Gotowe bibliografie tematyczne / California. University. School of Librarianship

Gotowa bibliografia na temat „California. University. School of Librarianship”

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Data publikacji: 25 lipca 2024

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Artykuły w czasopismach na temat "California. University. School of Librarianship"

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Ding, Jaime. "In the Service/Surveillance of the UCLA School of Library Service". Libraries: Culture, History, and Society 8, nr 1 (kwiecień 2024): 64–78. http://dx.doi.org/10.5325/libraries.8.1.0064.

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ABSTRACT Using the historical beginnings of University of California, Los Angeles School of Library Service, this article will show how self-surveillance and racializing surveillance were enacted under the guise of professionalization through higher education institutions. Bringing Simone Browne’s concept of racializing surveillance into the history of library education, this article argues that whiteness was preserved in professionalization, supporting a white supremacist system, amid concerns about status and value in white institutions during the 1960s. The story of the origins of the UCLA School of Library Service, including Lawrence Clark Powell’s influence in its formation, curriculum, courses, and administrators, as well as students such as Marion K. Cobb and Helen Amestoy, reveals how graduate-school education had intentions that delineated who was a professional and who was not. That is, the professionalization of librarianship enacted a type of racialized self-surveillance technology on library students, limiting the past and present possibilities of librarianship.
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Thomson, Kirsty Sheila. "Courses Studied by New York Librarianship Students Affect Their Perceived Readiness for Employment". Evidence Based Library and Information Practice 7, nr 4 (11.12.2012): 117. http://dx.doi.org/10.18438/b8vp6p.

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Objective – To investigate whether librarianship students felt ready to enter the workforce, and whether practitioners felt recent graduates were suitably prepared. Design – Survey. Setting – A university in New York City, and school and public librarians working in the New York metropolitan area. Subjects – 55 MLS students, 167 school library practitioners, and 181 public library practitioners. Methods – Students surveyed practitioners about new graduates’ readiness to work as librarians. The students also assessed their own readiness. Main Results – Detailed analysis of differences between the responses of the four subject groups – public librarians, school librarians, public library students, and school library students – for each of six survey statements is provided. Practitioners and students felt that school librarianship graduates were more prepared for work than public librarianship graduates. This may have been due to differences in the practical components of their courses. Conclusion – Preparedness for library employment is related to the courses studied by librarianship students.
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Farmer, Lesley S. J. "School librarians in Sweden: A case study in change". IFLA Journal 45, nr 4 (2.05.2019): 344–52. http://dx.doi.org/10.1177/0340035219845018.

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This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing its curriculum. This paper explains the school librarianship situation in Sweden as a case study of a change process in the profession.
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Bailey, Josephine. "Back to School: a Student Insight into LIS Qualifications, the LIS Sector and What it can Offer to New Professionals". Legal Information Management 16, nr 1 (marzec 2016): 49–53. http://dx.doi.org/10.1017/s1472669616000128.

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AbstractJosephine Bailey, the inaugural recipient of BIALL's Professional Studies Bursary, provides a student's perspective on current LIS qualifications, what they can offer to individuals hoping to enter the profession and the challenges facing new professionals today. Her observations and comments are based on her experiences of the MA course in Librarianship and Information Services Management which is offered by the University of Sheffield and is currently ranked as the top university for Librarianship and Information Management.
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Irvine, Betty Jo. "Dual Master’s degree in art librarianship, Indiana University, USA". Art Libraries Journal 19, nr 2 (1994): 9–11. http://dx.doi.org/10.1017/s0307472200008749.

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In 1985 the dual master’s degree program in art librarianship was developed at Indiana University by the head of the Fine Arts Library, working with faculty members in the School of Fine Arts/Art History and the School of Library and Information Science. This program is designed to prepare students in the United States for professional library and information specialist positions in fine arts libraries and information centers. The student is offered a coordinated approach to achieving two masters degrees — one in art history and the other in library and information science — and must be admitted to both schools. For this program the course ‘Seminar in Art Librarianship’ was devised, covering topics such as administration, collection development, reference services, and visual resources management. Further requirements include a research bibliography course in art history and fieldwork experience in the Fine Arts and Slide libraries. This program seeks to meet the need for a marketable combination of subject–specific and library/information science education for art library and visual resources professionals.
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Willis, Brigham C., Christian Lytle, Maegen Dupper, Rosemary Tyrrell, Elizabeth H. Morrison, Kendrick Davis, Kathy Barton i Deborah Deas. "University of California, Riverside School of Medicine". Academic Medicine 95, nr 9S (wrzesień 2020): S63—S66. http://dx.doi.org/10.1097/acm.0000000000003321.

