The Worst Hard Times

The Worst Hard Times Study Guide Chapters 3-5 I. PROMISE: The Great Plowup, 1901-1930 Chapter 3: Creating Dalhart 1. Vocabulary (choose 3 that you want to make sure you know): sharecropping (p. 52), optimism (p. 53), factory farms (p. 53), hooch (p. 54), landlord (56), cannon fodder (57) 2. Make a list of all the names. Who are they? What are their stories in connection with Dalhart and the times told of in this book? 3. Make a list of all the different ways the grass of the prairie is referred to; also keep a list of all the ways the land and the dust are referred to. 4. What were the ways people hoped to make money around Dalhart?Which were successful and which were not? 5. Who were the ‘girls’? What did they do for the town? (Read between the lines. The actual words on the page are not the answer to this question. ) 6. Who were the people (US origins? European origins? ) migrating to the High Plains? What were they looking and hoping for? Chapter 4: High Plains Deutsc h 1. Vocabulary (choose 5 you want to make sure you know): glut (p. 59), wheat mounds (p. 59), bushel (p. 59), debts, naked (p. 60), gamble (p. 60), swamping (p 60), defiant (p. 61), pungent (p. 62), potent (p. 62), turkey red (p. 62), thistle (p. 62), pacifists (p. 2), manifest destiny (p. 64), yeomen (p. 66) 2. When wheat prices went down and then down again, what did farmers do? What do you think of this? 3. Add to your list of all the names. What are their stories in connection with the area mentioned and the times told of in this book? 4. What is the family event in this chapter? Like other chapters, Egan begins telling this story, but then he goes to other events. What is the point of the story he tells us in this chapter? 5. What are the similarities and differences between the story of Russia and the High Plains? 6. What is the point of George Ehrlich family story?What particular experiences did he and his family have? What were the particular characteristics of George and h is culture? 7. P 61: ‘make fun of;’ ‘call them in for questioning;’ ‘refuse them entry;’ ‘mock.. ;’ ‘laugh at;’ ‘deride. ’ What is the subject of and object of these verb phrases? What do you think about this? 8. What countries did people come from to settle the High Plains? Support each place with names that Egan tells us. 9. What is the point of Egan telling us about the immigrants? What did they bring to the High Plains? 10. What does this mean, â€Å"Some railroads practiced selective ethnic shopping†?Chapter 5: Last of the Great Plowup 1. Vocabulary(choose 3 you want to make sure you know): stock market (p. 73), shares (p. 74), foreclosure (p. 79), warrants (p. 78), mule trains (81), tumble weed (p. 84) 2. When wheat prices went down and then down again, what did farmers do? What do you think of this? (I know this was in Ch 4†¦but what is different or the same in this chapter? ) 3. Althoug h most Americans did not own stocks, they had land and wheat. What happened to the prices of wheat and land after the stock market crash in 1929? 4. There was a peculiar kind of storm. What was it ? What did the storms do? How did people react? . Is President Hoover concerned about food? Why not? 6. How do farmers try to beat the banks in foreclosure sales in Boise City? 7. How much was Hazel paid for her teaching job? Where did the money come from to pay her? 8. What activity did Ike Osteen observe when he was playing at the ghost church? 9. Egan says that Prohibition was a â€Å"moneymaker and job creator† (p. 82). What is he telling us? 10. How were black men treated in Dalhart? Give an example. 11. What was going on with the wheat? What idea did President Hoover reject? What did farmers do in response? 12. â€Å"A new decade was dawning† †¦. What does this refer to?

