Archival Readiness

This article explores the challenges of engaging historically excluded communities with archives and archival discourse, focusing on people and communities experiencing homelessness. Positioning the phrase literal homelessness, which is used in the United States to determine eligibility for an annual census of people experiencing homelessness, as representative of ongoing exclusive and non-collaborative forms of recordkeeping, the author proposes a concept that she calls archival readiness to move toward archive making, rather than archive taking, with historically excluded communities. Using her experiences as a part-time staff member in a temporary emergency shelter that was established during the COVID-19 pandemic, she shows how archival readiness, based on ongoing relationships among archivists, researchers, community organizations, and individuals, would increase the likelihood that shelter guests would participate in archiving. Exploring how homelessness creates challenges for the development of inclusive institutional and community-archiving praxes, she argues that while archival readiness would not solve each of these challenges, it could enable historically excluded communities to participate in generating other approaches. The author enacts archival readiness by sharing three records from the shelter and her interpretations of them, introducing forms of information about shelter living that is not collected in official data that tracks “literal homelessness.”

Compiling a jury in Russia in the context of digitalization

The purpose of this study is to conduct a comprehensive analysis of the legislation governing social relations that develop in the process of compiling a jury when considering criminal cases with a jury trial. The relevance of the research topic is determined by the expansion of the jurors competence from June 1, 2018. Currently, one of the main reasons for revocation of court sentences passed with the participation of a jury is violations committed during formation of a jury. In this regard, the authors highlight the main procedural and organizational shortcomings of this process and make relevant suggestions: a) to improve the legislation governing the procedure for compiling a jury; b) to compile general and reserve lists based on information included in the Unified Federal Information Register; c) to perform video recording of the process [screen broadcasting] of a random selection of citizens from the general and reserve lists by a court staff member when compiling a preliminary list of jurors; d) to stipulate the right of citizens to defer the obligation to appear in court as a candidate for jurors to a later date; e) to apply new forms of sending invitations to appear in court to potential jurors.

The Discourse of Drama

In this article, we consider how girls are positioned in school by what we have chosen to call the discourse of drama. The widely held notion that Nordic girls have it all along with this drama discourse are seen to be the key narratives that reinforce a hegemonic form of girlhood. This ethnographic study focuses on the relations of students between the ages of 13 and 15 in the light of uninformed school staff-member practices. Our findings suggest that girls, despite living in what is seen to be a country that upholds gender equality, are silenced through this discourse of drama. We suggest that teacher education should lead to the facilitation of a gender-inclusive school environment free of stereotypical ideas of gender as a fixed binary.

Non-friction reading: Licensing requirements for e-book lending in New Zealand public libraries

<p>Research problem: Libraries face many challenges as they strive to provide e-books to their members, often caused by less-than-ideal licensing conditions, or publishers who will not yet license their titles to libraries for lending. This research project, developed in conjunction with a National Library of New Zealand initiative investigating collaborative ebook procurement for libraries, surveyed New Zealand public libraries in order to discover what elements of existing and proposed models would best meet the needs of their users. Methodology: a link to an online survey was emailed to public library managers, who were asked to complete the survey or delegate it to an appropriate staff member. Results: Valid responses were received from 34 of the 67 library systems contacted (response rate = 50.8). New Zealand public libraries are anticipating a large increase in spending on the provision of e-books, with the growth in spending on e-books set to outstrip growth in spending on other e-resources. They show a strong preference for perpetual access licenses, and generally tend to favour licenses that allow for control over title selection and predictability over budgets. They are concerned with system integration and would ideally like to see e-books from all their chosen vendors available through one interface that integrates with their catalogues. Libraries would like to see more New Zealand content available, and access to library e-book lending on all devices their users may choose to use.</p>

Non-friction reading: Licensing requirements for e-book lending in New Zealand public libraries

<p>Research problem: Libraries face many challenges as they strive to provide e-books to their members, often caused by less-than-ideal licensing conditions, or publishers who will not yet license their titles to libraries for lending. This research project, developed in conjunction with a National Library of New Zealand initiative investigating collaborative ebook procurement for libraries, surveyed New Zealand public libraries in order to discover what elements of existing and proposed models would best meet the needs of their users. Methodology: a link to an online survey was emailed to public library managers, who were asked to complete the survey or delegate it to an appropriate staff member. Results: Valid responses were received from 34 of the 67 library systems contacted (response rate = 50.8). New Zealand public libraries are anticipating a large increase in spending on the provision of e-books, with the growth in spending on e-books set to outstrip growth in spending on other e-resources. They show a strong preference for perpetual access licenses, and generally tend to favour licenses that allow for control over title selection and predictability over budgets. They are concerned with system integration and would ideally like to see e-books from all their chosen vendors available through one interface that integrates with their catalogues. Libraries would like to see more New Zealand content available, and access to library e-book lending on all devices their users may choose to use.</p>