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Servis, Mark. "University of California, Davis School of Medicine". Academic Medicine 95, nr 9S (wrzesień 2020): S54—S56. http://dx.doi.org/10.1097/acm.0000000000003452.

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KUMARI, VIJAYA. "University of California, Davis School of Medicine". Academic Medicine 75, Supplement (wrzesień 2000): S14—S16. http://dx.doi.org/10.1097/00001888-200009001-00007.

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Barnes, Sherri L. "The Community-Led Open Publication Infrastructures for Monographs (COPIM) project: A transformative open access monograph initiative". College & Research Libraries News 81, nr 11 (9.12.2020): 534. http://dx.doi.org/10.5860/crln.81.11.534.

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The open access (OA) movement was taking libraries by storm, and scholarly communication librarianship was trending in 2009 when I was the coordinator of the Humanities Collection Group (Huma) at the University of California-Santa Barbara (UCSB). All of the buzz centered on STEM journals and commercial publishers. The Huma librarians—subject librarians for the humanities—were curious about how the OA movement and scholarly communication issues impacted the humanities.
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Johnson, Aisha. "Dr. Virginia Lacy Jones: The Blueprint for Relentless Advocacy for Black Librarianship". Libraries: Culture, History, and Society 6, nr 1 (1.03.2022): 63–80. http://dx.doi.org/10.5325/libraries.6.1.0063.

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ABSTRACT As dean of Atlanta University School of Library Service, Dr. Virginia Lacy Jones was an advocate for library education, Black librarianship, and the recruitment and retention of minority librarians. During a time when there were few library science programs for the training of Black librarians, she stood on her soapbox for representation in the profession, practices, and curriculum. Dr. Jones provided Black librarianship with the blueprint for relentless advocacy, a model for equity, diversity, and inclusion in the library and information science profession that many librarians and library educators rely on today.
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Rozprawy doktorskie na temat "California. University. School of Librarianship"

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Peyton, Paige Margaret. "Reconstructing the Fairview School". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/774.

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Brett, Armand George. "Stages of affirmative action and diversity policy in the California State University system". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2944.

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Demographic changes in California have made the goal of a more culturally diverse faculty extremely important to the future of higher education. Confounding issues associated with affirmative action policy seemed to be contributing to a stalling of progress. This study sought to identify a range of conceptions and approaches used in dealing with affirmative action and to assess the work of affirmative action directors regarding their dealings with faculty and the hiring process. Value conflict and political sensitivity discovered during preliminary research led to the use of a qualitative, key-informant, semi-structured interview approach with assurances of anonymity placed in the forefront. Interviews were conducted with five affirmative action directors and ten department chairs on five California State University campuses. The data were analyzed to develop categories then re-analyzed to test emergent theory. Four ideological stages associated with the evolution of affirmative action emerged from the data. This framework is used to organize the complex issues and show that some of the problem stems from divergent conceptions of affirmative action. Also found was a significant amount of miscommunication. Affirmative action directors did not seem sufficiently aware of the common ground they shared with faculty relative to solving the diversity problem. A range of sub-issues associated with the structure and culture of a complex university are also identified. These sub-issues illustrate three things: variations of purpose between affirmative action directors and faculty; views of affirmative action directors toward faculty; and a legitimacy problem which depends on the administrative placement of affirmative action directors, their administrative style and their credibility with faculty. The four stage framework helps to show that while faculty appear to be reconceptualizing quality to meet the diverse cultural needs of a drastically changing student clientele, affirmative action policy adjustments are failing to keep pace. For the purpose of minimizing conflict and streamlining transition, recommendations include changes in affirmative action directors' jobs. Also recommended is: use of the framework to study other universities; and alternation of the type of procedures used in this research with quantitative methods to refine the framework or develop others.
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Garcera, Felicisimo Capucao. "The rationale behind a small school district superintendent's decision to hire a facilities manager". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/651.

