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Chapter 1 ✚ On My Way to the War

Joann Puffer Kotcher University of North Texas Press PDF

✚ C ha p t e r 1 ✚

On My Way to the War


uring the Civil War neighbors would load up a wagon with quilts, food, and any other supplies they could spare for the soldiers.

Sometimes a young, unmarried woman went. Someone, maybe a grandmother, would risk her life to drive the wagon as close to the fighting as she dared. The young woman would stay to help in the hospital. The wagon would return with wounded to be cared for at home.

The Donut Dollies were part of that tradition. Clarissa Harlowe

Barton, or Clara Barton, was one of those women.1 When she was 60

years old she founded the American Red Cross on that legacy of volunteer service. She ran the charity for over 20 years until she retired in

1904 at the age of 83.2

In World War I my grandmother’s sister was a Red Cross nurse in

France. Her diary records that she attended a dance at a Red Cross Center. In 1917 the Red Cross started canteens where 55,000 volunteers served food and snacks to servicemen around the world.3 In 1918 the

Red Cross began hospital recreation in the United States. The ladies wore gray dresses and veils. Patients called them “The Gray Ladies.” Almost 24,000 Red Cross nurses served the military. By war’s end, nearly one-third of the US population was either a donor or volunteer. The

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Medium 9780253020659

1 Disimmigration as a Remedy for the Illness of Immigration in Ismaël Ferroukhi’s Le Grand voyage

Hakim Abderrezak Indiana University Press ePub

On November 2, 2009, a grand débat (great debate) was initiated by Eric Besson, Nicolas Sarkozy’s minister of the lengthy and ambitious Ministère de l’immigration, de l’intégration, de l’identité nationale et du développement solidaire (Ministry of immigration, integration, national identity, and solidarity development). The debate on national identity soon turned into a reflection on how to assert one’s Frenchness, and the consequent stigmatization of the supposedly “non-integrate-able” Other, embodied by the North African, the Arab, and in the post-9/11 era, the “out of place” Muslim in “secular” France. The goal was to win the votes of the most conservative fringe, but confusion and controversy caused the debate to be dropped within a few months. Racist comments were made by average French citizens and governmental officials alike, as was evidenced by many unfortunate statements that circulated on television and the internet. The debate was an avenue for what some may deem slippages of speech, and for others, a willful decision to say aloud what many were thinking softly. Such a discourse evolves in a Foucauldian sense as a discursive practice and is thus subject to power structures. It is a production that becomes a grid, reading the Other and confining him behind it. The national debate showed its limits and its sinister nature. Aware of its stigmatizing effect, many politicians warned the government against the second debate that Sarkozy asked his government to initiate, le débat sur l’Islam (the debate on Islam), right before the cantonnales (local elections, which took place in spring 2011), and a few months before the French presidential elections of May 2012.

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5. Pudur, 2012

Anand Pandian Indiana University Press ePub

The imposing facade of the Hindu Nadar Primary School looms over the small dirt lane. The two entrances to the school open out onto either side of what was once the village’s main bazaar, now quiet, nearly still. Built into the thick whitewashed walls are small alcoves for candles—empty now, they look like ornamental motifs.

The bazaar was once bustling with trade in grain, cloth, and other goods, and there is wealth still evident in the way that the main school building was built in 1920: the peacocks carved into wooden supports for the rafters, the thick pillars flanking one entrance, the elaborate flowers carved into the blue lintels above the many smaller doors.

In this village, like so many others nearby, the school was financed and built by a Nadar community association. These associations relied on the wealth newly accumulated by traders and merchants of the community: in village bazaars like that of Pudur, in the new market towns that began to develop in the late nineteenth century, in the mercantile networks that sent men like Ayya’s father to overseas colonies such as Burma and Malaysia. These associations insisted upon strict codes of collective discipline. This was how they had stewarded the transformation of a disdained community of toddy-tappers into an upwardly mobile population.

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1. Introductory Materials

Allen Scott Indiana University Press ePub


Introductory Materials

As a preliminary to the bibliographies that constitute the main body of this volume, this chapter presents some general information pertaining to research in music. First there is a list of standard English terms that relate to the scholarly study of music or to general bibliography and library research, with definitions. Next follow lists of such terms in the three other most important languages of research in music, German, French, and Italian, together with English equivalents. The final lists are general outlines of the music classification numbers in the two standard library cataloging systems in North America, the Library of Congress Classification system and the Dewey Decimal Classification system.


The terms that follow have been brought together because of their application to scholarship in general and the scholarly study of music in particular. Some (e.g., abstract, anthology, catalog, discography) will be quite familiar and are generally known, while others might be confusing (congress report, journal, magazine, periodical). Many, even most, are likely to be less familiar because they are new or relate to the study of books (codex, foliation, incunabula, siglum, watermark), manuscripts (autograph, choirbook, holograph), printing (colophon, facsimile, frontispiece), research libraries (archive, carrel, microforms, serial, stacks), or scholarship (collate, historical set, iconography, Urtext). Some are technical or specialized enough so that they are not to be found in most dictionaries. For further information and other terms, see Michael Levine-Clark and Toni M. Carter, eds., A.L.A. Glossary of Library and Information Science, 4th ed. (Chicago: American Library Association, 2012); Jean Peters, The Bookman’s Glossary, 6th ed., rev. and enl. (New York: R. R. Bowker, 1983); and Willem Elbertus Clason, ed., Elsevier’s Dictionary of Library Science, Information and Documentation in Six Languages: English/American, French, Spanish, Italian, Dutch and German, 2nd ed. (Amsterdam, London, and New York: Elsevier, 1992).

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Chapter 2

Wink, John R. Solution Tree Press PDF


Leading for Excellence:

Learning Resources

Creating meaningful learning spaces for today’s students requires us to remember that the learner is the driver and the tools for learning are the accelerators.

—John Wink

The classroom is a blank canvas. The teacher is the artist, and the resources at his or her disposal are the paintbrushes. The teacher’s ability to skillfully create a vibrant learning environment is largely influenced by whether or not he or she has the appropriate resources and the skills to use them. In this chapter, we will explore how excellent teachers develop skillful use of their resources and how we, as leaders, can guide and support teachers to develop these skills.

This chapter offers a quick review of how knowledge of learning resources and their skillful use forms the foundation of the Hierarchy of Instructional Excellence. To help students gain the most benefit from learning resources, teachers must be skillful in the preparation and delivery of resource instruction. After examining the specific skills involved in those efforts, we’ll walk through some practices and tools teachers can use to reflect on and continually improve those skills.

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