Peer Review Declaration Form Guidance

On the following page you will find the declaration form. • Please answer each question. • You should submit the form along with the rest of your submission files. • The deadline is the submission date written in your publishing agreement. All conference organisers/editors are required to declare details about their peer review. We will published the information you provide as part of your proceedings. All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing. • Type of peer review: Single-blind / Double-blind / Triple-blind / Open / Other (please describe) Double-blind: both reviewers’ and authors’ identities remain anonymous. Each manuscript will be reviewed by at least 2-3 experts in related field: one editorial staff member as well as one to three external reviewers. The review process takes about 1-4 weeks. • Conference submission management system: Through our email system: [email protected], which is in charge by Terasa Lei. • Number of submissions received: 192 • Number of submissions sent for review: 151 (41 papers out of scope or plagiaristic were rejected directly after received) • Number of submissions accepted: 88 • Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received X 100): 45.8% • Average number of reviews per paper: 2-3 • Total number of reviewers involved: 114 • Any additional info on review process: While receiving a new submission, we/our editors firstly check the scope of it whether suitable for our conference. If not, it will be rejected directly. If yes, it will be sent out to check plagiarism and then peer review. We choose 2 reviewers for each of the submission and after getting the two reviews, we conclude a final result for the paper. Once the two reviews show totally different attitudes, we will find another reviewer for it until we get the final result. • Contact person for queries: Name : Terasa Lei Affiliation: Hubei Zhongke Institute of Geology and Environment Technology Email : [email protected]

Do I Trust Sending My Kid Back to School?

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

“A Woman Dressed like a Man”

Sapphic cabarets where women “dressed like men” figure among the most widely publicized symbols of lesbian desire. During the 1930s more than twenty such cabarets opened throughout the city of Paris. Many of these survived the war and operated into the 1960s and after. This article examines the unique figure of the entraîneuse, a female staff member paid to cross-dress who worked in these venues. It argues that this commercial figure played a special role in promoting a sexual schema—now called “butch/femme”—that is usually explained either as biologically determined or as an erotic choice. The gender performances fostered in the Sapphic cabaret enabled the formation of a female same-sex subculture while at the same time making what was then perceived as a contagious threat—the “mannish lesbian”—instantly recognizable and thus more easily subject to surveillance and control. Les images des « Cabarets Saphiques » où des femmes se travestissent en hommes figurent parmi les symboles les plus médiatisés du désir lesbien. Pendant les années trente, plus de vingt de ces cabarets ouvraient leurs portes partout à Paris. Beaucoup d'entre eux ont survécu à la Seconde Guerre mondiale. Cet article examine la figure de l'entraîneuse, une employée souvent payée pour se travestir et qui travaillait dans ces lieux. Cette figure commerciale a joué un rôle particulier dans la promotion d'un schéma sexuel—aujourd'hui appelé « butch/femme »—que l'on explique d'habitude comme le produit du déterminisme biologique ou d'un choix personnel ou bien politique. Les représentations du genre encouragées par le Cabaret Saphique ont soutenu la formation d'une sous-culture lesbienne tout en rendant ce qui était alors perçu comme une menace contagieuse—la « lesbienne masculine »—immédiatement reconnaissable et donc plus facilement soumise à la surveillance et au contrôle.

Dual education: connecting education and the labor market

In this study, we review the situation of dual education in Hungary, both in vocational education and higher education. In vocational training, the Vocational Training Act 2019 has brought significant changes, with the emphasized aim of bringing the world of trainers and the world of work closer together so that training can increasingly meet the economic challenges of the 21st century. Dual training has been operating in higher education since 2015, during which time both partner companies and universities have accumulated a remarkable amount of experience. The aim is to involve as many industry players as possible in dual training, both in vocational training and in higher education. Although the two types of training differ in many respects, but the methodology of dual training, and the main criteria are similar, so we find it interesting to compare the parallels and experiences for each actor. Many companies have students in both secondary and tertiary dual training, and mainly the same staff member or area is responsible for organizing their education. In addition to reviewing the purpose and benefits of dual training, the study aims to share first-hand information from practice and training sites.