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This study investigated the rationale behind a district superintendent's decision to hire a facilities manager to perform the facilities management function. Two main research questions guided this study: (a) If hiring a facilities manager is not an option, how can smaller school district superintendents maximize utilization of resources in facilities management? (b) What is the rationale behind a school district superintendent's decision to hire a facilities manager? In order to achieve this purpose, a qualitative approach was utilized to collect opinions and data from smaller school district superintendents. A group of school administrators, ten school district superintendents and one director of facilities planning participated in the interviews. The interviews conducted were a combination of one-on-one and a focus group interview. Triangulation, both data and methodological, was employed to validate raw interview data. All interviews were video and audio taped to record both spoken and non-verbal responses. The findings of the study indicate that the facilities management function or the n----- facilities manager position was viable and was growing into an even more important 0-------~ ' ~ function. The need for educating the school board of trustees, the final decision maker in a school district, was clearly expressed by the majority of the superintendents interviewed. The need for more awareness of the facilities management function on the part of the superintendents was also clearly stated. The superintendents recognize the need and the importance of the facilities management function. They also understand the benefits associated with the establishment of a fully integrated facilities management department in the school district. The interview results revealed that for smaller school districts, the school superintendents always think of the facilities manager function to be directly connected only to construction activities, thus, a cyclical need rather than an integral part of a centralized school district operation performing the nine major functional areas of facilities management as outlined by the International Facilities Management Association (IFMA).
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Rocha, Sheilla Suzonn Meinyer. "The implementation of California's Senate Bill 1969 : a case study of one school district's approach to the staff development and alternative certification : a dissertation". Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/523.

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O'Neill, Dawn. "Exploration of high-performing, high-poverty California elementary schools /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3096260.

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Johnson, Brooke. "From school ground to battle ground a qualitative study of a military-style charter school /". Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=71&did=1906546051&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270229803&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 156-175). Issued in print and online. Available via ProQuest Digital Dissertations.
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Wilson, Jeanine M. "Public school principals' perceptions of California peer assistance and review program". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/821.

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Highly qualified teachers became a federal mandate with the passing of the No Child Left Behind Act (NCLB) in 2002. When teachers are evaluated and acquire tenure status, it does not mean the performance of the teacher remains effective. If they have unsatisfactory performing tenured teachers on their staff, principals need an effective program to assist and support their teachers in improving their level of teaching. Therefore, this study analyzed the effectiveness of the California Peer Assistance and Review (PAR) program based on the perceptions of public school principals in five southern California counties. Data w~s collected through the administration of a survey. Of the 1,000 surveys distributed to public school principals in five southern California counties, 114 were completed. The results indicate that public school principals do not perceive California's Peer Assistance and Review (PAR) program to be effective. However, they find the Consulting Teacher and some of the PAR strategies to be effective. It is recommended that further research be conducted on PAR programs in other parts of California, and that researchers study consulting teachers who support the I participating teachers in the PAR program.
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Cruz, Luis Felipe. "Challenges confronting a first-year elementary school principal distributed leadership, social capital, and supported change /". Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=28&did=1905738711&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270137959&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 179-191). Issued in print and online. Available via ProQuest Digital Dissertations.
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Hansen, Linda Case. "Education by the ballot box : the impact of Proposition 227 on elementary and unified school districts in Los Angeles County /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3081987.

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Garza-Roderick, Jessie. "Barriers to advancement in higher education as perceived by women administrators in the California State University". Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2567.

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The purpose of this study was to determine the barriers to advancement as perceived by women administrators in the California State University, and to identify those barriers perceived as the greatest obstacles. A twenty-one item questionnaire was developed through a comprehensive review of the literature and sent to 400 full-time women administrators holding a management position within the California State Universities. Seventy-one percent of the questionnaires were returned. Questionnaire results indicate that eleven items were categorized as “moderately important to important” barriers to advancement. Ten items were categorized as “slight to moderately important” barriers to advancement. No item on the questionnaire was considered “not a barrier” to advancement by the participants. The most serious barriers women must overcome if they wish to advance in administration have to do with lack of geographical mobility, role conflict between career and family, absence of mentoring or other support system unfamiliarity in negotiating politics within the male dominated “ole boys” system, and exclusion from the informal communication network. Perceptions of barriers were examined from the perspective of women who held different positions in the administrative hierarchy. No statistically significant differences in perceptions were found among the different steps of the hierarchical ladder. Perceptions of internal barriers were correlated to age, marital status, number of years in administration, size of institution, career path for advancement, and ultimate position desired. The ultimate position desired was the only significant predictor. Perceptions of external barriers were not correlated to age, marital status, number of years in administration, size of institution, career path for advancement, ultimate position desired; participants perceived external barriers to advancement similarly. The study provides recommendations for practice and future research.
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Książki na temat "California. University. School of Librarianship"

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Rosalie, Barnett, Gordon Dan 1962- i UCLA School of Nursing Alumni Association. History Committee., red. History of the UCLA School of Nursing. Los Angeles: Regents of the University of California, 1999.

