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6023 results in Facet Publishing

Page 220 of 302

  • Section 2 - Sports

  • from Part 4 - Hobbies, Leisure and Sport
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 279-316

  • Summary

    An Overview Of Sports

    See also: Part 1, Section 3 – Olympics; Part 2 – P.E. (Physical Education)

    Typical questions

  • • What are the rules of tennis?

  • • Are there any junior football teams in the area?

  • • Have you got any books on ballet?

  • • I'm doing a project on famous cricketers, have you got …?

  • • Who won the World Cup in 1998?

    • Considerations

    There are a variety of sport enquiries. They can be related to improving skills, looking for sport rules, local clubs or sport personalities. The more in-depth queries relating to sport development, fitness and nutrition are covered in Part 2 – P.E. Many of the books on your library shelves will help with rules, how to improve and well known sport personalities. However, queries about local sports will depend very much on the sport itself: some, such as football, are easier to find out about than others. Increasingly, even local amateur groups are putting information on the internet, so it is worth doing some research and bookmarking some of the more popular local groups. This is also an area where the local telephone directory is useful for contact numbers for the local leisure centres; however, the local council's website should have all this information on its web pages. On occasion, children ask about sports personalities – usually in relation to projects such as those that celebrate Black History Month – and I would predict that projects on the Olympics will become increasingly popular. The sources below should help with the more general sport-related queries, including information for projects, and the sections that follow may help with individual sports. However, the list is by no means exhaustive. For sports not covered here use the Directory of British Associations and Associations in Ireland, CBD Research. This covers over 7000 national associations, societies and institutes. There is a subject index that lists relevant groups. It is worth checking to see if your sport has an organization dedicated to it.

    Where to look

    The Official Countdown to the London 2012 Games, Carlton Books, 2010 Covers the sports; the sports stars; records; puzzles and games. Very well presented and probably well worth having over the next year.

  • School and Home Life: Issues And Concerns

  • from Part 3 - School and Home Life: Issues And Concerns
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 155-206

  • Summary

    See also: Part 2 – PSHE

    Typical questions

  • • How many young people drink in the UK?

  • • What effects does alcohol have on the body?

  • • What are ‘alcopops’?

  • • What is the legal age to drink alcohol?

    • Considerations

    This can be an emotive issue, so tread carefully when dealing with enquiries. Many will be for school topics, but occasionally the enquiry could be from a concerned parent. Some excellent websites are given below and most libraries will have a fairly good collection of books on the subject. As with many subjects that affect teenage health and lifestyle, you may find that you need to venture out of the children's library and into the general non-fiction collection. Also look at the suggestions in Part 2 – PSHE.

    Where to look

    Bremner, P. et al. (June 2011) Young People, Alcohol and Influences, report from the Joseph Rowntree Foundation

    Available to download either as a summary or as a full report, www.jrf.org.uk/publications/young-people-alcohol-and-influences

    Other related reports are available too, including:

    Percy, A. et al. (2011) Teenage Drinking Cultures and Eadie, D. et al. (2010) Pre-teens Learning about Alcohol: drinking and family contexts

    Lynett, R. (2009) Alcohol, Heinemann, The Real Deal series

    Ridley, S. (2010) Alcohol, Franklin Watts, How Can I Be Healthy series

    Your Kids and Alcohol

    This offers parents facts and advice on the best ways to approach their children on the subject of alcohol and alcohol consumption. It outlines government guidelines and provides useful contacts for parents who believe that their child may have problems resulting from alcohol abuse. Available to download from www.education.gov.uk/publications, Select Children and Families, then Health and Disabilities.

    Websites

    Alcoholics Anonymous

    PO Box 1

    10 Toft Green

    York Y01 7ND

    Helpline: 0845 769 7555

    www.alcoholics-anonymous.org.uk

    Click on Message for Young People.

    Child and Youth Health

    www.cyh.com

    Select Teen Health for 12–17, then Drugs and alcohol. Bear in mind that this is an Australian site. Well worth a visit.

    Drinkaware

    www.drinkaware.co.uk

    Click on Talking to under 18s from the top menu. Select either Professionals or Parents. Under Professionals you will find factsheets for under-18s available to download and research reports. Under Parents you will find information on the law on alcohol, talking to your child about alcohol, advice and much more. Well worth a visit.

  • School Subjects

  • from Part 2 - School Subjects
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 45-152

  • Summary

    Typical questions

  • • What is the National Curriculum?

  • • What does KS2 mean?

  • • What topics does my child study for history at primary school?

  • • What do targets mean?

