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Movement & Story Session for young children - Dawns i Bawb
Wednesday, 24 August, 2022 | 13:00 - 14:00
Porthmadog Library, Porthmadog
Story and Movement Session by Dawns i Bawb. Suitable for children up to 7 years old
All sessions are free.
Children should wear old clothes during the craft sessions.
We ask that Parents stay with their children during the sessions especially those with children younger than 8 years.
Remember to join the Gadgeteers - Summer Reading Challenge 2022
Visit your library 3 times during the summer holidays and read 6 books to complete the challenge and get a medal! Ask at your library.


SONG OF RIOTS
med Awake Projects
Two boys. A prince from a fairy tale – the
only child of a King and a Queen. A kid
from the inner city – the only son of Polish
immigrants. Both boys need to leave
home. Both are out in the night. Both
are looking to find golden opportunities.
When they meet, a riot breaks out.
With woods, wildmen, and the poetry of
William Blake, Song of Riots explores how
boys cross the bridge from childhood to
maturity and what happens if they fail
to make that journey.
This dynamic new work fuses physical
theatre, lyrical narrative and live music
to tell an epic coming-of-age tale for


SCOTT LINDER AND COMPANY
Thoughts on the Pot: A Kaleidoscopic Cornucopia of Jokes, Observations, and Advice
by Pat Duke
Pat Duke, the beloved narrator of the smash hit Swamp People on The History Channel, shares a hysterical and thought-provoking collection of punchlines, one-line zingers, observations, and advice on a variety of topics.
Nothing is off limits: You’ll enjoy laugh-out-loud moments about work, retirement, marriage, divorce, drinking, drugs, religion, obesity, vegans, kids, parents, life, death, sleep, farts, and poop. Mostly these are jokes, but the author sprinkles in sage advice as well as stories about the flat-out weird.
Pick up a copy at:


Room by Emma Donoghue
It is very hard to explain this book to others. Any description that does not include spoilers will sound distinctly unappetising ...yet the book is a delight. The set up? A woman has been held as a sex slave by an older man in a suburban back yard. She lives only in a small room. There she has had a baby...a boy she loves and cherishes and who know only a world consisting of a single room, and images that dance on the TV.
Why would you read this?
- It is a book about hope in a hopeless situation
- It is a book about persistence and triumph
- It is a book about learning, and worlds
- It is told by the boy himself
- There is not only an adventure story but a psychological journey that echoes (at double the length) the physical adventure.
While as readers we are confronted with the thought of the captivity, the book is told through the eyes of the boy for whom the enormity of the captivity is not initially apparent and who is protected from details of the abuse.
A film was made of the book, I believe it is worth seeing, however as a great deal of the force of this book is inner thoughts and revelations to a child, the book itself will always be more powerful.
Parts of this move me to tears each re-read.


Alternate Earth files
the Blackmoon Empire in 493 AUC
the Rise of the Blackmoon Empire, 315-913AUC
State of the Mare Magnum Orientalis, 750AUC
Linguistic map of Europe and the Near East, 1200AUC note: this and the other 1200AUC map are old, and the regions of Gallia and Iberia aren't right at all.
Political map of Europe, 2168AUC The file says it's 1775 AUC, but it should read as 2168.
Political map of Europe, 2172AUC The file says it's 1779 AUC, but it should read as 2172.
Linguistic map of Europe, 2172AUC The file says it's 1779 AUC, but it should read as 2172.
very, very preliminary version of Ottoman Empire of Africa In fact, just treat this as confirmation that the Ottoman Turks ended up in the Sahel of Central-eastern Africa.
Cultural/linguistic spheres of settlement, 1200AUC
A rough timeline from the Fall of Blackmoon to just past the Great War of 2217-2236. Hopefully the formatting shows up right for you. If not, feel free to bitch at me.
Grammar of Modern Scythian slowly being filled up.


Vista / Win10 / Win7 / Win8 / WinXP
It provides real-time search by file name. Unlike other search tools with instant file search, it also allows searching by content string, date and size.
FileSearchy supports many popular formats and highlights found text in file name and contents.
Highlighting of found string in name and contents helps to find information easier. No need to guess, why certain files were found. Search for multiple string at one time. Exclude strings that should not appear in results. Full name, substring, whole word, regular expression searches.
Very useful search tool.
1Lisenssi- ja käyttöjärjestelmä(t)-kohtien tiedot koskevat ohjelman uusinta versiota.


Since it’s inception, I have wanted to participate in the Brooklyn Library’s Sketchbook Project, but it seems that there is never time. I have a bad habit of over extending myself. Life seemed to be under control so this year I did sign up for the challenge, but once again, life got in the way. What was I thinking?! Once I realized that I could do whatever I wanted in the sketchbook, which included collage, I decided to make quality color photocopies of some of my sketches and collage them in to the book. This was suppose to be a quick simple project, but of course, it was not. It took hours to not only photocopy but also to cut out all the images. Fortunately I was able to do a lot of the cutting on an airline flight back and forth from Seattle. Coming up with somewhat pleasing compositions was the ultimate challenge. The book is not a masterpiece, but was a labor of love. It truly was fun to look back on a lot of my favorite sketches. Today I send the little book off to Brooklyn to be included in their library of over 36,000 other little sketchbooks! To see the entire book, check out the gallery called The Sketchbook Project, here on my website.


AffiliationUniversity of Southern Indiana
TitleNew Harmony Preservation During the 1970s and the Future
MetadataShow full item record
New Harmony is an important historical town, not just within the United States but it has global significance as well. New Harmony still has a large number of the historic houses and buildings, many of which date to the Harmonist and Owenite periods. Many of these buildings were relocated after the town was declared a UNESCO world heritage site. It is difficult to understand where these structures were initially and how they fit into the town landscape today. The aim of this research was to track where these buildings were initially and to where they were moved. It also provides a brief background on the buildings and the historical significance of each. This research heavily relied on the use of the Historic New Harmony slide collection, and historical maps and photographs contained in the Don Blair collection housed in the University of Southern Indiana Archive digital collections. It also relied on the historical maps housed in the Working Men's Institute Archive in New Harmony and the Library of Congress. By knowing where these structures were initially located within the landscape a better understanding of the town and its space can be had.


