1950s, and 1960s. Office of Scientific and Technical Information (OSTI), August 1994. http://dx.doi.org/10.2172/10170482.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Chiochios, Maria, Janelle Hedstrom, Katie Pierce Meyer, and Mary Rader. Library Impact Practice Brief: Relationship between Library Collections and the Recruitment and Retention of Faculty at UT Austin. Association of Research Libraries, August 2021. http://dx.doi.org/10.29242/brief.utaustin2021.

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As part of the Association of Research Libraries (ARL) Research Library Impact Framework initiative, The University of Texas (UT) at Austin Libraries conducted a study to examine the impact of library collections on the recruitment and retention of faculty to the university, and to understand the relationship between institutional resources—especially libraries—and career decision-making of faculty. This practice brief describes the UT team’s literature review and the data gathered through an online survey and one-on-one semi-structured interviews with newly recruited and newly promoted faculty members.
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Thurston, Alexander. In Brief: Foreword for the Lake Chad Basin Research Initiative Compendium. RESOLVE Network, January 2021. http://dx.doi.org/10.37805/lcb2021.1.

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In fall 2017, the RESOLVE Network launched a major project to analyze religiosity on university campuses in the Lake Chad Basin. The project was related but not limited to the context of the Boko Haram insurgency. The project generated four major studies, including one research report based on a desk literature review and three country case studies (Nigeria, Cameroon, and Chad) based on original fieldwork. The project was driven by policymakers’ and researchers’ desire to more fully understand political and religious change in this conflict-affected region. This RESOLVE research project sought not merely to investigate questions of radicalization but also to challenge stereotypes, particularly the idea that campuses are inevitably hotbeds of religious extremism. It has been credibly asserted that some of Boko Haram’s recruits, particularly in its early phases in the 2000s, were university students. Yet universities in the region have also been sites where key peacemaking initiatives are both studied and implemented.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Piercy, Candice, Safra Altman, Todd Swannack, Carra Carrillo, Emily Russ, and John Winkelman. Expert elicitation workshop for planning wetland and reef natural and nature-based features (NNBF) futures. Engineer Research and Development Center (U.S.), August 2021. http://dx.doi.org/10.21079/11681/41665.

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This special report discusses the outcomes of a September 2019 workshop intended to identify barriers to the consideration and implementation of natural and nature-based features (NNBF) in US Army Corps of Engineers (USACE) civil works projects. A total of 23 participants representing seven USACE districts, the US Army Engineer Research and Development Center (ERDC), and the University of California–Santa Cruz met at USACE’s South Atlantic Division Headquarters in Atlanta, Georgia, to discuss how to facilitate the implementation of NNBF into USACE project planning for wetlands and reefs using six categories: (1) site characterization, (2) engineering and design analysis, (3) life-cycle analysis, (4) economic analysis, (5) construction analysis, (6) and operation and maintenance (and monitoring). The workshop identified seven future directions in wetland and reef NNBF research and development: • Synthesize existing literature and analysis of existing projects to better define failure modes. • Determine trigger points that lead to loss of feature function. • Identify performance factors with respect to coastal storm risk management (CSRM) performance as well as ecological performance. • Focus additional research into cobenefits of NNBF. • Quantify the economic life-cycle costs of a project. • Improve technology transfer with regards to NNBF research and topics.
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Boettcher, Seth J., Courtney Gately, Alexandra L. Lizano, Alexis Long, and Alexis Yelvington. Part 2: Water Recycling Technical Report for Direct Non-Potable Use. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2020. http://dx.doi.org/10.37419/eenrs.brackishgroundwater.p2.

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This Water Recycling Technical Report examines the legal frameworks that affect water recycling in Texas. The goal of this report is to provide insight into the legal and regulatory barriers, challenges, and opportunities for these technologies to go online. Each water recycling implementation site has to find ways of complying with various laws and regulations. The information in this Report comes from the study of water recycling facilities currently operating in Texas, as well as extensive research into available literature and documents from various agencies. While there is no updated “one-stop-shop” resource that provides detailed information on all the necessary permits to build, operate, and maintain such facilities, this Technical Report aims to compile the existing, available information in an organized and accessible fashion. The Water Recycling Technical Report is the second of three reports that make up the work product of a project undertaken by students at Texas A&M University School of Law in a select capstone seminar. These reports examine regulations surrounding desalination and water recycling. The companion report entitled Brackish Groundwater Desalination Technical Report highlights building, operating, and monitoring requirements for desalination facilities in Texas. Finally, the Case Study Report expands on regulations in San Antonio and El Paso where these water alternatives are in place.
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