    • Considerations

    Firstly, this is in reality a difficult subject, despite the fact that the term ‘national curriculum’ has become embedded in our education system for the last two decades. It is constantly changing. Indeed further reform is on the agenda at this very moment and changes have taken place throughout 2011. It also requires a certain level of knowledge and patience to find out the ‘nitty gritty’. Below, the basics are given together with websites where you can find out more detail. The information is organized by the four countries – England, Wales, Scotland and Northern Ireland – that make up the United Kingdom.

    England

    What is the National Curriculum?

    State or ‘maintained’ schools in England must teach a range of subjects according to targets set by the National Curriculum. This was established in 1989 to ensure the same standards of teaching and learning across the nation.

    The National Curriculum sets out the stages and core subjects your child will be taught during their time at school. Children from 5–16 in maintained or state schools must be taught the National Curriculum.

    (www.direct.gov.uk, Education and Learning)

    The National Curriculum covers learning for all children aged 5 to 16 in state schools and sets out which subjects should be taught; the knowledge, skills and understanding a child should achieve in each subject according to their age; targets for each subject; and how information on each child's progress is assessed and reported to parents.

    What are the Key Stages?

    The National Curriculum is divided into the Early Years Foundation Stage (EYFS) and four Key Stages. These are:

    What Subjects are Taught?

    The compulsory National Curriculum subjects for Key Stages 1 and 2 are: English, Maths, Science, Design and Technology, Information and Communications Technology (ICT), History, Geography, Art and Design, Music and Physical Education (P.E.).Schools also have to teach religious education, though parents have the right to withdraw children for all or part of the religious education curriculum. In addition, schools are advised to teach Personal, Social and Health Education (PSHE) and Citizenship, together with at least one Modern Foreign Language (MFL).

  • 11 - Improving sustainability of publicly funded digital resources

  • from Part 3 - Enhancing the future impact and value of digital collections
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 147-156

  • Summary

    Introduction

    In the course of its relatively brief life, the UK Arts and Humanities Research Council (AHRC) has funded a considerable number of digital resources in the arts and humanities (A…H), far more than any other UK public funder or charity. Established in place of the previous Arts and Humanities Research Board (AHRB) in 2005, alongside the other, existing UK research councils, each of which has its specific subject domain, the AHRC is easily the most important source of research project funding for the UK A…H (for more information about the AHRC, see www.ahrc.ac.uk). Most of this funding, from both the AHRC and its predecessor, AHRB, has gone to projects that have produced outputs in the form of conventional print publications; what is not always realized is how many of the funded projects have also produced digital research resources, either alongside print publications or as their sole or main output. This chapter starts with a review of almost all the digital resources produced by these projects for the ten years from 1999 to 2009, in order to give an idea of their nature, and then discusses the sustainability and related issues to which they give rise. Virtually all of them are data or content resources rather than digital tools; the AHRC has funded the production of digital tools, but only to a very limited extent.

    Review of resources with digital outputs

    The data that follows was collected in the course of a survey I led in 2009–10, in collaboration with the King's College London Centre for e-Research and the UK Network of Expert Centres in the digital A…H (see www.arts-humanities.net/noc), and funded by the AHRC. Our information was incomplete for the earlier part of 1999, and did not go beyond the early part of 2009, but otherwise was sufficient for us to identify with reasonable confidence all the projects whose outputs included digital research resources. This was possible because during the period covered all project grant applications with planned digital outputs were required to complete a technical appendix (which we shall return to later); starting from the projects thus identified, we were able through a process of desk research and direct enquiry to separate out all the projects where the digital output constituted a research resource, as opposed, for instance, to a project information web page.

  • Introduction

  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp ix-x

  • Summary

    The main focus of this version of KIAFIF is as a guide and reference resource for front-line library workers, teachers and parents, who are faced every day with enquiries from or about children.

    The scope for such enquiries is huge and can be related to school work, homework, social and personal life and children's free time.

    As a result, it is often daunting for even the most ardent searcher. The scope of the guide covers from Pre-school (age 3–4) to the end of Year 11 at secondary school (age 16). It covers the school curriculum from Foundation/KS1 to KS4. The curriculum is explained for England, Wales, Scotland and Northern Ireland. However, bear in mind that this is an area of change, and, as I mention throughout, it is best to check the relevant websites for the latest information. Some of the sources may be of use to teachers, especially those in training or starting their careers as newly qualified teachers, and while it is not intended to teach or preach, they may find themselves tempted to look at a few of the suggested sources that may have passed them by. After all, none of us can really ‘Know It All’.