Long lives well lived, a wealth of wisdom accumulated over the years…There is much we can learn from our elders and so many stories waiting to be heard. Mirror journalist Wendy Williamson meets Joyce Marlin, who lives at Prom View Lodge.
Joyce is in fine fettle for someone who was born over 93 years ago. She has lived at Prom View Lodge for more than three years and before that lived at Banksia Lodge for a couple of years. She says she is very well looked after by the staff of Prom View. “She is constantly telling the family how wonderful the staff are,” says her sister, Elaine Truscott, who lives locally and visits frequently, as does another sister, Rae Truscott.
Although her mind is not as nimble as it was, Joyce still enjoys playing cards, doing crosswords and reading.
She was born Joyce McMaster in Korumburra in April 1919, the eldest child of Carl and May McMaster, who were to go on and have three more daughters and eventually a son. Carl worked as a wheelwright in Korumburra, but when Joyce was only two or so the family moved to McCartins Road in the hills near Turtons Creek north of Foster and Carl started dairy farming. It was the 1920s and the land was still covered in thick bush which Carl proceeded to clear.
Joyce can remember walking to school at Turtons Creek, a distance of nearly two miles (four kilometres), dodging snakes – much to her terror. The route she took was half through bush and then through bracken – and extremely muddy. At first she was accompanied by her little fox terrier, ‘Nappy.’ In later years a few neighbourhood children and her sisters walked with her.
It was a one-teacher school catering for around 25 children. Joyce was a good student, particularly good at spelling and reading, according to Elaine. (She was far too modest to reveal this detail to ‘The Mirror’ herself!) She was often asked to be the monitor – even after one memorable occasion when the teacher returned to the classroom to find young Joyce taking her off, much to the amusement of her classmates! “I am surprised at you, Joyce,” the teacher merely remarked.
Trips into the shops and services of Foster were rare, at first made by horse and buggy and only later by car. Carl bought his first car around 1935.
Joyce was very much a Daddy’s girl in that she much preferred helping her father with the cows and horses rather than helping her mother with the housework. She was pleased to later have a pony of her own and maintained a lifelong love of horses.
When she had completed Year 8, Joyce finished school and was sent to the Mallee to help out around the house for an aunt who was having a baby. She stayed on to assist for several months. Once she returned to South Gippsland she went to stay with a family friend who had broken both wrists in a fall from a tree she was pruning. Joyce was a great help, as she was too at the next house she stayed, where the lady of the house was having a baby.
It was while Joyce was living at her next situation – her grandmother Minnie Youl’s – that she met the man she was to marry. Joyce was helping Minnie run the Turtons Creek post office. Joe Marlin had come down from Moama to teach at the McCartins Road School. It rained for the first six months of his stay in South Gippsland, which must have been tough for a young man from the sunny north of the state.
Joe had a motorbike and together he and Joyce would go off to dances by bike. In 1942, with the Second World War raging, Joe enlisted and was sent to fight in the islands north of Australia. Just before he was sent away he and Joyce were married. Joe had trained as an accountant before becoming a teacher and he worked in communications for the army, taking messages on a teleprinter.
In 1943 a son, Laurie, was born. Joe didn’t return from the war for good until 1945 so Laurie used to call his grandfather ‘Big Dad.’ His birth was followed a few years later by the arrival of a little girl, Jeannie.
Joe returned to teaching after the war and the family moved around as he taught at a variety of schools – Woorarra West, Yanathon (near Lang Lang), Alberton and Morwell.
Joyce was very sad to lose her husband in 1966. Joe was only in his fifties when he died. For six months Joyce taught sport at Morwell. She has always loved sport and in fact has trophies for badminton, tennis and golf, as well as bridge.
She then moved to Melbourne, where her daughter was living, and got a job at an advertising agency, Nicholls Cumming. It was very demanding work, with lots of deadlines to be met, but Joyce coped well and stayed there for several years. When she finally left in 1973 she went on a camping trip across Australia to Perth with her sister Elaine and Elaine’s daughter, Dot. They took turns driving, each driving 100 miles and then swapping.
The following year, 1974, Carl died and Joyce returned home to her widowed mother, now living in Foster, and lived with her for nearly 30 years, until May’s death at the age of 104 in 2002. During those years Joyce went on lots of trips with various family members all over Australia and overseas. There was England and Europe in 1978, when Elaine’s son, Terry, was doing his PhD at Bristol University, also New Zealand and Tasmania and much more.
One of the most interesting trips was with Reg Truscott and others to Flinders Island. Shocking weather developed and most of the party flew home, but Joyce and her niece, Dorothy, stayed on.
Some people might have been scared in the rough conditions, but Reg’s family members knew better. “Reg mightn’t care about himself, but there’s no way he’d let anything happen to his boat! If we went off with Reg on his boat we always knew we’d be right,” says Elaine.
They were only meant to be away for a week but it was nearly a month before they got home. On the way back they stopped at an island where a shark boat was grounded. The rescue boat would not get there until after high tide, so Reg, Joyce and Dorothy took it upon themselves to pull the boat off the sands.
These days life is considerably quieter for Joyce, but she is quietly content in Prom View Lodge, where she enjoys visits from her sisters and other members of her family. Daughter Jeannie lives in Melbourne and son Laurie lives in Bairnsdale, though many locals will know him well from the 18 years he ran the general store and newsagency at Fish Creek. Joyce now has four granddaughters and two great-granddaughters, of whom she is very proud and fond.


Jack Ryder - The Rundorth Faction
A novel written and illustrated by Jim Hurst
Part 1: In this first part of a two part series, Jack was just an ordinary thirteen year old boy who grew up in a space freighter, but an attack by space pirates set him on a course toward a confrontation against the pirate faction leader himself: Rundorth. A clean, fast paced adventure that readers young and old will enjoy.
Free Preview: Read the free preview (Adobe pdf) of the first three chapters!
Large Trade Paperback: 152 pages
Product Dimensions: 9.0 x 6.0 x 0.4 inches
Publisher: Lulu Press (May 13, 2005)


If you haven’t had the opportunity to check out the display created by international students on the history of international students at Purdue, you are in for a treat! The display is currently up in the Hicks Undergraduate Library. The students who created it volunteered all of their own time, coming to the archives over […]
Purdue plans to merge six of its current libraries into one facility, the Active Learning Center, by the fall of 2017. via Active Learning Center, planned for 2017, to merge libraries into one – Purdue Exponent: Campus.
WEST LAFAYETTE, IN — Purdue University Libraries is helping connect researchers to their research by participating in ORCID, a non-profit organization that registers researchers’ identities and links them across different systems that manage scholarly information, associating researchers with their publications, grants and patents. ORCID also helps researchers, especially those with common names to get appropriate […]
Access to Springer content is currently unavailable due to an unforeseen issue affecting all subscribers in North America. Purdue University Libraries is actively working with our vendor to quickly provide a resolution. We will update the Purdue University Libraries website when this resource is back up and running. Thank you.
WEST LAFAYETTE, Ind. – Purdue University Libraries on Sept. 13 will celebrate the Hicks Undergraduate Library’s ground floor renovation with live music, refreshments and games. The “Hicks Renovation Celebration” will take place 4-7 p.m. in Hicks Undergraduate Library ground floor level. Purdue Libraries will also launch a video contest, “Why I love Purdue Libraries,” during […]
WEST LAFAYETTE, Ind. – A key document ensuring that Purdue University would flourish during its formative years became part of Purdue University archives on Saturday (Sept. 7). A Release of Mortgage – a document filed when a loan has been paid in full – from the estate of university founder John Purdue was presented during […]
Welcome to Database of the Week. This feature from the Roland G. Parrish Library of Management & Economics is intended to give you a brief introduction to a database that you may not know. These weekly snapshots will have only basic information about our most relevant and beneficial online resources, and hopefully tempt you to […]