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Conference on the Global Responsibility of Law Librarians (1989 University of Texas School of Law). Conference on the Global Responsibility of Law Librarians: Proceedings, October 18-21, 1989, the University of Texas School of Law, Austin, Texas. Littleton, CO: F.B. Rothman and Co., 1990.

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California. Legislature. Senate. Committee on Health. University of California medical school admissions and shortages in the California health care workforce: Joint informational hearing. Sacramento, CA: Senate Publications, 2005.

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Gorman, Michael. Our enduring values: Librarianship in the 21st century. Chicago: American Library Association, 2000.

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Alvarez, Rodolfo. Toward increasing fairness in UC admissions: Guaranteeing admission to the best public school students. Los Angeles, CA: Chicano Studies Research Center Publications, University of Los Angeles, 1997.

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Conference, North American Serials Interest Group. Making waves: New serials landscapes in a sea of change : proceedings of the North American Serials Interest Group, Inc., 15th Annual Conference, June 22-25, 2000, University of California, San Diego, San Diego, California. New York: Haworth Information Press, 2001.

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Garcia, Philip. The California State University System: Projections of enrollment demand, 1990 to 2005. [Long Beach, Calif.]: California State University, Office of the Chancellor, Division of Analytic Studies, 1991.

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Alderman, Pauline. We build a school of music: The commissioned history of music at the University of Southern California. Los Angeles: Alderman Book Committee, School of Music, University of Southern California, 1989.

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International, Doctoral Student Conference (1988 Pittsburgh Pa ). Translating an international education to a national environment: Papers presented at the International Doctoral Student Conference, sponsored by the Doctoral Guild at the University of Pittsburgh, School of Library and Information Science, September 23-25, 1988. Metuchen, N.J: Scarecrow Press, 1988.

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Arthur, Ransom. By the old Pacific's rolling water: Birth of the UCLA School of Medicine. Los Angeles: School of Medicine, University of California, 1992.

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Części książek na temat "California. University. School of Librarianship"

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Fitzsimmons, Amber, Kai Kennedy, Theresa Jaramillo i Andrew Lui. "Commentary on Chapter 20: Perspective from the School of Physical Therapy, University of California, San Francisco". W Remediation in Medical Education, 275–76. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32404-8_25.

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Pacheco-Montoya, Diana, i Erin Murphy-Graham. "Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!)". W Life Skills Education for Youth, 215–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_10.

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AbstractThis chapter presents findings from a design-based research project between the University of California, Berkeley and a Honduran non-governmental organization, Bayan Association called Holistic Education for Youth (HEY!). We explain why critical thinking is a crucial life skill to prevent child marriage in rural areas of Honduras and illustrate how critical thinking (specifically around gender inequality and marriage) was incorporated into a secondary school curriculum. We describe the pedagogies used to develop this curriculum and offer insights about its implementation. Finally, using classrooms observation and interview data, we discuss how students developed critical thinking and decision-making skills related to the gender inequality in society that has perpetuated the practice of child marriage.
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"University of California Berkeley - Haas School". W The Grants Register 2023, 1156–57. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_12433.

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"University of California Berkeley - Haas School". W The Grants Register 2021, 902–3. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_909.

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"University of California Berkeley - Haas School". W The Grants Register 2020, 860–61. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_879.

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"University of California Berkeley - Haas School". W The Grants Register 2022, 988–89. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12433.

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"University of California Berkeley - Haas School". W The Grants Register 2024, 1239–40. London: Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_12433.

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Schrum, Ethan. "Founding the University of California at Irvine". W The Instrumental University, 183–214. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501736643.003.0007.

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Chapter 6 shows how the University of California at Irvine, planned under Kerr’s guidance, exemplified the instrumental university in its attempt to install perhaps the most pervasive high modern social science program ever attempted on an American campus. UC Irvine’s planners designed it to be a new kind of land-grant institution, in which social sciences replaced the agricultural sciences. Kerr and his colleagues placed tremendous expectations on interdisciplinary social science for leading humanity to a brighter future. This chapter tells how three related UC Irvine units—the Division of Social Sciences, the Graduate School of Administration, and the Public Policy Research Organization (PPRO)—attempted and failed to realize these expectations.
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Marsden, George M. "California: Revolution without Much Ideology". W The Soul Of The American University, 134–49. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195070460.003.0009.