Hamlet’s Construction of Sanity Essay

In William Shakespeare’s Hamlet many characters appear to suffer from what appears to be mental instability, most notably Hamlet, Ophelia, and Gertrude. The apparent â€Å"madness† of these characters develops and drives the plot, which results in the play’s tragic ending. It is the reader’s responsibility to decipher which characters are actually mentally ill and which are merely pretending. Furthermore, it is important to keep track of which characters believe other characters are mentally ill. The most important of these is Gertrude, Polonius, and King Claudius’ belief that Hamlet is mad. Gertrude’s suspicion is confirmed by Hamlet’s slaying of Polonius and then shortly after his discussion with the ghost of King Hamlet, whom his mother cannot see. Shortly after the ghost leaves, Hamlet tells his mother, â€Å"No, in despite of sense and secrecy,/Unpeg the basket on the house’s top. /Let the birds fly, and like the famous ape,/To try conclusions, in the basket creep/And break your own neck down† (III. IV. 196-200). In this passage Hamlet instructs his mother to tell King Claudius what has happened. When Claudius discovers the apparent madness of Hamlet this begins a large series of events that leads to the death of all of the main characters. The above passage uses a simile, personification, and a pun to draw the reader’s attention to its importance. The most noteworthy of the figurative language comes in this line, â€Å"Unpeg the basket on the house’s top† (III. IV. 197). The line instructs Gertrude to reveal to Claudius the events that just transpired. However, to â€Å"unpeg† â€Å"the houses top† is a pun, which refers to tricking Claudius (the houses top) into believing that Hamlet is indeed insane. This line is followed by a simile: â€Å"Let the birds fly, and like the famous ape/To try conclusions, in the basket creep† (III. IV. 198-199). According to the footnotes, the story of the famous ape is no longer known, so it is impossible to understand the allusion and what comparison Shakespeare is trying to make. However, it is presumed that the audience of the day would understand the reference. For modern reading it simply shows the reader it is an important passage because of the use of figurative language. In addition, it is important to notice the use of the word â€Å"basket† in this passage. The line, â€Å"Unpeg the basket on the house’s top† (III. IV. 197) appears to be a saying similar to â€Å"letting the cat out of the bag† i. e. revealing a secret or telling Claudius what happened. Moreover, the second use of basket seems to refer to Claudius’s mind or head. This strengthens the pun uses earlier in the â€Å"houses top† by referring to what Claudius is thinking, or should think about Hamlet. The above quote sets up a huge piece of dramatic irony in the play. The audience is aware that Hamlet is not truly insane because they have seen the ghost and understand Hamlet’s intentions. However, Gertrude and Claudius are unaware of this and merely think that Hamlet has gone mad. This prompts Claudius to banish Hamlet and ask the King of England to execute Hamlet upon his arrival in England. Upon Hamlet’s return to Denmark the king makes new plans to kill Hamlet, which results in the deaths of Gertrude, Claudius, Hamlet, and Laertes. The use of figurative language in the above passage helps to drive the dramatic irony in the play. Hamlet wants his uncle, King Claudius to believe he is mad. The line, â€Å"To try conclusions, in the basket creep† (III. IV. 199) refers to Hamlet’s desire to trick Claudius into thinking he is mad. Hamlet wants Claudius to come to the conclusion the Hamlet is insane, although he really is not, so Hamlet can achieve his revenge. This passage is extremely important to the action of the play. These lines set up the action for the rest of the play and incite Claudius, Gertrude, Ophelia, and Laertes to take action in some way or another. It is here that Shakespeare begins to set up for the dramatic denouement where all the main characters die. The actions of Hamlet coupled with the dramatic irony that Shakespeare is establishing make these lines extremely important to the outcome of the play. Shakespeare’s use of figurative language here draws the reader’s attention to the importance of these lines.

Public Library †Architectural Essay

* Introduction * Definition A library (from French â€Å"librairie†; Latin â€Å"liber† = book) is an organized collection of information resources made accessible to a defined community for reference or borrowing. It provides physical or digital access to material, and may be a physical building or room, or a virtual space, or both. A library’s collection can include books, periodicals, newspapers, manuscripts, films,maps, prints, documents, microform, CDs, cassettes, videotapes, DVDs, Blu-ray Discs, e-books, audio books, databases, and other formats. Libraries range in size from a few shelves of books to several million items. * A public library â€Å"should encourage the following uses: browsing, seeking, studying, meeting, and borrowing. Major trends likely to influence library design in the foreseeable future include: a 30% increase in pensioners by 2025, and a significant diminution in those of working age; a significant increase in those with a higher education; more part- time work; more jobs in knowledge-based areas, and fewer in manufacturing. * History The concept of the ‘public library’ evolved from the Guildhall Library in 15th century London. In the 17th and 18th centuries, most libraries were created by gift or endowment, but by the beginning of the 19th century, these had generally been superseded by either