The paper presents a comparative overview of two categories of Old Rus' writing: birchbark documents and graffiti inscriptions on church walls. Similarities and differences between them are illustrated on the examples of two sets of birchbark documents discoverd at Troitskii excavation site in Velikii Novgorod and two sets of graffiti insriptions - in St Sophia Cathedral and St Geogge Cfthedral in the Yuriev Monastery.
This article deals with an application of referential markup to a large multimodal resource “Russian Pear Chats and Stories”, annotated for vocal, oculomotor, manual and cephalic channels. Despite a large number of works on referential choice, it has never been investigated within the framework of multimodal communication. For this purpose, a special annotation scheme in the ELAN environment is proposed, allowing one to annotate different types of referential units and to conduct a simultaneous tracking of referential expressions (full NPs, pronouns, demonstratives, zeroes, etc) with accompanying verbal and non-verbal units. The analysis of three recordings (overall duration equals to 141 minute), where the new referential annotation was introduced in addition to the existing multimodal markup, reveals a range of understudied peculiarities of the referential choice. It was found that the role of the Commentator in the conversation entails a significantly larger amount of constructions with a zero subject pronoun, compared to the monologue discourse of the Narrator and the Reteller. The analysis of referential expressions and accompanying pointing gestures complied with more general data previously obtained on the English material and showed that nouns are significantly more often accompanied by a pointing stroke than personal pronouns, while demonstratives occupy an intermediate position between nouns and personal pronouns as units potentially accompanied by a gesture.
A comparative diachronic analysis of the double-marking referential pattern in minor Finnic languages has revealed its contact-induced origin.
The article is a preliminary publication of the birchbark letters found in Veliky Novgorod and Staraya Russa during the archaeological season of 2018.
The article demonstrates that the initial words of the German ambassadors’ speech to Vladimir Svyatoslavich in the 6494 entry of the Povest’ vremennykh let represent a diplomatic formula also reflected by the 6733 (1225) entry of the First Novgorod Chronicle. The formula in question declares freedom of ambassadors’ and merchants’ traveling through the lands of contracting states. Accordingly, the ambassadors’ words contain a proposal to Vladimir to supplement the mutual openness for economic and political contacts already existing between the two countries by their confessional community.
This article discusses the phenomenon of using two Christian names by one and the same person among the laity in medieval Russia. The main attention is paid to the late stage of this tradition in the dynasty of Rurikids and in their inner circle. The article poses the following questions: what are the Christian names of Tsar Fedor and Tsarina Irina, what saints they venerated as their holy patrons and on what day was Irina Godunova born?
The paper deals with the special features of Russian dual Christian naming—that is, the practice of giving a lay person an additional Christian name, other than his/her baptismal name. In the Middle Ages in Russia, a man could not under any circumstances get a female anthroponym as a second Christian name, and a woman, respectively, could not get a male anthroponym. In particular, no variations with respect to the calendar tradition, which transform male names into female names and vice versa, were allowed. This markedly contraposes the choice of the second Christian name for a lay woman to the choice of the monastic name for a nun. The work examines a number of incidents that would seem to violate this rigor of the gender distribution of anthroponyms, and discusses a number of related problems associated with the multiplicity of personal names in pre-Petrine Rus’.
The article deals with one of the biggest collection of handwritten charmes of the first half of the 17th century – Olonetskii sbornik (Library of the Russian Academy of Sciences, 21.9.10) published in 2010. The authors propose some commentaries and alternative readings of handwritten text based on paleographic, codicological, critical, and linguistic analysis of the manuscript.
This book presents an attempt at the historical and philological study in the field of the cultural contacts between Scandinavia and Rus before the very end of the Viking age. The image of the ideal ruler, the practice of gift exchange, the concepts of the status and inheritance rights of illegitimate children, a narrative about ancestors as a way of characterizing descendants, and similarities between personal names, nicknames and solemn eulogies — these are, to name just a few, the intense points of this interaction which became the focus of our study.
The article discusses the implementation of marked subject pronouns after adversative conjunctions a and no in a parallel Russian-Polish corpus. The analysis compares Russian original sources, where subjective pronoun is obligatory, and their Polish translations (6 parallel texts, 428 entries). The study shows that the conditions for explicit realization of marked contrastive pronouns in pro-drop and non-pro-drop languages are different and likely influenced by the default pattern. Thus, the realization of the contrastive pronoun in Polish correlates with the degree of focus on the subject, which is higher in contexts with the conjunction a (lexemes “a of an abnormal consequence” and “a of comparison”). In these contexts, pronoun is translated into Polish much more often (χ-square, p-value <0.01).).
The article deals with a diachronic study of subject reference in Votic and Ingrian (Finnic branch, Uralic family). At present, in these languages, as in Russian, the subject pronoun is predominantly expressed explicitly (Ingrian: Miä muiššan šenen hüväšt ‘I remember it well’). However, this pronominal pattern is not typical for other Uralic languages, where the pronoun tends to be omitted (at least in the first and second person). In this regard, the genesis of pronominal referential pattern in Votic and Ingrian languages is of great interest. Basing on the diachronic analysis of Votic and Ingrian texts (mid 19th – early 21st century), the article shows how the pronominal pattern has developed through the Central and the Lower Luga dialects of Votic and through the Soikkola dialect of Ingrian. All idioms demonstrate a significant expansion of third person subject pronouns in the middle of the 20th century. This process coincides with the period of increased contacts with native speakers of Russian and can thus be explained by contact influence.
The history of dual Christian naming – that is, the practice of giving a lay person an ad-ditional Christian name, other than his/her baptismal name, – spans a period as long as at least ﬁve centuries (late 13th to 18th). This practice tended to be mostly socially and gender neutral, however, the ruling elites speciﬁcally contributed both to the making and unmaking of it. Originally, Russian princes and their milieu would give a baby one Christian name as baptismal and another as public, patrimonial and dynastic. Later, this public name would connoate the functions of a dynastic name and a baptismal name, while the ﬁrst name, deﬁned by the birth date, would be relegated to personal piety. Later, this transformation would have a dramatic effect on the whole practice of naming in Russia
This article publishes for the first time a graffito inscription in St Sophia’s Cathedral, Novgorod. The graffito has been preserved in a plaster impression and dates to the third quarter of the eleventh century. It is unique in content and form: a divination made by one Iakov Noga, who refers to himself as “the ravens’ priest.” There are many examples of the worship of ravens as prophetic birds in Old Russian and Scandinavian culture, and there is a close parallel for the expression “ravens’ priest” in one of the verse passages in the “Saga of Hallfred the Troublesome Poet.” The text of the Novgorod graffito is poetic in nature, making use of assonance and alliteration as well as of elements of rhyme. It is of considerable interest as an example of the secular poetry of Rus' and as striking evidence of the syncretism of medieval East Slavic religious culture.
"Zholkovsky’s work—vast in scope and eclectic in methodology—has long been humanizing semiotics in both the Russian and American academy, giving it a face, a sense of humor, a stake in the real worlds we live by, but never losing its structuralist bedrock. The essays collected here, which range from Pushkin to Fyodor Karamazov, Okudzhava and Sedakova, from Peter the Great’s scandals abroad to Russian literary theory and filmmaking at home, are a goldmine by leading Slavists in North America, Europe, and Russia. A huge book of brilliant nuggets, it lights up the contours of our field today while paying perfect vignette-like tribute to Alik’s long non-conformist career, as fascinating and inscrutably flexible as it was often perilous.” (By Caryl Emerson). *** “This book is a wonderful gift not only for the 'jubilee celebrant' (for AZ it is impossible to imagine this phrase without quotes), but for all of us. The variety of topics, genres and authors might seem surprising were it not for the fact that this variety reflects the character of the book’s addressee. Its content, better than any manifesto or theoretical treatise, brings us good news: that a lack of intellectual inhibition, an unrestricted field of vision, and an enthusiasm that does not cloy are all so becoming to scholarship that, in essence, has as its sole palpable subject the infinity of creative choices. I have always liked Mayakovsky’s neologism: 'Do not jubilee!' (He himself, though, was very much concerned with his own anniversaries.) A / Z is completely devoid of the sedate smoothness of octogenaric jubilees, but it has a lot of panache and a spirit of intellectual adventure, and most importantly, fun. In this, the book bears a striking resemblance to its addressee.” (By Boris Gasparov).


3 full stories of world history ready to be explored! The Museum of World Treasures is an educational, hands-on children’s activity center with exhibits that appeal to the whole family. Mummies, fossil galleries, rocks and minerals, Civil War, WWI, & WWII memorabilia.
The Advanced Learning Library is Wichita’s newest public library location and the third central library building in our city’s history. A fully local owned an operated coffee shop, book store, conference center, collaboration spaces, public computers, mobile printing stations, free WiFi, and books… lots and lots of books!
The Great Plains Nature Center is a cooperative project between the U.S. Fish & Wildlife Service, Kansas Department of Wildlife, Parks & Tourism, City of Wichita and Friends of the Great Plains Nature Center. We want everyone to develop an appreciation for wildlife and the environment.
Splash Aqua Park is a series of inflatable slides, runways, jumping pillows, and bouncers all connected together and floating in a large, clean and refreshing lake. It features swings, ramps, jumps, ladders, a trampoline, a slide, wiggle bridges, and so much more. With a huge variety of shapes, sizes, and functions, there’s an exciting activity for everyone!