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Abstract Rather than warfare, the typical motif in the transition from the old-time colleges to the new universities was peaceful revolution. Few of the old guard were willing to take a stand, as Porter did, that would risk looking sectarian. On the other side, most of the revolutionaries were sons of the evangelical college tradition and wished to emphasize that they were the true heirs to its ideals. While they were well aware of a need for a break from the past, they also saw continuity between the old colleges and the new universities. Nowhere were such continuities suggested in a more intriguing way than in the origins of the University of California out of the College of California. On October 9, 1867, the trustees of the College of California, a private college, voted to cede all its assets to the proposed new state university. The College of California, which had opened its doors in Oakland in 1860, was a typically New England enterprise, conducted by New School Presbyterians and Congregationalists, aspiring to establish the “Yale of the West.” Although the college was struggling and had few students, it was not entirely impoverished. Its most valuable tangible asset, which it donated to the state, was a magnificent tract of land in a nearby area that the college leaders had named Berkeley.
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Musoke, Maria G. N., i Ane Landoy. "Building the Capacity of Librarians through Collaboration". W Advances in Library and Information Science, 137–47. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4365-9.ch013.

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This chapter details the collaboration scenario of the University libraries of Makerere University in Uganda and the University of Bergen in Norway for over a decade. This chapter highlights the multiplier effect of the collaboration leading to new partners at the University of Juba in South Sudan, the East African School of Library and Information Science (EASLIS) at Makerere and the Norwegian School of Librarianship. The new partners implemented the Juba University Library Automation Project (JULAP) funded by the Norwegian Ministry of Foreign Affairs. JULAP aimed to rebuild the Juba University Library closed due to 1985 war. The project includes library automation, training and sponsoring young Sudanese for a Bachelor’s degree in Librarianship at EASLIS. Staff training is conducted by EASLIS, while the practical component was handled by previously trained Makerere University Library staff. Activities, challenges faced and addressed, achievements and future plans of the project are outlined.
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Streszczenia konferencji na temat "California. University. School of Librarianship"

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Zmeskov, Andrey I., i Alexandra Y. Telitsyna. "Hopes and concerns about ChatGPT". W Twenty Seventh International Conference and Exhibition «LIBCOM- 2023». Russian National Public Library for Science and Technology, 2024. http://dx.doi.org/10.33186/978-5-85638-269-2-2024-32-35.

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The authors generalize the benefits of ChatGPT (Generative Pre-trained Transformer), i.e. the higher performance in processing big data arrays, generation of personalized and relevant recommendations, reduced costs for essential resources. At the same time, the widespread concerns about promotion of ChatGPT are discussed, e.g. human views manipulations, misinformation, decrease of employment in several sectors of economy, and weakening human communications. The authors emphasize that the professionals are concerned about the negative consequences and potential ChatGPT misuse; they suggest how to prevent negative outcomes, in particular, to introduce government control of AI-systems development and application. The study is accomplished under the Government Order to RNPLS&T for 2023 No, 075-01235-23-00 of December 29, 2022, Unified State Information Control System (USICS) 1021062311368-2-5.8.3, USICS Theme: «1021062311368-2-5.8.3 Developing e-librarianship as a scientific and academic discipline in the circumstances of transforming library collections, reference, bibliographic and document services in digital environment (FNEG-2022-0004)» and within the Fundamental Studies Program of the Higher School of Economics University.
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Tomescu, Silviaadriana. "BLENDED LEARNING METHODOLOGY FOR LIBRARY PROFESSIONALS "CAROL I" CENTRAL UNIVERSITY LIBRARY". W eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-276.