institutional (e. g. those attached to mechanics’ institutes or literary and philosophical societies) or subscription libraries. The Public Libraries Act of 1850 was one of several social reforms of the mid- 19th century, and was generally intended to create ‘free libraries’, available to all classes of society throughout the country. The first two purpose- designed public libraries were Norwich and Warrington, in 1857. The Public Libraries Act of 1919 further extended library provision. Besides the lending library and the reading room, most libraries now had a reference department, and many had separate children’s departments. After 1918 there was a considerable increase in technical and commercial libraries (over 115 by 1924). By the 1930~~ most libraries had adopted open access (as opposed to books being available over a counter via the library staff), which required more sophisticated classification and cataloguing systems – the Dewey system was generally adopted. Increasing literacy and leisure time plus the ‘information explosion’ make it important to plan for maximum flexibility and for future expansion. New techniques are changing methods of control, indexing and retrieval. The growing availability of computerized information (particularly on compact discs and on-line electronic systems) means there is a change in emphasis from book storage to information exchange utilizing computer equipment. These require additional ventilation and secure power supplies, and suitable lighting levels for users. The wide availability of computers means that the problem of space, and particularly the location of a library in a single building, may no longer be critical. * Space Requirements * Public services – A central library may serve in the region of one million customers per year, with a peak daily count of approximately 5000 to 6000 people and a peak hourly count of up to 400. The following service areas may be provided * Branch library – May be included as a discrete section of a central library, probably near the entrance, and cater for more popular books and related material. There will be only a few thousand volumes, acting as a ‘taster’ invitation to what is available elsewhere in the library. The library may be divided into subject areas, perhaps with defined enquiry points. Study spaces, browsing areas, and publicly available computer terminals can also be provided in each subject area. The various areas may be open plan, but must be visually defined (possibly by variations in lighting, different finishes and planting). * Older teenage section – An area for this group is desirable (fiction and non-fiction) and should be  located between the children’s library and main lending library (literature and humanities sections). * Children’s library – Occupying approximately 300 m2, with roughly 12000 volumes for ages up to 14 and their careers, this area should have its own identity, and demonstrate to all children that visiting the library is a safe and enjoyable experience. There must be good visibility to maximize child security and safety; it should also be difficult for children to wander out of this area. * There should be a sequence of information books for all ages and sections for: * pre-school (there should be ‘kinderboxes’, shelves with picture books, novelty cushions, child chairs) * early school years (easy-reader books, with appropriate shelves and browser units) * primary school years (stories, with appropriate shelves and browser units) m young teenage (novels, with appropriate shelves and browser units). Spoken-word cassettes and other media should also be available. In addition, provide ten study places, eight browsing seats and an enquiry desk for two staff. * Children‘s activities room – A room for up to 35 children may be required for a variety of activities (63m2). * Exhibition area – Easily accessible from the main entrance, but with a distinct identity and with suitable security, an area for exhibitions is desirable (40m2). * Lavatories – The requirement for customers is 38m2 and also 15m2 for the children’s library, which should include a nappy changing room. Depending on the overall plan, one or two sets of staff lavatories will be required (each of 32m2). * Meeting rooms- Include one room for 100 people (200m2 in total), with divider to separate the room in a proportion of 60:40. Chair storage and simple catering facilities are also required. A small room for about six people is also required. Access may be required when other parts of the library are shut; good access from entrance(s) is therefore required. * Special collection library – This area may be required in larger or specialized libraries. An adjoining librarian’s office is necessary. * Refreshments/coffee bar – For 50 customers maximum, providing drinks, snacks and light meals (105m2). * Sales point – An area to promote sales is required (this may be no more than a display case): the strategic location is important, but it may be combined with another area (13m2). * Study desks – These should be suitable for use with personal computers (which may be the customer’s own machine, necessitating simple plug- in compatibility). The integration of PCs with study furniture is very important. Two power sockets are also required. * Art in architecture – Libraries are often considered excellent places in which to display local (or national) art, either in the form of permanent murals or sculpture, designed as an integral part of the building, or in facilities for temporary exhibitions. * Subject departments – Organization of a library into subject departments has always been a consideration. * Related Local Projects * Bohol Provincial Library