La Bohème, April 19, 2007

This is the concert program of the La Bohème performances on Thursday - Sunday, April 19 - 22, 2007 at 8:00 p.m., at the Boston University Theater, 264 Huntington Avenue, Boston, Massachusetts. The work performed was La Bohème by Giacomo Puccini. Digitization for Boston University Concert Programs was supported by the Boston University Center for the Humanities Library Endowed Fund

The Barber of Seville "Il Barbiere di Siviglia," April 17, 2008

This is the concert program of the Boston University Opera Institute and Chamber Orchestra performance of The Barber of Seville ("Il Barbiere di Siviglia") by Gioachino Rossini with libretto by Cesare Sterbini, running Thursday, April 17, through Saturday, April 19 at 7:30 p.m., and at 2 p.m. on Sunday, April 20, 2008, at the Boston University Theatre, 264 Huntington Ave. Digitization for Boston University Concert Programs was supported by the Boston University Center for the Humanities Library Endowed Fund

The Southeastern Librarian v. 60, no. 2 (Summer 2012) Complete Issue

Complete issue of The Southeastern Librarian, volume 60, No. 2 (Summer 2012)

The Power of Voice: The Indian Arts Research Centers Identity Shift

Over the past three decades and in a significant shift, museum professionals have been collaborating with tribal communities by incorporating their voices into the daily tasks of exhibition design, education, and programs, as well as collections care and storage. This study will examine the Indian Arts Research Center\u27s history and identity by highlighting collaborative projects that have resulted in the inclusion of Native voices and in some cases a joint decision-making process, which I argue has shifted the IARC\u27s institutional identity. In the past, the IARC collection has mostly been managed and created by non-Native people, and Native input was not always consistently included. This shift to collaboration is significant in that it has created partnerships with tribal communities no longer is the relationship between institutions and communities a one-way street. This study will also bring voices of IARC staff, Native artists, and cultural advisers to the forefront

Introducing body movement/relaxation awareness in an urban elementary school : a case study in school improvement.

This case study investigated the planning, implementation, and assessment of a staff development project designed to reduce stress and provide a support base for improved learning by introducing Movement/Relaxation skills to an urban elementary school. Focus of the research was directed towards meeting the needs of differently-abled children in the low income African American community. It examined possible body/mind strategies for making the curriculum more accessible to the active learning style of African American children. The program also took into consideration concerns of the adult learners among the professionals. It acknowledged school improvement as an ongoing process that must appeal to the efficacy of teachers who may commit to change when they feel what they are doing will make a difference. During workshops and coaching sessions, an action team of volunteer educators explored aspects of nonverbal communication in space, ways of bringing Movement/Relaxation into the curriculum and techniques for developing body depth, or inner space, and relaxation. The action team generated a group dynamic that enabled the participants to: (1) share experiences; (2) clarify understandings; (3) encourage each other in the classroom practice of body/mind activities; (4) gain an awareness of nonverbal communication and how to improve teacher/student relationships; (5) realize the value of relaxation as basic to concentration, attention and learning; (6) excite the interest of other faculty members; and (7) foster a more nurturing school climate. Endorsement of the study by central administration strengthened the commitment of school personnel who contributed towards its implementation. Cooperation by the principal, math and reading coordinators, as well as the responsibility demonstrated by school aides were essential to the progress of this research. The time spent working together served to bond the participants and those who lent supportive assistance to their efforts

Improving instructional and non-instructional professional staff interactions.

This dissertation documented the process of developing, implementing, and assessing a low-cost staff development project in an urban elementary school. The purpose of this study was to plan a staff development project that would improve the interactions between instructional staff (teachers) and non-instructional professionals (psychologists). An action research methodology was utilized focusing instructional and non-instructional professionals on the topic of support services in the Roosevelt Schools. The flexibility of this method encouraged collegial interaction and connected participants to the larger issues of change and school improvement. Twelve workshops were collaboratively planned with twenty voluntary members of the Ulysses Byas staff. Needs assessment and formative evaluation tools were utilized to obtain feedback from participants and organize workshops. School climate, bureaucratic structures, the process of change, staff development, and issues of race and equity appeared to impact on staff interactions. Workshop sessions provided an opportunity for instructional and non-instructional professionals to grow both personally and professionally and to develop mutually agreed on goals for support services. The results of this project indicated the following: (1) The instructional staff was interested in improving support services in The Ulysses Byas School. (2) Misunderstandings that occurred between instructional and non-instructional professionals erected territorial boundaries, and the participants recognized the necessity of breaking through the barriers and establishing new relationships. (3) The collegial atmosphere of the workshops was a step in breaking down negative, defensive attitudes toward colleagues. (4) The instructional staff had skills, expertise, motivation, and interests that were essentially untapped and could be utilized for the benefit of children. (5) Instructional and non-instructional professional staff would benefit from trusting, caring, cooperative relationships. In conclusion, low cost staff development activities were an appropriate direction for schools to begin the process of change vital to school improvement. In addition, staff development was a viable means for struggling, urban districts to provide additional training for staff

Digital Explanatory Annotations for Literary Texts: Possibilities - Practices - Problems - Prospects

This thesis is concerned with digital explanatory annotations that are meant to help readers understand, interpret, and enjoy literary texts. The first chapter outlines the advantages of digital over printed annotations. The second chapter evaluates the annotations in eleven digital editions. The focus lies on their extent and systematization, their layout, their use of links and multimedia elements, their citeability, and on whether they were created collaboratively or not. The third chapter is concerned with TEASys – a system developed at the university of Tübingen which helps annotators structure their explanations with regards to length/depth and content. This system allows readers to choose which parts of an annotation they want to read for their individual interests and research purposes. The fourth chapter discusses the results of a survey concerned with students’ attitudes towards digital reading and digital annotations. The last chapter outlines three challenges that digital annotations are still facing: (1) readers’ preference for printed texts (2) the questions how the academic quality of collaboratively written annotations can be guaranteed, and (3) the question how digital annotations that are constantly being revised can be archived.This version of the MA thesis contains minor revisions (e.g. corrections of misspellings and line breaks).Revised version published in January 2021: http://hdl.handle.net/10900/11199

Entrepreneurial Literary Theory: A Debate on Research and the Future of Academia

Across the world at present, researchers and teachers are being exhorted to become entrepreneurial. Universities are being restructured accordingly. The debate presented in this book considers what that involves and portends for academia. Literary studies are often regarded as the most resistant to – unfit for – entrepreneurial purposes. Literary research is therefore taken as a baseline for this debate. The uneasy place of literary research within profit-driven academia is revealing of the prevailing conditions for scholarship in all areas. Questions that are raised and discussed here include: What does doing research for the public good mean? What is the relationship between profits and benefits from research? What are applied and basic research? Are concepts of academic freedom and disinterestedness meaningful? What is the relationship between corporate and academic research? Are skills and knowledge different? Can pursuits like close reading and text interpretation be made profitable? What is literary value and how can it be measured? Can the literary system be modelled to profitable ends? Can university teaching be automatized? What are the differences between a standard publication agreement and a scholarly publication agreement? How can digital and open-access academic publication be made profitable? Does the academic monograph have a future? What sorts of knowledge and skills inform entrepreneurial leadership