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Medium 9781538104118

House of Lost Worlds: Dinosaurs, Dynasties, and the Story of Life on Earthby Richard Conniff

Juilee Decker Rowman & Littlefield Publishers ePub

Introduction to Metadata

Edited by Murtha Baca. 3rd edition. Los Angeles: Getty Publications, 2016. 96 pages. ISBN: 978-1-60606-479-5. Read online for free: http://www.getty.edu/publications/intrometadata/

Reviewed by Jessica Williams, Associate Collection Information Manager, Digital Department, The Metropolitan Museum of Art, 1000 Fifth Avenue, New York, NY 10028; jessica.williams@metmuseum.org

Introduction to Metadata provides an overview of metadata and examines the methods, tools, and standards for presenting digital resources on the web. The guide focuses on the function of metadata in expanding access and use of digital collections in museums, libraries, and archives. The third edition has been updated to explore the changes in metadata standards and technologies in the information field, and includes an expanded glossary of terms. The guide is available as an online resource with updates posted on the project repository site GitHub.

In the initial chapter “Setting the Stage,” Anne Gilliland provides an overview of metadata for museums, libraries, and archives. Gilliland explains the types of metadata standards, including structure, value, content, and format/technical exchange, and the purpose of standards to maintain the quality, consistency, and interoperability of metadata. She examines the types and functions of metadata, including administrative, descriptive, preservation, technical, and use. She also focuses on the role of metadata in improving access, maintaining context, and expanding use of digital resources.

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Medium 9781475816747

University Autonomy: The Ethiopian Experience

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Demewoz Admasu Gebru

ABSTRACT: This article discusses and analyzes the state of university autonomy in Ethiopia at a time when the country has embarked on massive expansion of the sector, and universities are established out of urban centers based on regional equity. Legislative provisions and case study reports were reviewed, and lived experiences documented with emphasis on academic, financial, staffing, and governance matters. Following, generalizations were made in order that the country benefits out of the sector.

The government of Ethiopia (since 1991) has embarked on rapidly expanding higher education and universities based on equitable regional distribution. This is enshrined in major legislative provisions such as the Education and Training Policy (1994), the Constitution (No. 1/1995, FDRE), and the Higher Education Proclamation (No. 351/2003). Aimed to provide Ethiopians access to public education, the number of public universities has increased to 31 today from 2 in 1991. This enormously expanding system not only brought varied expectations (in creating knowledge, improving equity, and responding to various stakeholders), but also put considerable pressure on universities. Added to these were globalization, internationalization, and regionalization of knowledge. In all, universities need to adapt to a more complex environment. These head to shortage of research funds, lack of requisite profile of academic staff, and increasing competition for meager resources, among others. In order to raise their competitive edge in this highly competitive environment—both local and international—university autonomy plays a pivotal role in Ethiopia, one of the least developed countries in Sub-Saharan Africa. This is because institutional autonomy grants universities freedom to exercise alternative strategies in order to fulfill missions more effectively.

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Medium 9781442229341

“One World or Two?”

Pro Ecclesia Rowman & Littlefield Publishers ePub

“One World or Two?”

Ephraim Radner

In what ways did the Reformation give us the world we live in?

We might consider some exegetical questions. When Calvin comments on Eph 6:5ff., he confronts the reality of slavery as something from the ancient past that no longer exists. Paid service, he says, is all we know today and it is a far cry from what Paul was talking about (although what Paul says about slaves nicely fits our wage-earning subordinates). Indeed, for the next century, there is a studied concern, when dealing with this passage, to talk about “servanthood” in its modern European form, and even Calvin’s nod to another world of the past is no longer mentioned. What is important is the order of society and its stability, and Paul’s injunctions make sense just there. Not really until the later eighteenth century does slavery as a contemporary practice even get acknowledged as perhaps being within the scope of the New Testament’s application, although social stability—and the amelioration of “savage” lifestyles—is usually seen as demanding slavery’s maintenance. Only a few voices are openly raised against the practice of slavery, and scriptural exegesis forms little part of their argument. By the mid-1800s, of course, the explicit “slavery” of Ephesians is now in the fore: the brutal realities of its form are acknowledged by many, as is its general incompatibility, especially as practiced in the United States, with Christian values. The issue for exegetes is no longer what the Bible “says,” but what is the best way for slavery to disappear—“gradually” through the dissemination of Christian character or through civil opposition. While the Bible has a role in the debate, it emerges from the argument’s settled dust more as a casualty than as an adjudicator. Other forms of moral discourse have taken the Bible’s place.

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Medium 9781475816389

Teacher Perceptions of a PDS Partnership

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Diane Everett and Mercedes Tichenor

Professional development schools (PDSs) are collaborative partnerships between teacher education programs and K–12 schools that provide educational opportunities for teachers and students alike. Such school–university partnerships are an important part of current educational reform (Loving, Wiseman, Cooner, Sterbin, & Seidel, 1997). They are restructuring schools, impacting teacher education programs and K–12 curricula, and contributing to the knowledge base that underlies the teaching profession (Loving et al., 1997).

The body of empirical research examining PDS partnerships is growing. In particular, several studies have focused on the impacts of PDS partnerships, especially with respect to their effects on teachers, their practices, and their attitudes. For example, after interviews with PDS participants, Schverak, Coltharp, and Cooner (1998) concluded that PDSs produce positive outcomes for schools, specifically by providing extra attention for students and professional growth for participating teachers. In another study, teachers reported that, as a result of a PDS partnership, many had changed the way they teach, the way they reflect on practice, their conception of collegial work, and their conception of what teachers need to know in order to teach (Berry & Catoe, 1994). In a third study, Morris and Nunnery (1993) confirmed that teachers in PDS sites perceive an increase in their efficacy as educators, their professional knowledge, and their collegiality. Similarly, Bullough, Kauchak, Crow, Hobbs, and Stokes (1997) noted moderate changes in how teachers who were involved in a PDS practice self-reflection and view the teaching practice. Finally, after interviews with veteran teachers, Castle and Hunter (1997) concluded that, while teachers felt a PDS partnership supported their professional development, they did not believe it influenced instructional practices in the classroom.

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Medium 9781538106228

This Sense of Place/This Living Archive

Juilee Decker Rowman & Littlefield Publishers ePub

This Sense of Place/This Living Archive

Cocreative Digitization and First Nations People’s Remembering

Benjamin Ridgeway

Ph.D. Candidate, Royal Melbourne Institute of Technology University, Melbourne, Australia, bridgeway92@gmail.com

Olivia Guntarik

Senior Lecturer, Royal Melbourne Institute of Technology University, Melbourne, Australia, olivia.guntarik@rmit.edu.au

Abstract In 2016, we organized digital storytelling workshops with First Nations1 participants in Melbourne (Australia) to cocreatively “map” sites of historical significance through locative technologies. These digital memory maps allowed participants to share their oral stories about their relationships to different places with broader audiences through a cultural walking trail mobile app from both their individual and their collective perspectives. Functioning much like a museum tour guide in an outdoor setting, we named this app “Memoryscapes,” as it would feature First Nations people’s memories of different places, allowing interested members of the public (tourists, students, and educators) to listen to and watch the digital stories as they physically walked the trail. We found that a cocreative archival framework for digitizing these oral histories supported our work with community. Through this project, we illustrate how First Nations people’s knowledges are populating the archive in forms that place the control of content back in their hands. These community-driven archives reveal how new archival practices are shifting the media landscape of representational possibilities. While calling attention to the politics of representing place, we also question the emancipatory potential of digital technologies for First Nations people.

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