To build foundation skills across the breadth of the information studies field, students are encouraged to pursue the courses as below. Student who wish to specialise into Library Science track and Information Analytics track the courses in the respective category.
Elective Courses Descriptions
Not all courses listed in the curriculum will be offered in a semester. Courses offered are subjected to availability of instructors and resources.
H6702 Research Methods in Human Information Behaviour
This course provides an introduction to research methods as applied in the field of human information behaviour. Students will gain a foundational understanding of the major paradigms and theories of information behaviour, as well as the principles and techniques of designing and evaluating research studies.
Paradigms in social science and human information behaviour research. Theories and models in human information behaviour. Research ethics. Research design and procedures. Conceptualization and operationalization. Sampling. Survey research. Experiments. Qualitative research. Nonreactive research. Data analysis methods. Scholarly writing. Evaluation of research quality.
H6713 Information Representation and Retrieval
This course provides an introduction on how information in different forms of documents can be represented, organised and indexed to support effective search and retrieval. It covers the main concepts of information retrieval, Boolean and Non Boolean models, use of standards and controlled vocabulary, and the design and evaluation of such retrieval systems.
Description and representation of information sources. Information retrieval systems principles. Organising information sources. Metadata. Natural language and controlled vocabularies. Information standards. Query structures and matching process: Boolean and Vector Space models. Visualising information. Designing and evaluating information retrieval systems. Image, multimedia and web information retrieval. Trends in information representation and retrieval. H6714 Information Organisation
This course introduces the principles and practices of metadata creation, and the organisation of physical and digital information resources. Students will be given an overview of the prominent standards and tools in resources description, vocabulary control, classification, and metadata encoding.
Functions and purposes of information organisation systems. Process of metadata creation. Resource description and cataloguing. Descriptive metadata schemas. Authority control. Subject analysis and access. Controlled vocabulary. Taxonomy and folksonomy. Classification systems. Metadata encoding.
H6715 Information Management
This course introduces the basic concepts of information management – how information is identified, evaluated, collected, processed, stored and disseminated in profit and non-profit organisations. The emphasis is on context-based information and its management for planning and decision-making.
Importance of information in society. Information management in learning organisations. Information needs and information seeking in organisations. Information management at institutional and personal levels. Information management cycle and activities. Managing human, print and online information resources. Organisational information politics models. Information sharing tools and barriers. Role of information in strategic planning. Information collection through competitor intelligence, business intelligence, social intelligence and the use of ‘big data’ sources. Marketing of information products and services. Outsourcing of information management activities. Organisational information audit.
H6717 Information Professions: Heritage, Values and Ethics
This course provides an overview of the broad heritage of information work, to give students an understanding and appreciation of the values/norms that inform this work, as well as the deep roots of many of the problems that continue to confront the information professions today.
Representing and recording information: from papyrus to ebooks. The social construction of scientific information systems. The tangled history of computing technology. Universal bibliography: Konrad Gesner to Paul Otlet to Google. Sorting things out: Linnaeus and Buffon to Dewey and Ranganathan. The social role & development of libraries: public, academic and special. Library history in Singapore. Ethical issues in information work: theories and practical concerns. Contemporary issues in information work.
H6718 Management of Information Technologies in Organisations
This course examines methods of strategic planning and management of information resources and technologies in libraries and other business organizations. It will cover the latest trends of the continuing evolution of library-related applications and other organizational information technologies. The challenges and opportunities presented by such rise of advanced technologies will also be explored. Tools and techniques for planning, implementing and managing technological change for libraries and information services in organisations. Technologies in organisations computing basics, network and database applications, libraries systems, collaborative software, communication technologies, social software, mobile software services and big data technologies. Human computer interaction and social aspects of information technologies.
H6721 Collection Development and Management
This course covers the principles and techniques used for developing, managing, and evaluating print and non-print materials. Students will also learn about the impact of contemporary issues including intellectual freedom, copyright and censorship on collection development and management activities.
Key concepts related to collection development and management. Community analysis and information needs assessment. Formulation of resource development and management policy. Censorship and intellectual freedom. Selection approaches and tools. Role and evaluation of library vendors. Access to and management of electronic information resources. Patron-Driven Acquisitions. Library consortia for collaborative collection development. Licensing and contract negotiation, Financial planning for collection development. Conservation and preservation of materials. Evaluation of collection using a variety of collection-centered and user-centered techniques. De-selection of materials.
H6722 Cataloguing and Classification
This course covers cataloguing and classification principles and practices, with special emphasis on the standards and systems in the library communities. Students will gain experience in conducting cataloguing work, which include bibliographic description, authority control, subject cataloguing, classification, and MARC encoding. A concentrated focus will be on the description and access of digital resources.
Principles and processes of bibliographic control. Bibliographic description standards (AACR2r, RDA). Name-title authority control. Subject cataloguing and indexing. Bibliographic classification (LCC). Faceted classification. Encoding of bibliographic records (MARC21). Descriptive and subject cataloguing of digital materials. Bibliographic utilities and integrated library systems (OCLC Connexion).
Prerequisite: Information Organisation or Instructor’s consent.
H6723 Business & Management Information Sources & Services
This course provides an overview of the wide world of business information sources and services. Students will be exposed to the dimensions of business information, and both print and electronic resources. The types of business information services that can be provided by libraries and information centres will also be looked at.
Business print resources and databases. Government sources and services for business. Economic and industrial indicators. Marketing information resources. Investment information resources. Corporate information needs and services. Competitive intelligence and business. Intellectual property issues. Future trends in the provision of information to business.
H6724 Children & Young Adults Information Sources & Services
This course provides basic knowledge of children/young adult literature, the value of that literature in child development, and an understanding of the information needs of children and young adults in the digital age.
History of children’s literature. The importance of children’s literature. Preschool and primary years. Young adult literature. Electronic information sources for children & young adults. Information services. Storytelling and read alouds. Folktales & mythology. Special collections.
H6734 Reference and Information Discovery
This course develops basic searching skills to effectively retrieve information using different information systems. It also familiarises students to key reference sources and activities, and how to manage a reference service.
Basic searching concepts and developing search strategies. Use of basic and advanced search features of a retrieval system. Various search techniques and result refinement. Use of database thesauri. Selection of online vendors and databases. Evaluation of search results. History and philosophy of reference service. Evaluation and selection of key reference sources. Conducting reference interviews. Marketing and promotion of information services. User education and instruction. Evaluation of reference services. Virtual reference services. Changing role of information professionals in new reference environment.
H6735 Theories and Practices of Heritage Work
This course will introduce students to key archival theories and ongoing developments in cultural institutions, while offering opportunities for them to gain an understanding of current practices in National Archives of Singapore. Students will acquire knowledge of the different aspects of archival work to prepare them for future professions in archival studies. The course will be designed in collaboration with NAS.
Introduction to archival work. Classical and contemporary theorists. Foundations of appraisal theory. Acquiring private archives. Understanding and applying appraisal methods. Classical approaches to archival arrangement. Key approaches to archival description. Accessioning, conservation and preservation in practice. Oral histories, songs, and managing intangible heritage. Understanding archives, libraries, museums, and other memory institutions. Public engagement and participation.
H6729 Organisational Records Management
This course introduces the main concepts and practices of managing records in organisations. It equips students with the necessary knowledge and skills to prepare them as managers of records in organisations.
Foundations and importance of records management. Analysing the context of records. Record creation and capture. Managing the appraisal, retention and disposal of records. Records storage and preservation. Design and implementation of records management. Disaster planning and recovery.
H6730 Digital Libraries
This course will focus on building digital libraries using open source tools. Students will learn how information methods and techniques – such as metadata, taxonomy, XML, full-text indexes, Web applications, and database systems – are used together to build digital libraries.
Concepts and evolution of digital libraries. Types of digital resources and metadata. Techniques to implement metadata-based browsing and full-text searching. User interfaces. Digital library management and policy including security, copyright, and preservation. System architecture, protocols, and services for interoperability. Tools for developing web-based digital library application.
H6750 Social Media Analytics
This course develops analytical ability with respect to the variety of information provided by the web and social media applications. In providing an overview of cutting-edge social media analytics with an emphasis on applications to real life problems, students will learn about the mechanisms for observing behavioral and consumer generated information as well as the leading-edge technologies that aid in the collection and analysis of these data.
Techniques for managing, exploring, visualizing, and analyzing data from social media applications. Strategic aspects of social media analytics. Metrices for assessing the effectiveness of social media strategies. Collecting, analyzing and deriving insights from social media data. Social Network Analysis. H6751 Text and Web Mining
This course is an introduction to text and web data mining. Students will learn how to analyse unstructured data (i.e. text contents), hyperlinks, and usage data on the Web using text and data mining techniques. The basic concepts of data mining: supervised learning, unsupervised learning, and semi-supervised learning. Text mining: natural language processing and information extraction. Web mining: web crawling, web usage mining, and semantic web. Opinion mining and sentiment analysis. Tools for web data mining.
H6752 Data Extraction Techniques
This course covers how to obtain data from the web, and prepare retrieved data in various formats for further analysis. Students will learn various data crawling techniques and tools both through lectures and hands-on exercises in labs. Principles and concepts of data collection and preparation; Data gathering techniques: Web crawling, APIs for Social media data collection; Database definition and manipulation: structured query language, transaction processing, and access control; Client-side technologies: Web content representation with mark-up languages and dynamic Web page generation with script languages. Server-side technologies: application programming languages.
H6753 User Metrics and Analytics
This course examines metrics and analytics of users’ online and offline preferences and behaviours. It introduces principles, techniques, and new technologies for measuring and analysing users’ experiences with information services, online platforms, and information technologies. Students will learn to capture, visualise, analyse, and evaluate a variety of user metrics, including cognitive, affective, behavioural, physiological, performance-related, and geospatial measures.
H6791 Social Sciences & Humanities Sources & Services
This course seeks to broaden students understanding of electronic and print information sources, focusing specifically on the areas of social science and the humanities. It seeks also to contextualize the use of these tools within the wider world of specific social and humanities domains of knowledge production.
At the end of this course students will; 1) Have an understanding of the social worlds of three social science or humanities disciplines. 2) Be aware of the major information tools for the social sciences and humanities. 3) Have an understanding of the role of government in the production of information in the social science and humanities.
CI6221 Information Visualisation
This course will examine the study of concepts, models and examples for improved information visualisation. Students will look at representation and interpretation data, as well as different forms of document visualisation such as TileBars, galaxies, themescapes, and Kohonen maps.
K6312 Information Mining and Analysis
As a supplement to the study of knowledge management, this course will explore the principles and concepts of knowledge discovery and data mining, and attempt to explain the knowledge discovery process. On the technical side, students will learn data preparation, statistical methods, and techniques and methods for extracting information and knowledge from large amounts of data. Machine learning techniques such as nearest neighbor categorization and Bayesian learning will be taught, to aid text and Web mining for unstructured data.
- H6799 Critical Inquiry
IS Curriculum Prior to Intake AY18/19 Here