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The present paper aims to analyze the current mission of "Carol I" Central University Library for library professionals' training and development. We started our methodology from the services and scientific products that these institutions offer to higher education researchers, teachers and students, the extent of the technological developments and (co)relation with the assimilated skills. Taking into account the new tendencies in heritage preservation and cultural sharing through the new tech, dedicated portals and communication channels, library professionals must be specialized in digital technology processing, metadata cataloguing, bibliographic data exchange, digital preservation and data analyzing. Unfortunately, the Romanian library system lacks a well guided training policy, a nationwide unified strategy for digital preservation and also a public strategy for professional training. Our study will focus on how "Carol I" Central University Library, Bucharest understands its unique role of training provider for secondary school library system and also of the academic library system. The librarian profession addresses to a different public, has specific tasks and levels of difficulty, being influenced by the organizational evolution and technical infrastructure. They are also confronted with economic constraints and need to develope the expertise and adjust the library services and scientific products (eBooks, e-portfolios, digital repositories, eLearning platforms) through electronic means of communication, theoretical expertise and sociological tools in order to accomplish the fundamental mission of the institution (to support teaching, learning and scientific research) at highest academic standards. The teaching and learning processes have been transformed rapidly the last decades due to the shifting evolution of communication channels and educational software. Blended Learning as new paradigm became a very appropriate solution for knowledge transfer. The evolution of library services and new strategies for learning and communications required a strong set of specific skills for librarians. In this respect, having as mission to develop the competences of both academic and school librarians, "Carol I" Central University Library might use a common training curriculum for the basic working skills. The purpose of our analysis is to explore the need for blended learning and its influences in the academic environment, highlighting the librarians' training policies. We designed a virtual learning environment dedicated to the professional training, with Moodle, in order to provide professional guidance for librarians, and also applied the last theoretical fundamentals of blending learning in the librarianship field, comparative case studies concerning electronic library services. In this regard, we explored the possible technological foundation that might be used to design a pedagogical model for librarians' blended training framework. This is the reason behind "Carol I" Central University Library, as the only national training provider for two library systems, took into consideration the blended learning as a cost effective solution for knowledge sharing, continuous development and professional solidarity.
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Dzhindzholiya, Raul'. "ON THE PRACTICE OF COMBATING COVID-19 IN PENAL INSTITUTIONS (using the example of US penitentiary institutions)". W Development of legal systems in Russia and foreign countries: problems of theory and practices. ru: Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02090-6-0-58-64.

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In the article, the author reports on the state of the incidence of coronavirus in prisoners in US correctional institutions. The information presented in the article is obtained from the work of Sharon Dolovich, professor of Law at the University of California, Los Angeles School of Law, director of the data project at the University of California, Los Angeles Law School, described in the essay “COVID-19 behind bars”, as well as other American authors whose works are devoted to this issue.
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Garcia-Ramirez, Grisel, i Sabrina Islam. "Patterns of marijuana use and sexual violence among sexual minority high school students: Perspectives from the California Healthy Kids Survey". W 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.50.

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Background: Sexual minority students are at risk for adverse outcomes associated with substance use and violence. The vast majority of research literature, however, has focused on university students and alcohol consumption. There is an increased need to understand the distinct vulnerabilities of youth who have a non-heterosexual sexual orientation, and marijuana use as more state legalize and normalize the recreational use of marijuana in various forms. This study examines marijuana use and sexual victimization among high school students by sexual minority status. Methods: We analyzed data from 9th (n=50,973) and 11th (n=41,692) graders who participated in the California Healthy Kids Survey during the 2018-2019 school year. Students were asked to report their sexual identity and orientation (‘straight,’ ‘gay/lesbian,’ ‘bisexual,’ ‘something else,’ ‘I am not sure yet’, ‘decline to respond’), whether they had ever been sexually assaulted, marijuana use in their lifetime and past 30 days, and demographic characteristics. We conducted multi-level logistic regression analysis to assess relationships between lifetime and past-30-day marijuana use, sexual minority status and sexual victimization (SV). Analyses were performed using Stata, version 15.1. Results: The initial model indicated that the interaction terms for sexual minority status and sexual assault were not significantly associated with lifetime and past 30-day marijuana use. Analyses without the interaction terms suggest that students who identify as gay or lesbian, and who selected ‘I am not sure yet’ and ‘something else’ had higher odds of reporting past-30-day marijuana use than their ‘straight’ peers (OR=1.50 p<0.01 95%CI: 1.15, 1.96; OR=1.34 p<0.01 95%CI: 1.20, 1.50; OR=2.33 p<0.01 95%CI: 2.11, 2.59). Results also suggested that students who identified as gay or lesbian, bisexual, and students who selected ‘something else’ as their sexual orientation had higher odds to report lifetime marijuana use than their ‘straight’ peers (OR=1.90 p<0.01 95%CI: 1.43, 2.52; OR=1.45 p<0.05 95%CI: 1.03, 2.04; OR=1.57 p<0.01 95%CI: 1.29, 1.92). However, students who declined to respond about their sexuality are less likely to report lifetime marijuana use than their ‘straight’ peers (OR=0.82 p<0.05 95%CI: .68, .99) Additionally, students who reported sexual assault have almost six times higher odds of reporting lifetime and past-30-day and lifetime marijuana use (OR=6.68 p<0.01 95%CI: 3.99, 11.20; OR=6.03 p<0.01 95%CI: 3.80, 9.56). Overall, students who are in 11th grade, are male, and Hispanic have higher odds of reporting marijuana use. Conclusion: Overall, risks of marijuana use tend to be more pronounced among sexual minority students who have experienced sexual violence. Our findings suggest that students who identified as ‘something else’ may be at particular risk. These results are congruent with prior research on college populations that have identified undergraduate students who are bisexual and unsure of their sexual identity at heightened risk for SA. Greater efforts are needed to examine the intersection of substance use and sexual victimization and the disproportionate burden facing adolescents across multiple categories of sexual orientation.
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Masunaga, Hiromi, i Tianni Zhou. "Reasons why students decide to leave a university". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002540.

