Literary Celebrity Reconsidered

The ongoing celebritisation of society not only comprises ‘celebrity sectors’ such as entertainment and sports, but also literature. As in other cultural fields, the commodities to be sold – books – are marketed using the ‘personalities’ directly connected to them by authors appearing on television shows or being selected for feature articles. The aim of the article is to point out limitations to the theoretical framework used in the study of literary celebrity. We argue for a differentiation in the use of the concept of celebrity in literary studies in three respects. Firstly, there should be a differentiation regarding author’s cultural capital. In contrast to the general tendency in celebrity studies to focus on popular culture, in literary studies the application of the theory has been limited to the most prestigious areas of the literary field. Consequently, a broadening of the perspective is necessary: authors of trade fiction may be conceived of as literary celebrities too. Secondly, there is a need for geographical differentiation, since the scope of influence of literary celebrities may vary significantly. Thirdly, we will argue for a diachronic differentiation that takes into account the changing functions and uses of a celebrity author over time. The main example, the Swedish novelist Selma Lagerlöf, shows the necessity of a stronger focus on the functions of literary celebrities, for instance in the construction of cultural and national identities. Furthermore, celebrity is important for establishing a more comprehensive literary history and for the complex concept of literary value

A Crash in the Night

The illustrations in this book describe a wildlife encounter. Wild animals, like people, have challenges in life. They are adaptable and inventive, and they find new ways of solving problems to help them survive. As you turn the pages, describe what you see. How would you solve this wildlife challenge? Mary Ann Steiner: Working on this story was exciting to me because I believe at any age, we can notice what is happening around us and make decisions to protect and enjoy nature! In this story, the kids see an exciting new character in the community. Once they figure out who it is, they look to understand more about the coyote. Sure, coyotes could eat a pet, but more often they are eating other wild animals like mice. If we can do things to make our yards less interesting to coyotes (and mice), they’d likely stay at a distance where we can listen to them and occasionally see them in action. This story connects curiosity, creativity, and enjoyment and respect for our role in nature. Sam Taylor: What are the different ways to know nature? In my own experience as a marine biology researcher and museum director, I know there are many ways to connect with nature: whether through a scientific process or through personal experience. I grew up in Montana, but I was entranced by the ocean – stories about Jacques Cousteau and family vacations to Vancouver Island led me to want to discover as much as I could about the natural world. And then books gave me a portal to worlds both familiar and exotic and the realization that discovery and understanding can happen in settings as familiar as my backyard or as remote as the open seas. Judy Diamond: I work in a natural history museum and study the behavior of animals like coyotes. I watch them in the wild to learn how they share and learn things. How do young coyotes learn to hunt? Do their parents teach them? Why do coyotes play? When they play, do they also learn how to get along with each other? Maybe playing helps them not fight so much. Coyotes are wonderful animals to study because they are very flexible. If one kind of food is not available, they can find others, since they eat plants and other animals. Coyotes can live in all sorts of places, even in large cities. They are champions at being adaptable. Just like people.https://digitalcommons.unl.edu/zeabook/1075/thumbnail.jp

Climate Change Education in Informal Settings: Using Boundary Objects to Frame Network Dissemination

This study of climate change education dissemination takes place in the context of a larger project where institutions in four cities worked together to develop a linked set of informal learning experiences about climate change. Each city developed an organizational network to explore new ways to connect urban audiences with climate change education. The four city-specific networks shared tools, resources, and knowledge with each other. The networks were related in mission and goals, but were structured and functioned differently depending on the city context. This study illustrates how the tools, resources, and knowledge developed in one network were shared with networks in two additional cities. Boundary crossing theory frames the study to describe the role of objects and processes in sharing between networks. Findings suggest that the goals, capacity and composition of networks resulted in a different emphasis in dissemination efforts, in one case to push the approach out to partners for their own work and in the other to pull partners into a more collaborative stance. Learning experiences developed in each city as a result of the dissemination reflected these differences in the city-specific emphasis with the push city diving into messy examples of the approach to make their own examples, and the pull city offering polished experiences to partners in order to build confidence in the climate change messaging. The networks themselves underwent different kinds of growth and change as a result of dissemination. The emphasis on push and use of messy examples resulted in active use of the principles of the approach and the pull emphasis with polished examples resulted in the cultivation of partnerships with the hub and the potential to engage in the educational approach. These findings have implications for boundary object theory as a useful grounding for dissemination designs in the context of networks of informal learning organizations to support a shift in communication approach, particularly when developing interventions for wicked socio-scientific issues such as climate change