and Information Center New Capitol Complex, Marapao Street, Tagbilaran City, Bohol * Alaminos City Library Alaminos City Hall, Alaminos City, Pangasinan * Butuan City Library J. Rosales Ave. , Butuan City. * Cavite Provincial Library Legislative Building, Prov’l Capitol, Trece Martires City * Leocadio Alonsagay Dioso Memorial Public Library (Municipal Library of Pandan, Antique) Pandan, Antique, Philippines * Marikina City Public Library V. Gomez St. cor. Shoe Ave. , San Roque, Marikina City * National Library of the Philippines T. M. Kalaw Ermita 1000, Philippines * Quezon City Public Library (Several Branches) * San Carlos City Public Library (Negros Occidental) 610 Elm Street, San Carlos, CA 94070 * Raul S. Roco Library (Naga City Public Library) City Hall Compound, J. Miranda Ave. , Naga City * Zamboanga del Norte Public Library. Santa Cruz, Dapitan City, Zamboanga del Norte, Philippines * Supporting Datum * A possible arrangement of a central library could typically be as follows (The Architects’ Handbook) * Business – At 184m2, this department contains 2100 volumes covering all aspects of business information (local, national and international). Customers will include: those hoping to set up their own business, those undertaking research to develop their existing business, and students. Some queries may come via fax or phone. Computerized information resources will probably be more prevalent here than in other departments. Includes 40 study places and an enquiry point for two staff. * Community – With 9000 volumes (300m2), this holds social sciences and all quick-reference works (e. g. directories, yearbooks, timetables, etc. ). Includes 30 study places and an enquiry desk for three staff. Customers will be coming for both quick fact-finding and for longer-term study: any potential conflict therefore needs to be resolved. * Humanities – Department for arts, recreational pursuits (e. g. gardening), religion, music (books and scores), sound recordings (music cassettes and compact discs), and videos for hire. With 495m2, 22 000 volumes, 9000 recordings (including videos), and 10500 sheet music. Includes 12 study spaces, four browsing seats and an enquiry desk for three staff. Note that there is a noise problem with customers browsing through music cases, which can be distracting in the study areas. * Literature and language – Department for adult fiction (9000 volumes), large-print fiction, spoken- word cassettes, multi-media, drama (9000 volumes), single copies and play sets (286m2), covering English and foreign languages. Includes 12 study spaces, four browsing seats and an enquiry desk for two staff. Local studies/history 3000 volumes on public shelves (230m2); 50 study places; enquiry desk for three staff. This area will be used by short-term browsers (e. g. tourists) and for long-term study (students and researchers). It will also be used by those wanting information about local statutory agencies, and those looking for a quiet study area. Environmental conditions for this area must be designed in accordance with BS 5454: 1989. * People and places – For information books on travel (guides and travel/adventure), biographies, and human geography. 15000 volumes (240m2); 15 study places; four browsing places; enquiry desk for two staff. * Science and technology – Area with 11000 volumes (200m2), covering computing and pure and applied sciences: 20 study places; no browsing seats; enquiry desk for two staff. Access and circulation areas generally As mentioned above, generally all public and staff areas should be accessible to people with disabilities, particularly those with sight or hearing impairments. * Other considerations are as follows (The Architects’ Handbook) * Customer services/reception – An informal and welcoming atmosphere is required, as this is the first major point of contact for new customers and where existing customers can resolve queries (e.g. about availability and overdue books); space is required for three staff (51m2). Estimated peak daily level of registration updates is approximately 200; estimated peak level of enquiries, approximately 600. The area should allow for satisfactory queuing arrangements. The general layout requirements are for: a professional, inviting and efficient reception area; clear layout and instructions for customers; maximum flexibility in staff resources; suitable supervision of customers; and suitable staff security. * Internal circulation – The flow of people and materials (particularly the two-way flow of trolleys) should be made as easy as possible. Note that circulation areas provide opportunities for vandalism and concealment of theft, and should therefore: be kept to a minimum; follow a logical route; allow visual control by staff (closed-circuit TV may be installed); allow segregation of staff and public areas; allow segregation to enable secure out- of-hours use to specified areas; and allow easy emergency evacuation. * Internal vertical circulation – This should be by lift and stairs, and possibly escalator. Lifts should: allow movement of staff, books and materials to all floor levels; be linked with the book sorting office; provide public access to main lending floors; provide suitable access for out-of-hours use. No more than four lifts should be provided. Security generally The key those wanting information about local statutory agencies, and those looking for a quiet study area. Environmental conditions for this area must be designed in accordance with BS 5454: 1989. * People and places – For information books on travel (guides and travel/adventure), biographies, and human geography. 