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Professional ethics require continuous self-improvement of professors, through writing, reading, and learning: no less than for students. Promoting excellence in scholarship, mentoring students in their research, and effectively teaching, are vital elements in our professional and personal growth. However, any one of these could be a full-time job in itself. To excel in each role, it is essential for faculty members to reflect daily on our work. What is the role of comparisons, in this reflection? Though our colleagues’ successes may suggest to us possibilities in our own work that we didn’t know existed, there is a danger that our neighbor’s “flowers” will always seem more beautiful than our own. We should let comparisons with others suggest new approaches to our goals, but never focus on comparing our outcomes (successes and failures) with those of other people. Instead, we should focus on steadily improving our own levels of mastery of skills in scholarship and in work with students. In American academia, where both faculty members and students are ethnically and culturally diverse, such that we will often find our assumptions challenged, reflective thinking is even more essential than in a culturally homogeneous environment. Hence reflective, systematic approaches to daily practice in reading, teaching, and writing are powerful survival tactics, and are likely to sustain one’s vitality and productivity as a member of the academy.
The concept of a universal human nature suggests that American scholars and American readers of Japanese literature may interpret the elements in Japanese tanka based on emotions — and on meanings attached to natural images — that are common to all of humanity. It is hoped that readers will experience this ancient style of Japanese poetry in such a way that they are inspired to write their own tanka poems. Such is one of the purposes of A Shawl of Mist. Another purpose of this book is to share essays written to accompany and complement the tanka poems. The short essays included here provide practical thoughts based on the author’s long years of personal and professional experiences — studying, reading, teaching, thinking, and especially, cherishing each day of living — in Japan, the United States, and Guam.
From literary journalist Sara Mansfield Taber comes a deep and wondrous memoir of her exotic childhood as the daughter of a covert CIA operative. Born under an Assumed Name portrays the thrilling and confusing life of a girl growing up abroad in a world of secrecy and diplomacyùand the heavy toll it takes on her and her father. As Taber leads us on a tour through the alluring countries to which her father is assigned, we track two parallel storiesùthose of young Sara and her Cold War spy father. Sara struggles for normalcy as the family is relocated to cities in North America, Europe, and Asia, and the constant upheaval eventually exacts its price. Only after a psychiatric hospitalization at age sixteen in a U.S. Air Force hospital with shell-shocked Vietnam War veterans does she come to a clear sense of who she is. Meanwhile, Sara's sweet-natured, philosophical father becomes increasingly disillusioned with his work, his agency, and his country. This is the question at the heart of this elegant and sophisticated work: what does it mean to be an American? In this fascinating, painful, and ultimately exhilarating coming-of-age story, young Sara confronts generosity, greatness, and tragedyùall that America heaps on the world.
From Library Journal: "A comprehensive book, providing information on the rationale for connecting pop culture to library services and offering a range of projects to get students into the library." Integrating Pop Culture into the Academic Library explores how popular culture is used in academic libraries for collections, instruction, and programming. This book describes the foundational basis for using popular culture and discusses how it ignites conversations between librarians and students, making not only the information relatable, but the library staff, as well. The use of popular culture in the library setting acknowledges the importance of students’ interests and how these interests can be used to understand their information needs in unique and interesting ways. By integrating popular culture into library collections, instruction, and programming, librarians present research and discovery in ways that connect with students and the broader community. This book demonstrates that academic libraries using popular culture find it to be an effective tool, both for instruction and programming. The editors are librarians who utilize popular culture in various ways to provide instruction and reinforce information literacy concepts in their own practice. Readers will find chapters written by a variety of authors from different types of academic libraries, including community colleges, comprehensive universities, research universities, and law schools. These unique perspectives offer readers different ways of thinking about how librarians can incorporate students’ interests in popular culture to promote the mission of the library. In addition to well-known examples such as Hamilton: The Musical, Pokémon, Harry Potter, Black Panther, and Barbie, readers will also encounter lesser-known library applications of popular culture, including cartoneras, zines, fantasy maps, gaming collectives, and paranormal walking tours. All of these examples highlight the multiple way libraries leverage popular culture to expand their reach and identity with students and the community at-large.
Presents thousands of classic, traditional, and modern names along with information on the meanings, origins, and derivations of each name; tips for making the right selection; name trends; popular names of the past and present; and ethnic names.