Appropriate Serological Testing in Pregnancy

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72557/1/j.1423-0410.1992.tb01243.x.pd

Local Panel Discussion

Transcript of local panel discussion featuring Sam Jackson, Mary Beard, Karla Campbell, David Garrison, and Ann Steiner. The panel discussion was moderated by Professor Jeffrey Usman on March 19, 2018 at the Belmont Law Review Symposium 2018: The Modern Workplace: Contemporary Legal Issues in Employment and Labor Law

Carbon Origami via an Alumina-Assisted Cyclodehydrofluorination Strategy

The synthesis of pristine non‐planar nanographenes (NGs) via a cyclodehydrofluorination strategy is reported and the creation of highly strained systems via alumina‐assisted C−F bond activation is shown. Steric hindrance could execute an alternative coupling program leading to rare octagon formation offering access to elusive non‐classical NGs. The combination of two alternative ways of folding could lead to the formation of various 3D NG objects, resembling the Japanese art of origami. The power of the presented “origami” approach is proved by the assembly of 12 challenging nanographenes that are π‐isoelectronic to planar hexabenzocoronene but forced out of planarity

Revisiting the issue: can the reading for serologic reactivity following 37°C incubation be omitted?

Omitting the 37°C reading from screening tests for unexpected antibodies results in failure to detect some Rh, K, and Jk agglutinins of potential significance (wanted positives). However, this measure avoids unwanted positive tests due to cold agglutinins. STUDY DESIGN AND METHODS : Using data from prior publications, actual risk calculations (ARCs) were made to predict the risk of eliminating the 37°C reading, pretransfusion direct antiglobulin test (DAT), and routine indirect antiglobulin crossmatch (IAT-XM). ARCs used the equation: wanted positives missed × 0.34 (or 0.80) × 5 × percent antigen-positive, where 0.34 = percent of patients transfused (ARCs for 37°C reading and DAT); 0.80 = percent of crossmatched patients transfused (ARCs for IAT-XM); 5 = average number of units transfused. Following elimination of the 37°C reading, the impact of this change on patient care was monitored. Antibody detection and identification data and transfusion reaction reports for 6 months after the change were reviewed. Recently transfused patients with new antibodies were evaluated for immune hemolysis by review of clinical and laboratory data. The findings were compared with those from the same dates of the preceding year. RESULTS : The risk of transfusing incompatible blood by eliminating the DAT, IAT-XM, and 37°C reading is approximately 1:13,000, 1:2,000, and 1:2,400 units transfused, respectively. The cumulative risk from eliminating all three tests is approximately. 1:1,000 units. With respect to the 37°C reading, there were no differences between the pre-change and post-change study periods in the incidence of reported transfusion reactions or cases of immune hemolysis associated with newly formed antibodies. However, unwanted positive tests decreased from 162 to 61 following elimination of the 37°C reading. This represents a decrease of 20 percent in the number of samples requiring antibody identification annually. CONCLUSIONS : Eliminating the 37°C reading from pretransfusion antibody screening tests imposes less risk than omitting the routine IAT-XM, and it avoids the time and costs of evaluating unwanted positive tests, thus reducing expenditures and delays in patient care.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74728/1/j.1537-2995.1999.39399219287.x.pd