“The Songs Are Alive”

2018 ◽  
pp. 574-590
Author(s):  
Lyz Jaakola ◽  
Timothy B. Powell
Keyword(s):  
Community College ◽  
Public Schools ◽  
Cultural Context ◽  
Language Revitalization ◽  
University Of Pennsylvania ◽  
Great Lakes Region ◽  
The Public ◽  
Audio Recordings ◽  
Digital File ◽  
The University

“The Songs are Alive” recounts the digital repatriation of Frances Densmore’s audio recordings of Ojibwe/Anishinaabe songs that were originally made on wax cylinders in the first decade of the twentieth century and are held by the Library of Congress. Powell, a digital humanities scholar at the University of Pennsylvania, discusses the process of creating a database that converted a huge digital file of undifferentiated songs into individual recordings given cultural context by Densmore’s remarkably detailed ethnographic descriptions. Jaakola, the director of the Ojibwemowining Center at Fond du Lac Tribal and Community College, writes about bringing the songs back to life by carefully circulating them through the community, identifying culturally sensitive songs, and making new recordings of the songs deemed suitable for the public by working with elders and youth. The songs are now being used by Ojibwe communities in the Great Lakes region for cultural and language revitalization as well as in Minnesota public schools.

Sabiedrības iesaistes akcija “Lasi skaļi”: estētiskie un izglītojošie dzejas ieskaņošanas aspekti

Letonica ◽  
2021 ◽  
Author(s):  
Eva Eglāja Kristsone ◽  
Signe Raudive
Keyword(s):  
Cultural Heritage ◽  
Public Engagement ◽  
Read Aloud ◽  
Sound Processing ◽  
The Public ◽  
Recording Process ◽  
Audio Recordings ◽  
Classical Poetry ◽  
Societal Participation ◽  
The University

Keywords: children’s poetry, public engagement, reading aloud, recording of poetry, Veidenbaums The development of public engagement technologies has provided new ways of ensuring societal participation. Public engagement events developed by various institutions provide ways to combine learning about cultural heritage with individual participants. Poetry readings serve as one of the ways the sound of Latvian literature and particularly Latvian classical poetry can be updated. The authors of this article analyse the first two public engagement actions (“Skandē Veidenbaumu” and “Lasīsim dzejiņas” of the series “Lasi skaļi” (Read Aloud) launched by the Institute of Literature, Folklore, and Art of the University of Latvia. During these events, participants were given the opportunity to record thematically-selected poems in the audio recording booth of the Latvian National Library or, as an alternative, to record a poem on their computer or mobile device and upload them to the action site. The events combined the creation of a recorded body of poetry readings with related educational content and represent one of the newer educational methods for reaching the general public and some of its subgroups (children, pupils, students, etc.). Through these events, the public was given the opportunity to become acquainted with Latvian cultural heritage while simultaneously creating new cultural artifacts. The participants creatively used different approaches of performance, recording the poems in a variety of voices, singing, or even incorporating digital sound processing programmes. They actively seized on the opportunity to create new versions of poems that had already been set to music. The main reasons for rejecting any particular recording were buffoonery or cursing during the recording process, or having left the recording unfinished. Both events resulted in more than 4,500 audio recordings which were then stored in the digital archive of the Institute. The set of recordings could be of interest to researchers in the fields of linguistics, sociolinguistics and computer linguistics, as it provides a unique representation of pronunciation during a specific period of time performed by people of different ages, genders, and nationalities.

Raising Intelligence Levels of the Mentally Retarded: An Overlooked Educo-Legal Implication

1975 ◽  
Vol 157 (1) ◽  
pp. 43-53 ◽  
Author(s):  
John M. Throne
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Child Welfare ◽  
Mentally Retarded ◽  
Public Schooling ◽  
World War ◽  
University Of Iowa ◽  
The Public ◽  
The University ◽  
Legal Implication

Studies by investigators at the University of Iowa Child Welfare Station before World War II demonstrated that the intelligence levels of the mentally retarded could be raised, often up to and beyond normalcy (IQ 100). Yet, the implications were never seriously followed up on anything approaching a broad-gauged scale. The juridical climate now supports the position that, because the evidence is that all the retarded can learn under proper conditions, they are all entitled to public schooling. It is suggested that the public schools may soon be confronted with an even more far-reaching educo-legal thrust based on the kind of evidence first reported by the Iowa investigators; that is, the public schools have a responsibility not only to educate or train the retarded to achieve their retarded potentialities, but to increase those potentialities, i.e., raise their intelligence levels.

