669 research outputs found
Elizabeth Webber Correspondence
No full textEntries include brief biographical information, a handwritten postcard sent in 1940 with Webber\u27s date and place of birth, a letter typed to Miss Margaret Fallin Eicks, whose cookbook review had been noticed by the Maine State Library, requesting information concerning Webber, a letter typed on Boston Evening Transcript, Editorial Rooms, stationery from woman\u27s page editor Eicks, providing Webber\u27s Cambridge, Massachusetts, street address, a typed introductory letter from the Maine State Library to Webber about the Maine Author Collection, a typed letter of reply from Webber on Dinner Is Served ---- Your Room is Ready, A Pocket Guide to Smart Tea Rooms, Hotels and Inns, stationery inked in blue with a Quimper design, concerning the forthcoming publication of a spiral-bound book of recipes sent by east coast managers, of foods relished by guests -- an enlargement of her annual June pocket guide, with news of the opening of the Buttercup Hill Tea Room, and some information concerning her years at the Patten Free Library in Bath, Maine, a typed letter from the Maine State Library thanking Webber for the Dinner Is Served Cook Book for the Maine Author Collection, and a prepublication, biographical, book review newspaper clipping
Teacher Jean Brown (Webber) with class Okanagan Centre School
No full textMrs. Jean Brown (Webber), Karleen Hare, Doris Williams, Mary Takeda, Susie Kobayashi, Ruth Nuyens, Nola Gibbons, Pat Clarke, Isabel Crandelmire, Mitsu Hikitchi, Sheila Clarke, Sheila Gibbons, Nola Cranelmire, Ken Nuyen, Terry Gibbons, Shir Nuyens
Cómo podríamos pensar : alfabetización informacional como una disciplina de la era de la información
No full textPanel C: Author-Meets-Readers Session
No full textAuthor David Webber discusses his book The Rise of the Working Class Shareholder: Labor\u27s Last Best Weapon published on Harvard University Press
Developing diverse learners’ conceptions of information literacy through different tools and spaces
No full textThe poster will portray three activities that the presenter has used to stimulate students in the Department of Information Studies to develop their ideas about information literacy. Each of the activities encourages learners to construct their own personal understanding of information literacy by considering various conceptions and perspectives (rather than trying to impose a “one size fits all people” view of information literacy). The first two activities were used with a class of 80 taught postgraduate students; a class with students with a variety of first degree subjects and from many countries around the world (e.g. about a third of the class is Chinese).
The first activity series made use both of a Virtual Learning Environment, WebCT, and face to face discussion. The presenter used 10 conceptions of information literacy discovered through research (Webber et al., 2005): each conception was set up as a thread on a WebCT discussion board and students were asked to choose (outside class time) the conception they identified with most, by posting to the relevant thread. The most “popular” conception turned out to be information literacy as “Becoming confident, autonomous learners and critical thinkers”. Students provided thoughtful comments, including some which referenced their own cultural/ national backgrounds. In a subsequent class, the “results” were discussed with the class, and students also discussed whether educators and information professionals needed to do anything differently to help people develop the student’s chosen conception of information literacy.
−
The second activity consisted of a seminar and a poster display. Students were set the task of producing posters that showed “What information literacy means to my future career”, with each group consisting of 3-6 students. In the first week the groups discussed the focus for their posters and drafted ideas. By the next week each group produced an A0 sized poster: these were put up in a display in Sheffield University’s Information Commons. The exhibition was attended by all students, and by Departmental staff and librarians. This was a very lively session, and the posters demonstrated the variety of career aspirations of the students (including library work in various sectors, but also management roles, consultancy, government posts etc.). Students were able to identify aspects of information literacy most important to them.
The third activity involves a smaller number of students from the same cohort, using the Virtual World, Second Life. The presenter set up a three dimensional exhibition “What information/literacy means to me” based around quotations from the research study referred to above, and from another study by Shahd Salha (a PhD student researching Syrian school librarians’ conceptions of information literacy). People interact with the exhibition (as avatars), and are then encouraged provide their own quotations [this activity will take place in Spring 2010, but the exhibition is already in place].
In the subsequent roundtable the presenter would prefer to be led by the interests and questions of participants. However her own three questions would be: How have other participants exploited cultural/national differences in their students to gain a richer picture of information literacy? Have other participants used posters in their information literacy teaching? Have others used conceptions of information literacy derived from research in their teaching?
References:
Webber, S. Boon, S. and Johnston, B. (2005) “A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing.” Library and Information Research, 30 (93), 4-15
LitCrit: exploring intentions as a basis for automated feedback on Related Work.
No full textLearning the skill of academic writing is critical for post-graduate (PG) students to
be successful, yet many struggle to master the required standard. Feedback can play a formative role in developing these skills, but many students do not find sufficiently helpful the kinds of feedback available to them. As the Related Work section is known to be particularly difficult for PG students to master that is the focus of this thesis.
To date, models of academic writing have been built on observational studies of
academic articles. In contrast, we carry out a user study to explore what content experts look for in Related Work and how this differs from PG students. We claim that by understanding what experts look for in Related Work and what aspects PG students struggle with, a useful author intention model can be developed to support writing feedback for Related Work sections. Our work demonstrates reliable annotation of the model intentions. Developing on existing algorithms, designed to identify rhetorical intentions in academic writing, we build a supervised machine learning classifier, showing how features focused on Related Work sections improve recognition of content aspects. Carrying out a study to rate the quality of Related Work, we demonstrate that the model is a good proxy for predicting quality, validating the choice of intentions in our model. In addition to recognising author intentions, we automate the generation of feedback based on observations of intentions that are present and missing, taking into account areas that PG students struggle to recognise.