|Vickie Van Helsing
by Solomon J. Inkwell
Let me start by saying this NOT a shiny shimmery vampire novel. Oh no. The vampires are REAL SCARY vampires. The main characters, Vickie (who finds out she's the descendent of Abraham Van Helsing), her crush Rob, and her horror-geek friend Kyle are easy to get behind and cheer on at every turn as they battle THE Dracula and his newly created band of vampires. The story flows well and is very engaging, so engaging that I stayed up until 3AM one night to finish. I just couldn't stop.
Vickie Van Helsing is YA Horror with a great mix of snark and scary, lots of action, surprises, and interesting twists. The pace is lively and keeps you moving from one horror-filled situation to the next, and it's well balanced with some comedy and a little bit of romance. I loved Dracula in this book. He was so BAD, but you couldn't quite hate him.
This is an excellent debut novel—totally worth the read. I believe we'll be seeing a lot more of Solomon J. Inkwell and Vickie Van Helsing.
Oh, and for a special tricky treat you can download ebook for only 99 cents through Halloween!
Goodreads (various formats)


« All Events
June 20th: Summer Book Club
June 20, 2017 @ 6:30 pm - 8:30 pm $15
Have you always wanted to join a book club, but simply couldn’t commit to regular meetings? If so, this is the book club for you!
For only $10 – Members will be sent the book directly, then will meet up at the Unified office to discuss over wine, cheese, and other refreshments. After discussing the book, members are free to go their own way or stick around for mixing and mingling.
BOOK SELECTED: Perennials by Mandy Berman
The quintessential summer read: A sharp, poignant coming-of-age novel about the magic of camp and the enduring power of female friendships.


Erma Dorothy Cross Smith Brown was born on January 15, 1913 in her family home near Union, Nebraska to parents Carl Cedric Cross and Erma Blanche Mougey Cross. She was the eldest of three sisters (Dorothy 1913, Ruth 1915-2013 and baby Margaret 1918-1922). In 1922 the family was stricken with scarlet fever and baby Margaret died as a result.
In 1920 Carl moved the family to Eastern Colorado to a piece of land 13 miles straight north of present-day Arriba near the Arikaree River. In the fall of 1920, Dorothy started 3rd grade in a one room sod house called Mount Lookout. After completing 9th grade at age 13, Dorothy went to Arriba to live with a family to attend High School. In 1929 at age 16, armed with a scholastic scholarship earned by being Valedictorian of her graduating class, she enrolled at Colorado A&M (now Colorado State University). Economic hard times during the “Great Depression” forced Dorothy to put her education on hold after three years.
In 1932, Dorothy married John Oscar Smith whose family lived about 8 miles west of Dorothy’s home. Dorothy and Oscar’s first home was a very small house, about 5 miles from the school where Oscar had obtained a rural teaching position. Dorothy and Oscar were able to lease several acres of land to farm and raise a few head of cattle and hogs along with turkeys and chickens. Oscar taught school at day and farmed at night.
Dorothy and Oscar were blessed with four children, Gordon Cross (1933), Margaret Jean (1936), John Robert (1938) and Richard Carl (1940). Dorothy raised her family, tended to livestock and helped Oscar farm when possible.
In 1944, during the worst part of World War II, the Arriba Public School System Superintendent asked both Oscar and Dorothy to join the Staff. Dorothy was to teach English, establish a school library, and teach other subjects as needed. Neither Dorothy nor Oscar had completed their college degrees, so they immediately began taking correspondence courses and enrolled in summer school back at Colorado A&M. Dorothy earned her BS Degree in Education majoring in Home Economics in 1945. Dorothy and Oscar continued to go to summer school each year for many summers thereafter. They both went on to earn their Master of Education degrees in 1959. This was the start of Dorothy’s long career as teacher and mentor to so many in Eastern Colorado. She went on to teach for the next 31 years.
In 1950, Dorothy and Oscar moved to Stratton to join the Stratton High School faculty. Dorothy was to rebuild the Home Economics program and teach English Literature. In 1955 Oscar became Superintendent of the Stratton Public Schools. It was in 1957 that Oscar and Dorothy began discussing the feasibility of building a new state of the art Junior and Senior High School facility. Dorothy had a special ability in developing the necessary elements of the plan to accomplish this undertaking. Of course, Dorothy was influential in developing “her” specification for the modern Home Economics classroom and the Library. In 1973, Dorothy was recognized for her teaching talents and overall contribution to education by being chosen as the Colorado Mother of the Year.
After retiring from teaching she did not remain idle. She and Oscar enjoyed restoring their farm outside Arriba, planting and harvesting a huge garden both at their farm in Arriba and in Stratton and playing golf at the Stratton Golf club. Dorothy took great pride in preparing nutritious meals and was a wonderful homemaker. Sadly, Oscar passed much too early in April of 1983.
In addition to time spent on projects with Oscar, Dorothy, along with two others, spent many hours writing and editing the History of Kit Carson County, capturing stories of its people, its communities, and its memorable events. She was a leading force in establishing Stratton’s Public Library and Stratton’s affordable housing project. Dorothy was instrumental in the effort that became the Kit Carson Carousel Restoration project and later she was one of the leaders in the formation of the Kit Carson Carousel Association. She also grew a beautiful yard and garden. As a Master Gardener, she was active in the local gardening club and until recently wrote a gardening column for the local paper.
In 1988, Dorothy married UGene Brown. UGene and Dorothy were able to enjoy a motor trip to Virginia to visit several of UGene’s family and take an awesome 1989 Summer Alaskan Cruise before his death.
In 2016, Dorothy moved to the Legacy, an assisted living facility in Burlington. She enjoyed living at The Legacy and interacting with the other residents and the staff. She had many visitors and made many new friends.
Dorothy was a lifelong Methodist. Her life was deeply rooted in the Methodist Doctrine of “Grace and Accountability”. Dorothy and Oscar attended the First United Methodist Church of Stratton singing in the choir and being faithfully active. Dorothy enjoyed working with the Methodist Women and always participated in church wide conferences and meetings. Her unfailing faith was recognized when the Rocky Mountain Peaks and Plains Women chose her as a “Quiet Disciple”. Participating in church activities and taking time for Daily Worship has always been a way of life for Dorothy.
Dorothy reveled in the fact that all her kids married their childhood friend and that all the marriages were so successful. She doted on her multitude of grand kids, great grand kids and several great-great grand kids. Dorothy had a lifelong love of needlework and made sure to craft at least one special needlework project for each of her sixteen grandchildren.
Dorothy in her own words: Persevere- don’t give up; Inspire- you can do it; Collaborate- we can do it; Always here if you need me- A Life Well Lived.
Dorothy, at 107 years old, is preceded in death by her husbands, John Oscar Smith and UGene Brown, her daughter Margaret Jean Mason McGriff, her son in laws Max Mason and Willie McGriff, her daughter in law Judy Conarty Smith, and her granddaughter Linda Leah Mason Poulin. She is survived by her son Gordon and his wife Eleanor, her son John Robert, her son Richard and his wife Margene, her step daughter LuAnn and her husband Jerry Lucas and a multitude of grand kids, great grand kids and several great-great grand kids.