    It is hoped that this guide will point library workers, schools and parents to sources of information that can answer their questions. It is amazing how much information is available related to children as their lives in the 21st century get busier and busier. Their school life is filled with an array of subjects, targets, exams and assessments, while their home lives can be hectic, with a host of activities and experiences to divide their attention. Children are busier people than they have ever been, and the proliferation of enquiries relating to their lives reflects this. All of us, educators, parents and information providers, find it increasingly difficult to keep up with them. This book may contribute in a small way towards amalgamating the various aspects of information related to children into one source, and provide a starting-point for those who find that they are faced with any number of queries.

  • Section 3 - General Knowledge

  • from Part 1 - General Sources
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 19-42

  • Summary

    Dates, calendars and Anniversaries

    Typical questions

  • • What day of the week was I born?

  • • Can you tell me a historical event on my birthday?

  • • What time is it in China now?

    • Considerations

    When answering this type of question it is sensible to consider the age of the enquirer and the level of information that would be appropriate. Some questions are straightforward and simply need one of the sources below, but others require guidance. Choose birthday history sites with care, as many have sponsorship and trivia that may be inappropriate when dealing with children.

    Where to look

    Calendars

    Westrheim, M. (1993) Calendars of the World: a look at calendars and the ways we celebrate, One World

    Covers a diverse range of calendar systems.

    Whitaker's Almanac (Annual), A&C Black, 1868–

    This has a section called ‘Calendar for any year 1780–2040’, in which the day of any week of any year can be identified.

    Time zones

    As well as using Whitaker's Almanac for time zones, you can take a look at some of the following:

    WorldTimeServer.com enables you to type in any country or major city to find out the current time. It also has a Time Zone converter,

    www.worldtimeserver.com.

    Greenwich Mean Time

    www.greenwichmeantime.co.uk

    This enables you to know the current time in the world's major cities and every country in the world. It also explains Greenwich Mean Time (GMT).

    Anniversaries and birthdays

    Whitaker's Almanac has a section on wedding anniversaries and you could use www.hintsandthings.co.uk/library/anniversary.htm, which provides a list of anniversaries and the particular items associated with them.

    There are many birthday sites to choose from and they tend to come and go. The celebrity birthday list, www.celebritybirthdaylist.com, also has an interesting section called ‘This Day in History’, which gives one major event for a particular date and lists of famous birthdays and deaths throughout history. Very addictive.

    Discoveries, inventions and How things work

    Typical questions

  • • Who invented the computer?

  • • Can you tell me some medical discoveries?

  • • When was the telephone invented?

    • Considerations

    Contrary to popular belief, it is not always easy to find out who or when discoveries or inventions were made! Of course, this is not true for all. This is a subject that could take the enquirer to all sorts of detail, in which case it is important to consider how much is required for the specific question.

  • 3 - The digital museum

  • from Part 1 - Digital transformations in libraries, museums and archives
    • By Claire Hudson, Victoria and Albert (V&A) Museum’s Department of Theatre and Performance
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 35-48

  • Summary

    Introduction

    UK museums have experienced an interesting and sometimes frustrating journey since the arrival of affordable digitization technology. Until very recently, the impact and value of museum collections, especially for the research community, has not been fully recognized, and this has tended to hamper the speed and extent of museum digitization projects. Gradually, museums have not only generated a significant body of digital content themselves but have also become partners in higher-education-funded research projects with digital outputs, encouraging wider awareness not only of the value of their collections but also of the expertise they can contribute to the creation of research resources.

    Despite this, there is still a great deal of unexploited potential. A recent study by the Comité des Sages (20011) on the online accessibility of Europe's digital cultural heritage identifies the museum sector as an area requiring greater investment. The physical characteristics of many museum artefacts have also tended to inhibit digitization. Frail materials, large objects, collections housed in off-site stores, or items of costume that need three-dimensional mounting to convey a true picture of their purpose and design all present time-consuming challenges for digitization that add to project costs.

    This chapter will present a case study based on the experiences of digitization at one specific organization, my own, followed by ‘the bigger picture’, some more generalized perspectives on the implementation of digitization within UK museums as a whole.

    Case study: A learning journey

    New Opportunities Fund – the NOF-Digitise programme

    Introduction

    The V&A Museum's Department of Theatre and Performance is by no means a leader in the field of digitization but has been a very active player, with a track record stretching over ten years – almost back to prehistory in digitization terms.

    In common with many UK heritage organizations, the journey started in the late 1990s when the V…A Department of Theatre and Performance was still known as the Theatre Museum, a branch of the V…A, located in its own premises in London's Covent Garden. Although dependent on the parent organization for many of its support services (IT, human resources (HR), conservation, etc.) it maintained its own website, which at the time, in common with the websites of most UK museums, was the responsibility of its marketing department, and was designed primarily as a means of attracting visitors to the museum building.

Page 220 of 302