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This project was designed to expand our understanding about (1) who drops out, and (2) what predicts student attrition in the first two years at a university. The university where this project has been conducted is a 4-year Hispanic Serving institution in California. The university currently involves approximately 34,000 undergraduate students, 44% of whom are from Hispanic/Latino background. Other groups are Asian (20%), White (16%), and African-American, American Indian and others (15%). We invited freshmen and sophomores to participate in this project when they had no registered courses two months after the registration period started (i.e., approximately three weeks before the start of the following semester). Our understanding was that the delay in the registration reflected cognitive and non-cognitive factors that would seriously and negatively impact continuous enrollment. A series of surveys and focus groups examined students’ decision-making motives and non-cognitive factors that would inhibit their academic progress, retention, and success. Non-cognitive reasons examined are:1. Financial problems, 2. Poor secondary school preparation, 3. Undecided/ Unsatisfactory majors, 4. Conflict with work and family commitments, 5. Increasing difficulty in academic success/progress, 6. Lack of quality time with faculty and counselors, 7. De-motivating school environment, 8. Undesirable experiences in classes, and 9. Lack of student support (Bownan et al., 2019; Goldrick-Rab, 2018; Kim, 2019; Kirp, 2019ab; Moody, 2019; Sagenmuller, 2019; Saunders-Scott, et al., 2018; Silver Wolf et al., 2017; Yool, 2019). This project additionally examined the impact from COVID-19. As compared to those participants who intended to return to the university, those who indicated that they would not return to the university presented a wider range of inhibiting factors, including: •Financial difficulties •Undecided, Undeclared, Undesirable, & Unsuitable Majors•Difficulties in maintaining good Academic Progress•Not being in contact with faculty & counselors•Not being connected with faculty & advisors•Perceived non-support - “Please reach out to me!”•Intimidation - Difficulty in reaching out to instructors or counselors•Low levels of awareness, access and use of University Support Services•Lack of understanding/support for college education from family•Lack of support on family needs that conflict with academic pursuit•Multitudes of obligations (e.g., financial, caregiving)•Some self-regulatory factors (e.g., time management, procrastination, goal setting)•Difficulty in online modalities of instruction during COVID-19The findings suggest a strong need to systematically support students who struggle. The majority of struggling students are first-time college students in the family, and low-income and under-represented students who have been strongly affected by COVID-19. When struggled, those students were not necessarily aware of campus resources or did not utilize the existing support services even when they were aware. Students sought individualized advising and wanted to be reached out. In order to promote students’ success, a holistic system must be built. For instance, it might be helpful if we try to: (1) unite financial aid, career advising, physical and mental health support, counseling, and academic support in order to ease access by students, and (2) promote student sense of belonging and connectedness as soon as they start their college lives.
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Borja, Vicente, Alejandro Ramírez-Reivich, Marcelo López-Parra, Arturo Treviño Arizmendi i Luis F. Equihua Zamora. "International and Multidisciplinary Experiences in Engineering Courses at UNAM". W ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87224.

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A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.
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Dan Paich, Slobodan. "Conciliation: Culture Making Byproduct". W 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.002.

