This is the iBook version of chapter two of five. It requires the iBooks app to read. The media is embedded so no internet connection is necessary after the book has been downloaded. It contains many interactive widgets and videos that are not found in the epub, pdf, and mobi versions. However, the file size for this format is much larger and requires the book to be broken into individual chapters. All the text can be read by clicking the Closed Caption (CC) button on each video. There are keywords on the right side of each page to enable word searches.
This is the iBook version of chapter one of five. It requires the iBooks app to read. The media is embedded so no internet connection is necessary after the book has been downloaded. It contains many interactive widgets and videos that are not found in the epub, pdf, and mobi versions. However, the file size for this format is much larger and requires the book to be broken into individual chapters. All the text can be read by clicking the Closed Caption (CC) button on each video. There are keywords on the right side of each page to enable word searches.
As an increasing number of universities expand programs globally, libraries are seen as an essential partner for this endeavor. Some library units are fully or semi-fully integrated into these academic programs. The University of Cincinnati (Ohio, USA) and Chongqing University (Chongqing, China) introduced the first co-operative engineering education program in China in 2013. Since this time, the University of Cincinnati library has been striving to connect American faculty and Chinese students in three main areas:
1.utilizing library websites and social media for reference, instruction, and outreach;
2.playing a peer role for traveling faculty with course materials, elearning, and basic technical support;
3.developing a sustainable relationship with matching librarians in Chongqing for collection development and beyond.
This presentation is intended to share experience and practices with librarians in similar positions, as well as administrators looking to develop a similar position.
With the several changes happening every day in societies and in thoughts say knowledge challenges are increasing day by day which is to be faced by business as well as other organizations. To tackle these challenges many tactics are implemented and are in process to further improve. Handling of these challenges requires a system under which one can work and let adaptation to the changes can be done smoothly. Today majority of business organizations have a knowledge management program in one or another form. Indian business organizations are also feeling the need for new business paradigms. Knowledge management is a systematic process for creating, acquiring, synthesizing, learning, sharing and using knowledge and experience to achieve organizational goals. This paper “Handling Knowledge in Indian Information Technology (IT) Organizations” underscores Knowledge Management practices in business organizations at main cities in India. Papers site an overview of the techniques and also include future improvements that can be done to ameliorate the efficiency of Knowledge Management System.
In an effort to promote an image of Allied unity on the eve of Operation Overlord, the Allied invasion of Western Europe, a Joint Anglo-American Film Commission was established with the goal of making a series of short documentaries on the liberation of the continent. Unfortunately, despite the prior planning, the plans for a series of joint films fell victim to competing ideologies about how to showcase the allied campaign. In an effort to salvage the situation the American film maker George Stevens was brought in to make a single long documentary, highlighting the campaign from D-Day to VE-Day. The resulting film, The True Glory, won an Oscar for best documentary of 1945, but in fact was the result of a failure of Allied film propaganda policy.
Remembered today as one of the great popularizers of Jewish history, in the inter-war year the Anglo-Jewish historian Cecil Roth was unable to secure an academic appointment until 1939. As such he turned to writing popular history as a means of support, and while some academic historians discounted his work (then and now), an examination of Roth’s correspondence with individuals such Henry Hurwitz of the Intercollegiate Menorah Society, reveal that Roth worked assiduously to develop an approach to history that would be both academically sound and “useful” to those readers who wanted to understand the contours of Jewish life.
After the liberation of North Africa, in 1943, it was discovered by policy makers within the Grand Alliance that both the British and Americans were in the process of making documentary films about the Operation Torch campaign. Fearful that separate films would highlight potential dissension with the Anglo-American alliance, the director Frank Capra was dispatched to London to coordinate his U.S. Army documentary with his British counter-parts. Instead of a smooth process, the joint film project bogged down in inter-service and inter-allied rivalry’s that delayed the completion of Tunisian Victory for over a year.
Throughout much of his career the Anglo-Jewish historian Cecil Roth visited the U.S. and lectured to American Jewish students. Indeed, his first academic appointment was as a visiting professor at the Jewish Institute in Religion in New York City, and he was a regular teacher at the summer institutes of the Intercollegiate Menorah Society. Yet, he only wrote one short article (in 1963) that focused exclusively on American Jewish history, which was commissioned by Jacob Rader Marcus, the “Dean of American Jewish Historians.” An examination of Roth’s correspondence over a thirty plus year period reveals that his discussions of the nature and purpose of Jewish history was largely shaped by his relationship with American Jewry.
Martin Buber is one of the luminaries of modern Jewish thought, and yet prior to 1944 his work was little known in the Anglophone world as few of his books had been translated into English. In 1933, Buber asked Adolph Oko, the Librarian of the Hebrew Union College (H.U.C.) in Cincinnati, Ohio to help him find a publishers for his work. The correspondence about securing a publisher between Buber and Oko eventually expanded to include the theologian Abraham Joshua Heschel (then teaching at H.U.C.) and the historian Hans Kohn, a former student of Buber who was now a refugee teaching in the U.S.