15000 volumes (240m2); 15 study places; four browsing places; enquiry desk for two staff. * Science and technology – Area with 11000 volumes (200m2), covering computing and pure and applied sciences: 20 study places; no browsing seats; enquiry desk for two staff. Access and circulation areas generally As mentioned above, generally all public and staff areas should be accessible to people with disabilities, particularly those with sight or hearing impairments. * Other considerations are as follows (The Architects’ Handbook) * Customer services/reception – An informal and welcoming atmosphere is required, as this is the first major point of contact for new customers and where existing customers can resolve queries (e. g. about availability and overdue books); space is required for three staff (51m2). Estimated peak daily level of registration updates is approximately 200; estimated peak level of enquiries, approximately 600. The area should allow for satisfactory queuing arrangements. The general layout requirements are for: a professional, inviting and efficient reception area; clear layout and instructions for customers; maximum flexibility in staff resources; suitable supervision of customers; and suitable staff security. * Internal circulation – The flow of people and materials (particularly the two-way flow of trolleys) should be made as easy as possible. Note that circulation areas provide opportunities for vandalism and concealment of theft, and should therefore: be kept to a minimum; follow a logical route; allow visual control by staff (closed-circuit TV may be installed); allow segregation of staff and public areas; allow segregation to enable secure out- of-hours use to specified areas; and allow easy emergency evacuation. * Internal vertical circulation – This should be by lift and stairs, and possibly escalator. Lifts should: allow movement of staff, books and materials to all floor levels; be linked with the book sorting office; provide public access to main lending floors; provide suitable access for out-of-hours use. No more than four lifts should be provided. Security generally The key considerations concern the control of access between staff and public areas (both during and outside opening hours), and prevention of theft. These issues can be addressed by: strategic location of staff enquiry points, with line-of- sight control; CCTV cameras; electronic book sensors at exit points; and security personnel. * Trolleys – Allowance must be made for trolleys: for instance, by providing suitable protection to prevent damage to wall surfaces, adequate door widths, and suitable flooring (studded and ribbed flooring is not suitable). * Entry/access areas – One main entrance and two others are required, preferably separate: * Main entrance foyer/lobby: ( 190m2) should be clear and inviting, and be sufficiently spacious to cater both for visitors who have a specific destination and those who may wish to wander around. * Public out-of-hours entrance: must provide a short and secure access route from the street to the meeting rooms etc. It could be combined with the main entrance, but a lift solely for out-of- hours use is not acceptable. * Staff/service entrance: to be a safe and secure area, particularly for staff leaving after dark. Queuing space should be allowed for 40 people to wait (at 0. 5 m2/person, 20m2 is required). * In-counters (51m2) – There will be one central counter for the whole building, after which customers will either move to other departments, move to customer reception, or leave. Peak hourly levels of customers are approximately 250-300, with a peak hourly level of returns of approximately 1000 items. Space is required for three staff plus computer terminals for customers. The layout must allow for clear and direct flows. * Out-counters (38m2) – All items issued or renewed will be from the out-counter and there may be more than one, depending on overall layout. Note that some customers may wish to return to other areas of the library (e. g. the coffee bar) after visiting the out- counter. Peak levels are as for the in-counter. Space is required for two staff plus computer terminals for customers. The layout must allow for clear and direct flows: in particular, customers not wishing to borrow items must be able to avoid becoming involved with this area. * Library returns bin – This is required in the entrance area for returns during times when the library is closed. It must be a secure unit. * Self-issue terminals – The space required is 3 m2/terminal and at least three terminals are required at various points in the library. * Smartcards – The inclusion of a ‘smartcard’ system is increasingly likely, to allow customers to pay for services (e. g. photocopying, overdue charges, borrowing videos, etc. ). The machines will be located throughout the library. * Admin and staff accommodation – In addition to a general admin office space of roughly 53 m2, provision will also include the following. * Enquiry desks – These should ideally be located so that they can service more than one department at quiet times or during staff shortages. * Librarian’s office (20m2) – The base for the manager in charge of the whole building, the room must be close to the administrative support and interview rooms. Apart from everyday managerial tasks, the room will be used for small discussions with up to two people and project work. * Library manager‘s office ( 13m2) – This includes one office for two assistants, shared desk, and also room for small meetings of one to three people. Privacy is necessary, although easy access/overview is required for counters and customer services. The office should be located near the branch library. * Delivery area (16m2) – There will