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Abstract Reclaiming public space at Oakland's Arroyo Public Park, a nexus of crime and illegal activities. A coalition of neighbors invited local performing artists to help animate city agencies, inspire repair of the amphitheater and create daytime performances in the summer, mostly by children. It gave voice to and represented many people. Reclaiming space for community was the impetus, structured curriculum activates were means. Safe public space and learning were two inseparable goals. Conciliation learning through specific responses, example: Crisis Of Perseverance acute among children and youth lacking role models or witnessing success through perseverance. Artists of all types are the embodiment of achievable mastery and completion. Taking place on redefined historic 1940 passenger-cargo/military ship for public peacetime use and as a cultural space. Mixt generations after and outside school programs: Children and Architecture project’s intention was to integrate children’s internal wisdom of playing with learning about the world of architecture (environment and co-habitability) as starting point was an intergenerational setting: 5-12 olds + parents and volunteers, twice weekly from 1989 to 1995 at the Museum of Children’s Art in Oakland, California. Concluding Examples Public celebration and engagements as inadvertent conciliations if prepared for before hand. Biographical sketch: Slobodan Dan Paich native of former Yugoslavia was born 1945. He lived in England from 1967 to 1985. Slobodan taught the History of Art and Ideas, Design and Art Studio from 1969 through 1985 at various institutions in London, including North-East London Polytechnic, Thames Polytechnic and Richmond College-American University in London. Between 1986 to1992, he taught at the University of California at Berkeley. With a number of scholars, artists, and community leaders, he founded the Artship Foundation in 1992, and has been its Executive Director ever since. He also served as a board member of the Society of Founders of the International Peace University in Berlin/Vienna from 1996 to 2002, where he lectured annually and chaired its Committee on Arts and Culture. community@artship.org
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Ghoshal, Anindya, Michael J. Walock, Andy Nieto, Muthuvel Murugan, Clara Hofmeister-Mock, Marc Pepi, Luis Bravo, Andrew Wright i Jian Luo. "Experimental Analysis and Material Characterization of Ultra High Temperature Composites". W ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-60384.

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Abstract Ultra high temperature ceramic (UHTC) materials have attracted attention for hypersonic applications. Currently there is significant interest in possible gas turbine engine applications of UHTC composites as well. However, many of these materials, such as hafnium carbide, zirconium carbide, and zirconium diboride, have significant oxidation resistance and toughness limitations. In addition, these materials are very difficult to manufacture because of their high melting points. In many cases, SiC powder is incorporated into UHTCs to aid in processing and to enhance fracture toughness. This can also improve the materials’ oxidation resistance at moderately high temperatures due to a crack-healing borosilicate phase. ZrB2-SiC composites show very good oxidation resistance up to 1700 °C, due to the formation of SiO2 and ZrO2 scales in numerous prior studies. While this may limit its application to hypersonic applications (due to reduced thermal conductivity and oxidation resistance at higher temperatures), these UHTC-SiC composites may find applications in turbomachinery, as either stand-alone parts or as a component in a multi-layer system. The US Army Research Laboratory (ARL), the Naval Postgraduate School (NPS), and the University of California – San Diego (UCSD) are developing tough UHTC composites with high durability and oxidation resistance. For this paper, UHTC-SiC composites and high-entropy fluorite oxides were developed using planetary and high-energy ball milling and consolidated using spark plasma sintering. These materials were evaluated for their oxidation-resistance, ablation-resistance, and thermal cycling behavior under a DoD/OSD-funded Laboratory University Collaborative Initiative (LUCI) Fellowship and DoD Vannevar Bush Fellowship Program. In the present paper experimental results and post-test material characterization of SPS sintered ZrB2, ZrB2+SiC, ZrB2+SiC+HfC, HfC+SiC, and HfC+ZrB2 pellets subjected to ablation test are presented.
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Robinson, Stefanie L., i Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education". W ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Raporty organizacyjne na temat "California. University. School of Librarianship"

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Lavadenz, Magaly, Linda Kaminski i Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
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Colón-Muñiz, Anaida, Magaly Lavadenz i Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, październik 2022. http://dx.doi.org/10.15365/ceel.ihes2022.

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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically diverse students in preschool–12 settings; (2) delineate the process and results of an examination of the alignment between the standards for Teacher Education, School Counseling and Educational Administration/ Leadership Credential Programs and the California English Learner Roadmap; and (3) offer tools that can support the urgent need for a more precise alignment of the educator expectations and the CA English Learner Roadmap to meet the needs of California’s English Learner and Multilingual student population.
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Dell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz i Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, styczeń 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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