Inaugurated in 1780, the Grand Theatre of Bordeaux boasts an uninterrupted history of artistic activity over more than two centuries. Put together by Luc Bourrousse, the daily calendars present a day-by-day record of every artistic season. They have been compiled from technical documents, programmes and periodicals conserved in the Bordeaux Municipal Archives and the Bordeaux Library, and list all the public shows performed in the Grand Theatre under the direction of the theatre’s own management or that of other organizations.
Season by season, the calendar is updated regularly and added to with a view to eventually covering the whole period from the opening of the Grand Theatre to its closure for the last restoration campaign in 1990 and 1991.
Index by production at the end of the brochure. View by season by opening the menu at the top right. French version only.
Opéra National de Bordeaux
Grand-Théâtre - Place de la Comédie
BP 90095 - 33025 Bordeaux CEDEX
+33 (0)5 56 00 85 95
from Tuesday to Saturday from 1.00pm to 6.30pm


Author(s): Rob Lloyd Jones
A fascinating flap book packed with interesting information about Ancient China, from the earliest civilisation to the Ming Dynasty. Find out how and why the terracotta warriors were made, how the Great Wall of China defended the empire, and how traders set off on long journeys along the Silk Road. This is a fascinating introduction to the history of China. Look around an Ancient Chinese town, open the doors of Chinese houses, and see the emperor at home in his grand palace.
This latest addition to Usborne's bestselling lift-the-flap series includes internet links to websites where you can fly over the Great Wall, meet the soldiers of the Terracotta Army and find out more about Ancient China with video clips and activities.


Manga: Mahouka Kokou no Rettousei
It's been a while since I posted a post about manga as I was busy watching Korean Drama - Healer!! The drama reveals the past mysteries involving a young man, who is expert in martial art and work as a night courier, a young reporter lady, and a middle-aged man, who is a famous reporter. A thrilling drama that every action drama/movie lover should watch!
Now, back to the topic! Mahouka Kokou no Rettousei written by Hayashi Fumino and Satou Tsutomu, and illustrated by Kitaumi Tsuna.
Genre: Supernatural, Sci-Fi, Action, School Life, Shounen, Romance, Drama
Chapters: 22 Chapters
Other media: Anime
About: It is a story involves 2 siblings Shiba Tatsuya and Shiba Miyuki living in a time of modern magic, where technologies are operated using magic and becoming a magician is the pride of an individual and family. In other words, magic is everything.
Tatsuya and Miyuki enrol into First High School, a prestigious, elite school where only the best of the best are allowed to enter. The students in the high school are separated into course 1 (high achiever users) and Course 2 (low achievement users) upon enrollment. Tatsuya is a genius (for me...). He excels in studies and martial arts, and yet his practical ability is near to zero. On the other hand, his little sister is a genius in using modern magic. As the division of course is based on user's ability to use magic, Tatsuya is grouped as a Course 2 student and Miyuki a Course 1 student. Being a Course 2 student, Tatsuya is condemned and discriminated by his family and those who are able to use magic. How would Tatsuya overcome the discrimination he faced? Will he fall into despair and slowly despise his sister?
I usually avoid reading Sci-Fi manga as I'm really bad in machine and living in this period, I would want something more impractical, more towards less modern science. However, this manga is really good and I found reading this manga enjoyable. As this manga focus on modern magic, and not the traditional magic that we are accustomed to, there are many modern technologies, technical terms and explanations (which I don't really like). Thankfully, the authors made them as simple as possible for the readers to comprehend.
Though the flow of the story is good, exciting and easy to understand, the story is not complete. For example, the mysteries behind Tatsuya inabilities to use magic properly and his real abilities. I felt there is more to it as the authors left hints here and there, and yet they are not solved in this manga. I supposed there are sequels to this manga and I hope there are answers to these mysteries.
The art of the manga is simple, clean, clear, and defined. The characters' emotions can be expressed precisely through this manga and each characters can be clearly identified (no confusion between characters), which is probably one of the reasons why I start to read this manga (the manga cover is so beautiful). So, if you are into magic, you probably want to read this manga.
Until the next time~


ATOMLABS allows you to translate each theme into different languages without having to edit the template files. To translate the theme, you need a translation software such as Poedit. It is a free software available in Mac, Windows, and Linux. After you've downloaded and installed it, follow the next steps to translate your theme.
Step 1: creating a new catalog:
Start Poedit and go to File > New catalog...
In the Translation properties tab, set the project name and version. You can dismiss most options, but if you want, set your target language in the Language field.
Click on the Sources paths tab, then 0n the New Item button highlighted in the image. It will create a new entry in the list below. Type two dots (..) as shown.
Go to the Sources keywords tab, for each of the following strings, click on New Item and type the characters indicated:
Finally click OK and save it in the languages sub-folder in your theme folder. Name the file after your language locale. For example, name it fr_FR for French, es_ES for spanish, pt_BR for brazilian portuguese and so on (read this list for more codes).
Step 2: Translating With Poedit:
After saving, Poedit will pickup all strings available for translation. When it's done, you should see a list of strings (in English) used in the theme. Go through the list and enter the translation text in the lower box. When you are done, click File > Save and Poedit will generate a .mo file (eg. fr_FR.mo) automatically on save. If you don't see the .mo file, go to Poedit > Preferences, under the "Editor" tab, check "Automatically compile .mo file on save".
Step 3: Upload the PO and MO File (if you were working locally)
If you were working on a local test server, you'll have to upload the .po and .mo file (generated from Poedit) to the "theme/languages" folder through FTP or similar.
Step 4: wp-config.php WPLANG Setting
Finally, open the wp-config.php file. Look for the "WPLANG" setting and add the language code. If you can't find any WPLANG constant in the wp-config.php file, just add the following line manually before the line that says /* That's all, stop editing! Happy blogging. */


The demolition of Stanford’s Meyer Library is bringing about a huge change in the campus landscape.
The university decided to tear Meyer Library down because it would have cost roughly $45 million to make repairs in order to meet new safety standards, according to the Stanford Report. The demolition spans over about 40 days and has been causing detours for pedestrians and bikers. Dust from the demolition is being controlled by spraying water and the excess concrete will be reused around campus. This recycling of material helped reduced the amount of trucks and traffic needed for the demolition.
Meyer Library was first opened in 1966, at a location between Sweet Hall and Green Library. It was mostly used by the undergraduate community and was popular for its 24-hour study room. This very large structure used to be the home of the famous “Beat Cal” sign, which has since moved to the campus’ engineering quad.
An open park is planned in place of the library.


REVIEWS of Feminist Fields - Ethnographic Insights
Habib, Jasmin. 2002. Book Review. Feminist Fields: Ethnographic Insights. Anthropologica XLIV: 309-311.
- The best essays offer exceptional insights and are accessible, reflexive, and most importantly for someone reading this text for its methodological contributions, ('ethnographic insights' being the title of the book), they challenge feminists to re-think the study of gender in anthropological terms. The book covers a range of topics in 17 essays, including the role of women and feminism in academia; the problematic representation of women's practices; the changing social and political economies and their effects on women; the frontiers of women's organizing and political practices; and reflexive feminism in the 'field.'
- The final chapter, Feminist Fields: Conversations To Be Continued" ... is not a typical conclusion for an edited collection. Rather, this chapter comprises an e-mail/fax 'multilogue' among the contributors, wherein they reflect upon the place of their work within anthropology and their thoughts as to the future directions of the relationship between feminism and anthropology. It is a conversation of hope, caution, and concern about the sometimes-problematic relationship of anthropology and feminism, now and in the future—a relationship continuously shaped by the tensions that often accompany feminist struggles with disciplinary boundaries....'Feminist Fields: Ethnographic Insights' attests to the dynamism of feminist anthropology in Canada today and its importance in the future.
- I enjoyed the way that generalized perspectives were contextualized. I also found the ethical and theoretical dilemmas, which the various authors encountered, to be of great interest. The book does fail to circle around a central, well-defined perspective. However, as the book does a good job of discussing and representing some of the difficulties involved in feminism in Anthropology at the moment, this would have been hard to avoid. As Sally Cole put it, 'A goal of the volume was to report on research by scholars who identify themselves as feminist ethnographers, who are engaged in the everyday lives of women, who write in ways that are accessible to a wide range of readers, and who are working to keep open the intellectual and social spaces within which women can continue to 'tell their stories' (p. 301, Feminist Fields: Ethnographic Insights).
- Young practitioners are to be found alongside more established scholars in sharing theoretical insights brought to life through first-person narratives and stories. Throughout 'Feminist Fields' there is a clear sense of the intellectual inspiration to be had from the practice of feminist anthropology and its emphasis on the power of thoughtful reflexivity in fieldwork and writing practices. 'Feminist Fields' provides an invaluable, highly recommended service to women's studies, anthropology, and the feminist movement through showcasing knowledge formerly forgotten, ignored, and actively silenced.