be a daily ‘in’ delivery of boxes containing: books from this library, but returned to other libraries; books requested from other libraries; and new books. The ‘out’ delivery will be of books sorted in the sorting office, and books requested by other libraries. This area will also act as a short-term reception and dispatch area for other equipment, furniture, exhibition equipment, etc. , and sufficient space should be allowed for this. * Interview room (14m2) – To be used by all staff for private meetings, appraisal interviews, meeting the public and recruitment interviews, the room must accommodate up to four people and ensure confidentiality is maintained. * Local studies reserve stack ( 150m2) – Most local studies stock will be reference only, in closed-access storage areas, obtained by staff on customer request: access systems therefore need to be quick and simple. (Book stacks must be designed in accordance with BS 5454: 1989. ) A local studies workroom (38m2) will usually be required adjacent to the local studies area. * Reserve stacks (155m2) – Certain sections of stock will be housed in closed-access rolling stack storage, including: seasonal overflow (fewer items are borrowed during the summer and over Christmas); reference stock; music sets; play sets. The weight of rolling stack storage is substantial and will need to be taken into account in structural calculations. * Secure area for exhibits – A secure storage area is  Ã¢â‚¬Ëœsmartcard’ system is increasingly likely, to allow customers to pay for services (e. g. photocopying, overdue charges, borrowing videos, etc. ). The machines will be located throughout the library. * Admin and staff accommodation – In addition to a general admin office space of roughly 53 m2, provision will also include the following. * Enquiry desks – These should ideally be located so that they can service more than one department at quiet times or during staff shortages. * Librarian’s office (20m2) – The base for the manager in charge of the whole building, the room must be close to the administrative support and interview rooms. Apart from everyday managerial tasks, the room will be used for small discussions with up to two people and project work. * Library manager‘s office ( 13m2) – This includes one office for two assistants, shared desk, and also room for small meetings of one to three people. Privacy is necessary, although easy access/overview is required for counters and customer services. The office should be located near the branch library. * Delivery area (16m2) – There will be a daily ‘in’ delivery of boxes containing: books from this library, but returned to other libraries; books requested from other libraries; and new books. The ‘out’ delivery will be of books sorted in the sorting office, and books requested by other libraries. This area will also act as a short-term reception and dispatch area for other equipment, furniture, exhibition equipment, etc. , and sufficient space should be allowed for this. * Interview room (14m2) – To be used by all staff for private meetings, appraisal interviews, meeting the public and recruitment interviews, the room must accommodate up to four people and ensure confidentiality is maintained. * Local studies reserve stack ( 150m2) – Most local studies stock will be reference only, in closed-access storage areas, obtained by staff on customer request: access systems therefore need to be quick and simple. (Book stacks must be designed in accordance with BS 5454: 1989. ) A local studies workroom (38m2) will usually be required adjacent to the local studies area. * Reserve stacks (155m2) – Certain sections of stock will be housed in closed-access rolling stack storage, including: seasonal overflow (fewer items are borrowed during the summer and over Christmas); reference stock; music sets; play sets. The weight of rolling stack storage is substantial and will need to be taken into account in structural calculations. * Secure area for exhibits – A secure storage area is required, with easy access to both the delivery area and the exhibition area. * Security control room (17m2) – This acts as the base for control attendants, and for the closed- circuit TV system. * Sorting office (63m2) – Required for sorting all returns. The main divisions are: for return (by trolley) to the various departments; for return to other libraries; for special requests (e.g. customer reservations); and for particular processes (e. g. book repair). Wall shelving for 1000 items is required for temporary storage during peak flows or staff shortages. This area also acts as a supervisory area for the counters and the customer reception, allowing the easy allocation of additional staff when necessary and for general troubleshooting duties. * Staff room (115m2) – With a total staff of approximately 50, the staff room should accommodate seating for 30 and also be suitable for relaxation, social gatherings and informal meetings. During special events, staff will work outside normal working hours so there should be an adjacent kitchen area suitable for making light meals and drinks; a dishwasher may be desirable. Staff lockers (25m2) are ideally located in a separate room and storage for wet clothing is also required. * Stock workroom (127m2) – For four to five staff, its functions are: processing books from the delivery area; repairing stock; binding requirements; stock exchanges; inter-library loans for music sets. Wall shelving is required for approximately 2000 books. * Subject staff workroom (152m2) – Required for processing complex enquiries and selecting new stock, these rooms are needed in humanities, literature and science libraries; for six librarians