The thesis also contributes a new prototype writing analytic tool, called LitCrit,
that supports visualising the intention narrative of Related Work and presents feedback. We claim this visualisation approach changes the PG student’s perception of Related Work, and demonstrate through a user study that it does draw attention to aspects previously missed bringing PG student responses in line with experts. Finally, we explore the performance of our classifier, originally set within the Computational Linguistics discipline, to that of Computer Graphics. This shows us that while performance may be lower when care is taken to understand those features which are discipline dependent, there is scope for improvement. Also, while a discipline may have the same intentions present in a section, their structural presentation may differ impacting feature choice
In conversation with M.G.Leanord
No full textVerity Jones and Amanda Webber caught up with M. G. Leonard, author of Beetle Boy, to talk about why getting the science right in children’s fiction is so important and how this book might inspire an interest in understanding and protecting insects
Defining Information Literacy for the UK
No full textInformation literacy (IL) was adopted as the theme for the Presidential year of Professor Sheila Corrall, the first President of CILIP, in April 2002. At the end of her year as President, she called a meeting of experts and practitioners at CILIP, which concluded that the term was not understood or used consistently across all sectors in the UK. A working party was formed, charged with producing a definition, as well as supporting material such as case studies demonstrating how IL can make a difference to individuals. A definition and lists of core skills were developed
Harmony and discord within the English ‘counter-culture’, 1965-1975, with particular reference to the ‘rock operas’ Hair, Godspell, Tommy and Jesus Christ Superstar
No full textPhDThis thesis considers the discrete, historically-specific theatrical and musical sub-genre of ‘Rock Opera’ as a lens through which to examine the cultural, political and social changes that are widely assumed to have characterised ‘The Sixties’ in Britain. The musical and dramatic texts, creation and production of Hair (1967), Tommy (1969), Godspell (1971), Jesus Christ Superstar (1970) and other neglected ‘Rock Operas’ of the period are analysed. Their great popularity with ‘mainstream’ audiences is considered and contrasted with the overwhelmingly negative and often internally contradictory reaction towards them from the English ‘counter-culture’. This examination offers new insights into both the ‘counter-culture’ and the ‘mainstream’ against which it claimed to define and differentiate itself.
The four ‘Rock Operas’, two of which are based upon Christian scriptures, are considered as narratives of spiritual quest. The relationship between the often controversial quests for re-defined forms of faith and the apparently precipitous ‘secularization’ and ‘de-Christianization’ of British society during the 1960s and 1970s is considered.
The thesis therefore analyses the ‘Rock Operas’ as significant, enlightening prisms through which to view many of the profound societal debates – over ‘faith’ and ‘belief’ in the widest senses, sexuality, the Vietnam war, generational conflict, drugs and ‘spiritual enlightenment’, and race – which were, to some considerable extent, elevated onto the national, political agenda by the activities of the broadly-defined ‘counter-culture’. It considers subsequent representations of the ‘counter-culture’ as the root of a contested but enduring popular legacy of ‘The Sixties' as a period of profound cultural change
Interview with David Webber: Reflections on the Past, Present, and Future of Labor\u27s Capital
No full textALVIN VELAZQUEZ: Good afternoon! My name is Alvin Velazquez. I am an Associate General Counsel at the Service Employees International Union (SEIU), where for the last fifteen years I have given advice on bankruptcy, corporate law matters, and tech matters. I’m also an adjunct professor at Georgetown Law School where I have taught employment law and am teaching a seminar called Systemic Racism, Colonialism, and Bankrupt Governments.1 Before arriving at SEIU I worked as a litigation associate at several large law firms. I also admit, rather sheepishly, that I am one of the few graduates of Cornell in the labor movement who did not attend the Industrial and Labor Relations school, but rather am a product of its government department who then attended Harvard Law School. I want to thank Claire Hill for organizing this excellent symposium and inviting me here to conduct this interview.
I am really excited to be joined by David Webber, the author of The Rise of the Working-Class Shareholder: Labor’s Last Best Weapon. David Webber is a familiar name in the corporate governance world, and among labor practitioners of capital stewardship due to his prolific scholarship examining labor and its capital. He is a professor and Paul M. Siskind Scholar at Boston University, and one of the best thinkers out there concerning the interaction of how labor unions have engaged and incorporated corporate governance into their thinking. His book has received reviews or otherwise been covered in the New York Review of Books, the Financial Times, Forbes, Dissent, the National Review, C-SPAN’s BookTV, Bloomberg Radio, Publishers Weekly, the Harvard Law School Forum on Corporate Governance and Financial Regulation, the Harvard OnLabor Blog, and elsewhere. It has also been the subject of op-eds for the New York Times, the Los Angeles Times, and the Washington Post. Finally, his book is assigned as part of the core curriculum for the Harvard Trade Union Program. David did his undergraduate work at Columbia University and obtained his law degree at N.Y.U. Law where he was a member of its law review.
Even though I had nothing to do with it being part of the core curriculum for the Harvard Trade Union Program, I recommend his book because it tells a sweeping story of where labor’s use of capital has been, and provides some important suggestions for where labor’s capital should be going. It is highly accessible to labor practitioners, finance practitioners, and legal audiences. On a personal note, let me just say that reading your book felt like a trip down memory lane for me. You really described what was going on in the labor capital stewardship space over the course of my career in a way that I had not conceived of previously. When you are doing the work on a day-today basis it is difficult to reflect. A lot of the time you are just trying to get things done. However, your book really helped me reflect on how far the conversation concerning labor’s role has changed since I started doing this work in 2008. It also provided me with some new ways of discussing the work that I do with our members.
Let’s get started with some general questions to kick off our interview. Can you tell us what motivated you to write the book
- …