APRIL 12, JIAN GHOMESHI – SOLD OUT
FESTIVAL PASSES – SOLD OUT
TICKETS FOR ALL OTHER EVENTS ARE STILL AVAILABLE - BUY YOURS TODAY!
Wondering what to read lately? Why not attend the ImagiNation 2013 Writers’ Festival to discover new books, meet established and new authors, and take part in exciting discussions in English from April 6 to 16, 2013.
Participants will have the opportunity to meet authors Jian Ghomeshi, Emma Donoghue, Paul Almond, Deni Y. Béchard, Robert J. Sawyer, Charles Foran, Peter Dubé, Guy Vanderhaeghe, Douglas Gibson, Christine Eddie, Ken Howe and H. Nigel Thomas during this celebration of literature.


If you are a writer or an avid reader, you might have wondered what the best format to read books in is – physical books, e-books, or audiobooks (where you aren’t actually reading the book but still taking it in.
You might be a fan of all three formats since all three of these can be perfectly viable ways to consume books. But, depending on how you are reading and the purpose of your reading, one of the three book-formats might have a slight edge over the others.
Why Do People Read Books?
Instead of breaking books into their three respective formats, let us have a look at why people read books in the first place. Basically, there are three reasons why one would pick up a book:
Reading for relaxation.
One of the primary reasons that people read books is for escapism – they want to have fun through reading.
Reading for expanding learning/ knowledge.
We might also read to expand our knowledge or deep learning to deeply understand a topic or subject.
Reading for reference and research.
Finally, people might read for reference and research when they are trying to pull knowledge out of a book and apply it to something they are trying to do.
Reading for Escapism
The best format might be a physical book for the first purpose of reading for escapism. According to research, compared to e-books, people who read physical books are able to remember the order in which things happen in the story.
There must be something to the physical, tactile sensations that one gets when reading a physical book – the act of turning a page, the act of remembering which side of the book one was looking at when something in the story happened.
The physical touch of a book allows people to have a little better memory of what went on compared to when they were just looking at a screen and scrolling through a never-ending wall of text.
One potential downside of reading e-books is that they are usually read on tablets. Even the kindle-devices have built-in web browsers, and when people have access to additional information and additional things that can be done with a device, it gets harder to really sink into the world of books and really get the feel of the book and get lost in the story.
Reading for Knowledge
This includes that the person reading for knowledge is striving for building deep expertise in a topic or one area of the subject they are reading. But, they could also be reading for broadening their knowledge across a wide variety of topics/
As mentioned before, we are referring to the small advantages of the formats of the different books, but, for expanding one’s knowledge, audiobooks seem to be the better format. There are two types of audiobooks: the abridged, which contain the summary and main points of a book, and the unabridged audiobooks, which contain everything.
For the purpose of widening one’s base of knowledge, the need for complete immersion is not as important as when it comes to reading a book for escapism. Everyone is quite busy; they have loads of things to do, such as running errands, working around the house, going to work, and back.
Throughout the day, people have to do something while their attention isn’t completely taken up. During that time, they might listen to podcasts or audiobooks and broaden their knowledge on something in a shallow way that is still interesting and enlightening.
For people who want to learn for the sake of learning, audiobooks look like a great format to go with.
Now, aside from audiobooks, there might not be a huge edge between e-books and physical books when it comes to reading for expanding one’s knowledge.
Reading for Research & Reference
Now, one area in which e-books have the edge over audiobooks and physical books is the purpose of reading for research and reference during which one tries to pull knowledge out of a book and actually do something with the knowledge, such as writing a thesis after synthesizing the information.
During the research, people try to pull information from several different sources, including books, and synthesize it into something they can present later. E-books make the entire process easier as compared to physical books and audiobooks.
On e-books, you can easily pull up a search field, type in a term, and see where it pops up in the e-book. Additionally, highlighting and taking notes is a lot easier with e-books. For instance, if you are using a Kindle app, you can simply use your finger to create a highlight – the highlights get actually collected in a centralized location within the e-book.
When using a physical book for reference and research, there are definitely ways to highlight the book, but it is harder to find those highlights as one has to skim through the physical pages to search them for future references.
As compared to e-books, physical books are harder when one wants to collect data from them – e-books, comparatively, enable the researcher to find information instantly. Besides, people can even go further than simply highlighting their e-books for reference and research.
They can use different apps, such as Readwise, and have their highlights collected from their e–books and journals, articles, tweets, and certain podcasts. Apps like Readwise ensure that all references and highlights are kept in a central repository.
Final Thoughts – The Verdict
So, the question is, for each of the three purposes, what is the best format to choose. The answer really comes down to what one enjoys using. Ultimately, reading and the format of reading is just like an exercise – there is no perfect routine. Remember, the best overall routine is the one that one enjoys the most and is more likely to stick to. In the end, the best way to read comes down to one’s personal preferences and access to the different format types.


Hi everyone! I just returned from a business trip to London, UK! It was a long 8 hour flight from the United States to the UK! But, even with my busy schedule, I was able to have "some" downtime. So, I met up with one of my buddies, and he took me to the British Imperial War Museum! Among all the tanks, artillery, aircraft, and other military paraphernalia on exhibit... I chanced to stumble across one of the actual Cockleshell canoes (kayaks) that were used by the British during WW2!
Regular Durhamblogger readers may remember that I originally posted about the Cockleshell canoes in this post Kayaks go to war! back in December 2010 and in a follow up post More on the Cockshell canoes by author Quentin Rees!
Here's a little more about the Cockleshell heros from Quentin Ree's latest book!
"The Cockleshell Heroes: The Final Witness is without doubt the definitive account of a mission thought to be a near impossible one; an attack seventy miles down the Gironde and on a series of blockade runners and other German ships located at Bordeaux. What you are about to read, will not have been read before. This is, without doubt, the definitive account of a mission thought to be an impossible one; the story of thirteen black-faced Commandos embarked aboard a T-Class submarine and on a suicide mission to deepest occupied France. It is an astounding and graphic tale of courage and bravery by men and women of both France and Britain. This is the complete 'no holds barred' tale of this most incredible story, the tale of Operation Frankton. It is a comprehensively researched, highly detailed, intricately woven account of a Combined Operations clandestine raid using canoes and limpet mines and a lot of bravery by men not anxious to die - just anxious to matter." (Cockleshell Heroes - The Final Witness by Quentin Rees)
Many thanks to the Cockleshell Heroes and for their sacrifices during WW2!


Author: Buzz Bissinger
Pages: 352 pages
Published: October 10th 2003
Since its inception in 1915, the Best American series has become the premier annual showcase for the country's finest short fiction and nonfiction. For each volume, a series editor reads pieces from hundreds of periodicals, then selects between fifty and a hundred outstanding works. That selection is pared down to the twenty or so very best pieces by a guest editor who is widely recognized as a leading writer in his or her field. This unique system has helped make the Best American series the most respected -- and most popular -- of its kind.
Buzz Bissinger selects the very best writing on a vast variety of competitive endeavors, from baseball to weightlifting, skating to demolition derby. Herein today's foremost journalists -- among them Gary Smith, Elizabeth Gilbert, Bill Plaschke, and Rebecca Mead -- throw revealing light on a pantheon of stars: Shaquille O'Neal, Bobby Fischer, Mike Tyson, the San Diego Chicken, and more.