and support staff (maximum). Wall shelving will be required. * System room (38m2) – Needed to house computer equipment for library circulation and other information systems. * Training room (58m2) – Required for meetings and training sessions, facilities must be suitable for current technology and equipment. * Shelf storage Typical examples based on 900mm shelf module are: adult non-fiction37 vols/900mm run of shelving adult fiction 30 sheet music 60 junior fiction 44 junior non-fiction 74 All shelving units should be four shelves high except: local studies 6 shelves high music scores 3 (overall height to be as four-shelf unit) children’s non-fiction ditto * Other areas * sick room (10m2) * stationery store (25m2) * general stores (four; approximately 1000m2 in total) * cleaners’ room/store (29m2) * WCs; shower if possible. * Preferred space standards, from the Follett Report, are: * one space for 6 full-time-equivalent students. * 2. 39m2 per reader (subsequent research indicates that 2. 5-3. 0mZ may be required) * reader modules to be minimum of 900 x 600mm * information technology (IT) spaces to be 1200 x 800mm. * Building Services (The Architects’ Handbook) Heat reduction is a major problem, and is exacerbated by the use of computers. Air- conditioning is expensive and environmentally undesirable and should therefore only be used where essential, natural ventilation being the preferred option (traditional window ventilation, however, can be a security risk). Service zones are required above ceilings and below floors: ventilation systems, heating and electrical fittings, and information technology units, must be designed to allow flexibility of layout, and must allow for movement of shelving without causing disruption. Distribution cabling for networked computer systems and terrestrial/satellite aerials also needs to be allowed for. Noise in libraries is a problem, both from external sources and between different activity areas within the building. Acoustic considerations must therefore be carefully considered. * Maximum Floor Area Allowance per occupant (occupant load factor) from International Building Code Reading rooms 50 net Stack area 100 gross * The loading applies to stack room floors that support nonmobile, double- faced library book stacks, subject to the following limitations (International Building Code) * The nominal book stack unit height shall not exceed 90 inches * The nominal shelf depth shall not exceed 12 inches for each face * Parallel rows of double-faced book stacks shall be separated by aisles not less than 36 inches wide. References/s: * TIME-SAVER STANDARDS FOR BUILDING TYPES 2nd edition, International Edition Edited by JOSEPH De CHIARA and JOHN HANCOCK CALLENDER 1983 by McGraw-Hill Book Co-Singapore 2nd printing 1987 * The Architects’ Handbook Edited by Quentin Pickard RIBA 2002 Blackwell Science Ltd * 2012 International Building Code First Printing: May 2011 Second Printing: June 2011 * http://readphilippines. com/Forum/viewtopic. php? f=33&t=74 * http://paarl. wikispaces. com/Libraries#Public%20Libraries * http://en. wikipedia. org/wiki/Library * http://web. nlp. gov. ph/nlp/.

Preview 8 Hayek, The Road to Serfdom Essay Example | Topics and Well Written Essays - 750 words

Preview 8 Hayek, The Road to Serfdom - Essay Example But unfortunately its meaning is highly ambiguous† (76). The book attempts to bring out what is good to humankind while at the same time addressing how best humankind can manage to embrace good for communal happiness. Following these, the book focuses on the need of freedom for all with more concentration on the minority and economic affairs. This is evident in where he states that â€Å"the will of a small minority be imposed upon the people† (107). This is in support of the minority so as to have them enjoy the share of freedom, property and money through centralized goals. THE NATURE OF HAPPINESS IS socially determined. The book addresses issues of social injustices which are in most cases detrimental to the minority. This is particularly with regards to property and freedom. He focuses on satisfaction for all so as to ensure there is freedom and social equity for all when he states that â€Å"the world needs that which is satisfactory† (98). It is through a sa tisfied world that the minority will also have a place and voice. He therefore calls for centralized planning as well as organization which will ensure that all the society is happily considered. He talks of a social welfare which is concerned with the needs of the general society rather than neglecting freedom in the economic affairs of the minority. The nature of happiness according to the author is based on continuity of prosperity through a centralized planning that is capable of contributing to totalitarianism. He stresses the need to â€Å"replace the impersonal and anonymous mechanism of the market by collective and ‘conscious’ direction of all social forces to deliberately chosen goals† (28). This is in effort to advocate for social justice as far as societal goals are to be achieved collectively. Freedom and coercive representation of the entire society are therefore key according to the author. THE NATURE OF COSMOS is depicted as a threat to realization of economic freedom and social justice if individual freedom is not concentrated on. There are a number of issues pointed out in the book which are responsible for economic problems faced in the society. The author states that the destiny of our development will eventually rely upon how we take care of the investment issues we ought to face (48). He identifies both economic and social concerns as the most pertinent issues which render the minority