Technology ethics in the public schools system : developing a technology ethics assessment tool through policy analysis at the secondary level

2020 ◽  
Author(s):  
◽  
Jeremy Alsup
Keyword(s):  
Public Schools ◽  
Assessment Tool ◽  
Public High Schools ◽  
Professional Lives ◽  
University Of Missouri ◽  
The Public ◽  
Technology Ethics ◽  
Ethics Assessment ◽  
Technology Policies ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Technology ethics seeks to identify the ways in which individuals and organizations might develop and sustain optimal relationships with the various technologies in their personal and professional lives. Secondary public schools have considered technology primarily through only a few very important but rudimentary lenses. The problem of practice was grounded in the ability and willingness of public schools to respond to the changing technological landscape in a way that was timely and meaningful. This study followed an exploratory sequential design and was two pronged: first, it investigated the ways public high schools supported technology ethics through their technology policies at the district and building levels; second, it developed a technology ethics assessment tool.

scholarly journals Tinybop. Me: A Kid’s Diary by A. Seixas

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Allison Sivak
Keyword(s):  
Elementary Education ◽  
Young Children ◽  
University Of Alberta ◽  
The Public ◽  
The People ◽  
Library And Information Studies ◽  
Information Studies ◽  
Audio Recordings ◽  
The University ◽  
Colour Hair

Seixas, Ana. Tinybop. Me: A Kid’s Diary. 2016. Apple App Store, https://itunes.apple.com/app/apple-store/id1126531257?mt=8.  Ages 3-7 (depending on parent assistance)Cost: $2.99 This app allows young children to create a digital diary filled with their own writings, photos, audio recordings, and drawings. The child creates an avatar from a varied array of options for skin colour, hair colour and style, facial features, and accessories. The app then encourages the child to respond to prompts, such as, “A song about me would be titled…,” “This is an interesting fact about my family,” and, “If I were an animal, I would look like this.” Some questions require a textual response, while others ask the child to draw, record, or take a snapshot of their response to the prompt, thereby taking advantage of the affordances offered by a tablet or phone. Other activities include the option to create a family tree, to create avatars of the child’s friends, and to answer all kinds of questions about the people in the child’s life. A child can draw, record, and photograph daily activities, such as their life at school. Children can use the app to explore their own ideas, experiences, and feelings through both serious and silly questions. A Kid’s Diary takes a simple process and makes it even more accessible to quite young children. Ana Seixas’ illustrations use eye-popping colours, with good use of contrast and negative space to make clicking easy. The language of the questions is simple and displayed in a large font. Younger children should be able to use this app with the help of caregivers reading the text for the children’s answers. Caregivers should know that the company foregrounds their privacy policy on the developer site, noting that the app does not collect information about the users through the application itself. It is highly recommended as a fun way for children and their caregivers to learn more about themselves and the world they observe around them. Highly recommended: 4 out of 4 starsReviewer: Allison Sivak Allison Sivak is the Public Services Librarian at the University of Alberta Libraries. She is currently pursuing her PhD in Library and Information Studies and Elementary Education, focusing on how the aesthetics of information design influence young people’s trust in the credibility of information content.

Slide Rules for the Upper Elementary Grades

1958 ◽  
Vol 5 (1) ◽  
pp. 29-33
Author(s):  
Jay J. Gramlich
Keyword(s):  
High School ◽  
Public Schools ◽  
Upper Elementary ◽  
Elementary Grades ◽  
The Public ◽  
The World ◽  
Public Pressure ◽  
The University ◽  
Future Date ◽  
Mathematics And Science

THE PUBLIC PRESSURE to produce more scientists will quicken the interest in mathematics. The publicity given to sputnik, the shot truly heard around the world, will resound from the kindergarten through the university. The resulting changes which will undoubtedly occur in the curriculum will have to be evaluated by educators at some future date. But to one who has taught in both public schools and teacher education institutions, it seems apparent that much good will obtain from greater emphasis on mathematics and science. Certainly educators have taken a great deal of criticism (justly given) from lay critics about our mathematically illiterate graduates from both high school and college. In fact, if they are deficient in mathematics on leaving high school, the colleges contribute to this deficiency rather than lessen it. This may happen in one of two ways. First, if they are forced into required college mathematics for which they are unprepared they fail or muddle through thereby increasing their frustrations toward mathematics; or secondly, they avoid mathematics entirely and are four years further removed from it on graduation.