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Ha'maka MagazineRegular price $33.33
Hamaka Magazine is a heartfelt reminder of our cultural heritage, our responsibility towards natural resources and the countless stories makers can collect in a lifetime. Each volume dives into a different trade, honouring those who work with their hands, source materials in the wild, and find fulfillment in their craft.
Volume 01: Making Pots
Clay is a malleable material with the power to change lives, build community, inspire others, be part of memorable moments, heal emotional wounds and preserve history. Hamaka Magazine Volume 1 shares the stories of 18 Canadian potters and explores the intricacies of the craft through their diverse perspectives.


When I was in high school, thanks to being a foreign exchange student, I got to skip my alma mater’s traditional junior year English class devoted to American Lit. While I loved getting the atypical American teenage exposure to Baudelaire’s Les Fleurs du Mal — “L’Invitation au Voyage” is easily one of the most beautiful poems I’ve ever listened to . The rhythm in the original French is amazing — I missed out on some of the great behemoths of American writing, like Herman Melville’s Moby Dick.
Clocking in at 135 chapters, Moby Dick is a massive undertaking. I would be intimidated by it even without the Vachette and her dominance of my waking hours. However, thanks to the Boston Globe, I am now aware of another way to experience Ahab, Ishmael, and the Whale: The Moby Dick Big Read.
The MDBR is not the only way to listen to Moby Dick. The New Bedford Whaling Museum sponsors an annual Moby-Dick Marathon, where the book is read out loud from beginning to end live. The entire reading takes 25 hours. I admit this event awakens my literary tourist curiosity, but again thanks to the Vachette, there is no way I could stay awake 25 hours in a row, especially to listen to a novel that does not have the most action-packed reputation. So I’m glad the MBDR exists. Mr. Mad Cow and I can set our own listening pace and finally take on the big whale.
(Illustration by A. Burnham Shute – Moby-Dick edition – C. H. Simonds Co)


This review was originally posted on Swampflix.com on July 20, 2015. The rating was 4.5/5 Stars.
When I was a kid, I had a deep and abiding fondness for any film or movie property that featured small people finding novel uses for normal-sized implements. I voraciously read The Borrowers and the sequels to it that my local library happened to have, and I have clear memories of the television series The Littles airing in the mornings before kindergarten, although I’m sure it was well into syndication by then. My absolute favorite, however, was always Honey, I Shrunk the Kids, with its theme park-esque magnification of the trials and travails of one’s own backyard (including one particularly nasty scorpion, which I have no doubt instilled a phobia of the arachnid in an entire generation of children, myself included). Ant-Man has many moments that directly reminded me of sequences in Honey. Part of that might be that the Alamo Drafthouses specialize in editing together interesting footage tangentially related to the film being screened, and my nostalgia goggles were primed due to the inclusion of the scene from Honey in which the Szalinski’s daughter first befriends Anty; moreover, Ant-Man takes pleasure in revisiting the magic of the ant’s eye view. Overall, it’s a fun ride.
Continue reading “Swampflix Review: Ant-Man (2015)”
Note: The following is a reader’s response to William Alexander Percy’s Lanterns on the Levee: Recollections of a Planter’s Son, written for Professor Michael Pasquier’s Reli 3010 (Religion in the Americas) class during the Spring 2010 semester. Date of creation: March 24, 2010. Please note, also, that insensitive racial terminology is used only in reference to the original text.
The nature of the post-Reconstruction South is one of dualism and dichotomy, and in few places is this more well evinced than the figure of William Alexander Percy, author of Lanterns on the Levee.
His rhetoric smacks of condescension, but it is an egotism tempered by what was, for his time, a progressive ideology. Kindness born out of a sense of responsibility (even if it is the supposed responsibility of the more enlightened man to lift his “lesser” fellow man) to better one’s countryman because he is “less evolved” is still better than using that same reasoning as an excuse to buy, sell, and trade human beings like baseball cards. Percy’s attitude is unconcealed, and while the language used is often shocking to the modern man, with his (more) enlightened worldview, the fact that one can find ethical dissonance with Percy, who, compared to his contemporaries, is a bastion of modern values, is encouraging for the state of current race relations. Percy does not shy away from delineating all that he finds despicable in the character of the “Negro,” spending much of the chapter “A Note on Racial Relations” describing the myriad ways in which those African Americans he vouched for and trusted managed to betray that trust, including one notable incident wherein he allowed a man named Jim to stay on his property and serve in his home, to protect him from potential reprisal from a sheriff who may or may not have abused Jim in prison. Jim proceeded to steal as many of Percy’s small possessions as he could carry.
Continue reading “The Transfiguration of the Commonplace (3010)”


To celebrate the amazing career of Lalo Schifrin’s music, Aleph Records presents “LALO SCHIFRIN: MY LIFE IN MUSIC.” This is a four disc boxed set that will celebrate music from all aspects of Mr. Schifrin’s career. From the early beginnings of his film music career, to the big hits that include MISSION: IMPOSSIBLE, DIRTY HARRY, and BULLITT, and also represented is music from his jazz and classical compositions including the work commissioned by Dizzy Gillespie, GILLESPIANA, as well as the Grammy Nominated JAZZ MEETS THE SYMPHONY series. This boxed set will also contain music EXCLUSIVELY available for the first time on CD from the films CHARLEY VARRICK, COOGANâ€™S BLUFF, JOE KIDD, and THE BEGUILED. This will also be the only way to purchase the music from ENTER THE DRAGON on CD since its limited edition release in 2008. Also included is a 48 page book with archival photos and notes.
“Lalo Schifrin’s work is spectacular.”
– CBS Sunday Morning News
“A musician of exceptional imagination and skill.”
– Los Angeles Times


I’ve begun reading “A Course In Miracles.” This is a book created by a person who was channeling a spirit. The spirit was talking to the author and, when the author told her collegue what was happening, they decided to write it all down and publish it. I’ve tried to read a few of these channeled books before and I’ve never been able to get through them. When I bought “A Course In Miracles,” I did not realize it was a channeled book.
Anyway, I’ve been reading this book and I’m finding it very interesting that there are days when I have to re-read pretty much every sentence to understand it. Then there are days when I pick up the book and it makes perfect sense and I re-read nothing. This understanding doesn’t change from one section of the book to another. It only changes reading by reading. I suspect there is something going on within me on the days I find the reading to be easy. There may be less struggling going on within. Maybe it’s more of an open mind. I’m not sure.
What I’m reading makes sense and I will do my best to finish the book. There is very little that is coming across as “new” to me. I’m hoping that will change. Often, when reading a really long book, I find the book could have been a lot shorter. By this I mean, books often say, in one paragraph, what they take an entire book to say. The length of the book seems to be determined by how dense the author thinks the audience is. The majority of the book is different ways of saying what was said in one line in one portion of the book. Maybe I’m the only one who feels this way; it’s certainly possible. But this length of drumming something into my brain is why I prefer books like “The Four Agreements” by Don Miguel Ruiz. It’s a tiny book that makes its point and then allows the reader to soak it in. I like that in a book.
I have gotten a revelation from “A Course In Miracles,” though. I always felt, when I figured out whatever I was supposed to learn in this lifetime, my life would then be over. I realized that may not be the case. I can continue on as an example and driving force for what I’ve learned. That had not really occured to me before. It’s an interesting concept. I do realize, by living on, I will fine tune the skills I’ve learned and experience many opportunities to practice the things I’ve learned. It’s an interesting idea and one I’m looking forward to experiencing. The other nice thing about reading “A Course In Miracles,” is learning I am on the right track, the things I’ve figured out to this point are spot on, and I’m looking forward to some more revelations.
I still have a lot to learn. Like how to enjoy my life. Seems like such a basic thing and one that everyone should already understand but I do not. I do appreciate my life and, for the most part, I’d say I enjoy it. But where’s the laughter and the joy? I want more of that! I want to feel like most moments are learning experiences filled with wonderment and excitement. Maybe I’m asking too much. I’m sure many will think I am. However, I have learned I have to identify what I want in order for it to manifest. So, I want a life filled with learning, joy, wonder, pleasure, and excitement. Maybe “A Course In Miracles” will help me figure out how I’m missing out on the life I desire.