to be discriminated. However, he presents socialism as a means by which equality is driven into the society by way of increasing reverence for governing states. Intervention through governmental efforts is identified as the appropriate ways through which to effectively manage economic affairs and guarantee individual freedom. This is capable of being achieved through policies to regulate different aspects such as health, education, economic platforms in the markets among others. Hayek states that the characteristic rationale of communalis m makes it difficult to keep it to a restricted circle (76). This is capable of playing a big role in ensuring that coercion is achieved as far as freedom and economic strength are to be attained. Nonetheless, the book attempts to bring out connection between socialism and fascism through involvement of democratic atmosphere and

Discuss how a DNP ( Doctor of nursing practice) is different from a Essay

Discuss how a DNP ( Doctor of nursing practice) is different from a traditional phD program - Essay Example In other words DNP graduates are expected to show proficiency in transforming research in practice, reviewing data, applying research in management, and realizing feasible clinical innovations to revolutionize practice (AACN, 2009). While the goals of PhD are academic and research oriented, DNP is leadership oriented. DNP is considered as a practice-oriented or professional terminal degree (AACN, 2004). The long-established goals of PhD programs such as research publications, scholarship income, and desirability of postgraduate students does not have much relevance in DNP or the clinical world. However, the PhD program is having its own identity as it is a through outcome of one’s philosophical values. These values need to be well recognized in the philosophy of science and is very essential for PhD programs. Since the doctoral term is a common entity in both DNP and PhD, there is a great deal of dilemma as to which one is superior and how to balance research and clinical educ ation for advanced degrees in case a student wants to acquire both degrees.

Art of Benin Essay Example | Topics and Well Written Essays - 1250 words

Art of Benin - Essay Example This was also accompanied by increased interest in African people and their cultures. Africans were therefore described as savages and as people who openly practiced witchcraft. For instance, ‘The Golgotha, Benin’ is a portrait produce in the London News paper that describe Benin as a cannibalistic place with brutal practices. Prior to the emergence of the British, they were backward and less civilized. However, things changed once the British brought sanity to the place. The Benin great arts like the bronze sculptures brought forth a debate on the notion of inferiority of the African race. Experts formulated theories and explanations to downplay their doubters. For instance, Justus Brinekmann argued that the beautiful sculptures were as a result of interaction between Benin and ancient civilizations like the Egyptians or the Portuguese (pg.52). Henry Ling Roth who once insinuated that the bronze artifacts had European influence retracted his statements and conceded that the artifacts predated back before the Portuguese arrival. Failure to prove African inferiority, experts in British museums had to come up with reasonable explanations in order to maintain scientific superiority over other Europeans nations especially Germany. Ethnographic experts argued that indeed the artifacts were African; however, they dated them to coincide with the arrival of the Portuguese into their land. The evidence they brought forth was the absence of skilled artisans at the time. Therefore, after the Portuguese had gone, Africans re-evolved back to savages and degenerates. The concept of African inferiority art was further instilled into the global art form by the avant-garde artisans who were very popular in the early 1900s. They affirmed what the Europeans believed/or thought to be true of a simple and timeless art, that was free from ‘civilizing decorum’ (pg. 63). Ironically, these avant-garde artisans derived their inspirations from the same art

Revolutionary Era Essay Example | Topics and Well Written Essays - 250 words

Revolutionary Era - Essay Example Although the paper deals with significant aspects of the Revolution in connection with the African Americans, it fails to present the topic in an effective, organized way. One of the essential features of the paper is that it incorporates several essential facts in relation to this topic and attempts to establish the vital connection between the American Revolution and the African Americans. Thus, it suggests how the African Americans contributed to the revolution in America and vice versa. In order to substantiate the arguments, the paper makes reference to online textbooks such as digitalhistory.uh.edu, which enhances the relevance of the paper. The website used in the paper is authentic and reliable on the topic, especially relating to ‘Slavery, the American Revolution, and the Constitution’. It is also important to maintain that the paper effectively incorporates quotes from these sources, which include a book source. However, the paper is lacking in organization and effective presentation of the arguments. The thesis of the paper is vague and it is not presented in connection with the supportive arguments. Even the references from the websites and book are not presented in a way as to support the main arguments in the paper. It also does not use the scholarly information in reinstating the main arguments and fails to merge the material from the sources effectively in the paper.