Excavations at Ur of the Chaldees

1923 ◽  
Vol 3 (4) ◽  
pp. 311-333 ◽  
Author(s):  
C. Leonard Woolley
Keyword(s):  
Nineteenth Century ◽  
British Museum ◽  
Systematic Investigation ◽  
University Of Pennsylvania ◽  
Great War ◽  
The Public ◽  
Post War ◽  
The University ◽  
The Great War ◽  
Made In

It was in the middle of the nineteenth century that the site of Ur was identified and the excavation of its ruins begun by G. E. Taylor, consul at Basra, acting on behalf of the British Museum. A number of antiquities was brought back to London, but the unsensational character of the finds in southern Mesopotamia caused them to be overshadowed by the striking discoveries then being made in the northern mounds, and work was abandoned, not to be resumed until the Great War put the British in temporary possession of the country and gave it a fresh interest in the eyes of the public. In the latter part of the war Mr. R. Campbell Thompson, working for the British Museum, made soundings at Ur, but did not carry out extensive excavations; in 1919 Dr. H. R. Hall was sent out by the Trustees and began a systematic investigation of the site, employing a considerable force of men for nearly three months, and obtaining important results. Dr. Hall's work made it evident that if the site of Ur was to be tackled seriously, a whole series of campaigns extending over many years and involving very heavy outlay would be required, campaigns to which the post-war finances of the British Museum were by no means adequate. Fortunately the Trustees were at this juncture able to join forces with the Museum of the University of Pennsylvania, and it was decided that an expedition should take the field at the joint expense of the two institutions, which should also share with the Iraq Government in the material results of the work. Of this joint expedition I was asked to take charge. Mr. F. G. Newton came as architect of the party, Mr. Sidney Smith of the British Museum dealt with the inscriptions, and at the end of the year we were joined by Mr. A. W. Lawrence. Hamoudi, my Carchemish foreman, was put in charge of the men; the actual labourers were the Muntafik Arabs of the district. Digging started at the beginning of November and went on without interruption, owing to an unusually clement winter, until halfway through February.

Public Education and the University1

1974 ◽  
Vol 156 (2) ◽  
pp. 5-15
Author(s):  
Burton Blatt
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Public Education ◽  
Human Behavior ◽  
Clinical Experiences ◽  
The Public ◽  
The University

This paper summarizes briefly the historical and tenuous relationship between the public schools and the university. It presents several assumptions concerning what teacher education is and what it might become. Its central conclusion is that teacher preparation should be, foremost, concerned with the development and reinforcement of one's humanistic concerns; secondly, because the process of teaching requires a kind of pedagogical artistry that may be stifled by the drudgery of thoughtless or boring experiences, teachers should be given opportunities to explore and evaluate the basic pedagogical premises, theories, methodologies, and techniques that the literature and clinical experiences make available. That is, for example, curriculum should be studied from an historical rather than a prescriptive perspective. Lastly, basic to this preparation should be deep and continuous clinical involvement which permits the teacher to develop skills as an observer and interpreter of human behavior.

Conversations with Emeritus Professor Stroud Francis Charles (Toby) Milsom: A Journey from Heretic to Giant in English Legal History

2012 ◽  
Vol 12 (4) ◽  
pp. 305-314 ◽  
Author(s):  
Lesley Dingle
Keyword(s):  
Legal History ◽  
University Of Pennsylvania ◽  
London School ◽  
Public Records ◽  
The Public ◽  
University Of Cambridge ◽  
History Of ◽  
The Common ◽  
London School Of Economics ◽  
The University

AbstractLesley Dingle, founder of the Eminent Scholars Archive at Cambridge, gives a further contribution in this occasional series concerning the lives of notable legal academics. On this occasion, the focus of her attention is Stroud Francis Charles (Toby) Milsom QC BA who retired from his chair of Professor of Law at the University of Cambridge in 2000 after a distinguished career as a legal historian at the universities of Oxford, London School of Economics and St John's College Cambridge. His academic life and contentious theories on the development of the Common Law at the end of the feudal system in England were discussed in a series of interviews at his home in 2009. At the core are aspects of his criticism of the conclusions of the nineteenth century historian Frederick William Maitland, upon which the teaching of the early legal history of England was largely based during much of the 20th century. Also included are insights into his research methods in deciphering the parchment Plea Rolls in the Public Records Office, and anecdotes relating to his tenure as Dean at New College Oxford (1956–64) as well as associations with the Selden Society: he was its Literary Director, and later President during its centenary in 1987. Professor Milsom also briefly talked of his memories of childhood during WWII and his inspirational studies as a student at the University of Pennsylvania (1947–48).

Sign in / Sign up

Export Citation Format

Share Document