Preparation is Key: Lessons Learned from an ERM System Implementation

In 2001, the University of North Texas (UNT) Libraries developed their own electronic resource management (ERM) system to track their online resources and contracts. Over the past decade, the programming and upkeep for the homegrown system had become too much of a burden, and the decision was made to move to a vendor-supported ERM system. In the summer of 2012, UNT began the implementation of Innovative’s ERM module. This presentation covered the steps involved in that implementation and the lessons learned on how best to prepare for a radical shift in workflows and procedures.     

Motion Pictures

Emerson, Naturalistic Photography for Students of the Art (1891)

Hicks, Words and Pictures: Introduction to Photojournalism (1952)

Bunnell, Nonsilver Printing Processes, $4.50

Lee R. Baker, Making Movies: From Script to Screen (New York: Harcourt Brace Javanovich, 1973—price not known, paper)

Johnny Minus and William Storm Hale's Your Introduction to Film-TV Copyright, Contracts and other Law (Seven Arts Press, 6655 Hollywood Blvd., Hollywood, Ca. 90028 1973— $10.00 paper)

Noel Burch Theory of Film Practice (New York: Praeger, 1973—$8.95)

Hector Currie and Donald Staples' Film: Encounter (Dayton, Ohio: Pflaum/Standard, 1973—$9.95, paper)

John G. Cawelti's Focus on Bonnie and Clyde (Englewood Cliffs, N.J.: Prentice-Hall, 1973—$5.95/2.45)

David Bordwell, Filmguide to La Passion de Jeanne d'Arc

Warren French, Filmguide to The Grapes of Wrath

Carolyn Geduld, Filmguide to 2001: A Space Odyssey

James Naremore, Filmguide to Psycho

E. Rubenstein, Filmguide to The General

Jay Leyda's Kino: A History of the Russian and Soviet Film (New York: Collier Books, 1973 reissue of 1960 original —$4.95, paper)     

The Communication Glue that Binds Employees to an Organization: A Study of Organizational Identification in Two Thai Organizations

Organizational communication scholars have paid scant attention to the motivations of people who choose careers in social service organizations. This study examined organizational identification in the context of two Thai social service organizations: government-run Community Development Department (CDD) and non-governmental Population and Community Development Association (PDA). The degree to which CDD members identified with CDD and PDA members identified with PDA was assessed by using the Organizational Identification Questionnaire constructed by George Cheney (1982 Cheney , G. (1982) . Organizational identification as process and product: A field study . Unpublished master's thesis , Purdue University . [Google Scholar]). Comparison of CDD and PDA scores on Cheney's OIQ provided findings that mirror those of previous studies of organizational identification. Specifically, the level of organizational identification among employees who work for the non-governmental privately-run social-cause organization (PDA) was significantly higher than for employees who work for the government organization (CDD). Thus, the non-governmental organization appears to be more effective than the government organization in fostering employee identification. Interestingly, a factor analysis of Thai responses to the Cheney instrument revealed three dimensions that were different from the three dimensions theorized by Cheney (1982 Cheney , G. (1982) . Organizational identification as process and product: A field study . Unpublished master's thesis , Purdue University . [Google Scholar]). While Cheney's conceptualization of identification included employees sense of membership, similarity, and loyalty to their organization, the Thai dimensions reflected life values (‘pride in membership’), social values (‘fit with organization’), and personal values (‘comfort zone’). These findings hold important implications for communication scholars who study employee motivation in non-Western organizational contexts.     

Magnetophoretic-based microfluidic device for DNA isolation

This paper presents a continuous flow microfluidic device for the separation of DNA from blood using magnetophoresis for biological applications and analysis. This microfluidic bio-separation device has several benefits, including decreased sample handling, smaller sample and reagent volumes, faster isolation time, and decreased cost to perform DNA isolation. One of the key features of this device is the use of short-range magnetic field gradients, generated by a micro-patterned nickel array on the bottom surface of the separation channel. In addition, the device utilizes an array of oppositely oriented, external permanent magnets to produce strong long-range field gradients at the interfaces between magnets, further increasing the effectiveness of the device. A comprehensive simulation is performed using COMSOL Multiphysics to study the effect of various parameters on the magnetic flux within the separation channel. Additionally, a microfluidic device is designed, fabricated, and tested to isolate DNA from blood. The results show that the device has the capability of separating DNA from a blood sample with a purity of 1.8 or higher, a yield of up to 33 μg of polymerase chain reaction ready DNA per milliliter of blood, and a volumetric throughput of up to 50 ml/h.     

Physiological responses of elite Laser sailors to 30 minutes of simulated upwind sailing

In this study, we tested the hypothesis that elite dinghy sailing is a whole-body, dynamic, repeated-effort sport, and that increased heart rate and oxygen consumption reflect its dynamic element. Six elite male Laser sailors (mean age 19.7 years, s = 1.82; height 1.81 m, s = 0.03; body mass 78.0 kg, s = 4.1) performed a cycle ergometer test to volitional exhaustion to determine peak oxygen uptake (VO(2peak)) and a simulated 30-min upwind leg sail on a specially constructed Laser sailing ergometer. The simulation protocol was based on video analysis of previous Laser World Championships. Expired gases were collected in Douglas bags, heart rate recorded at rest and after every 5 min, and pre- and post-simulation capillary blood samples taken for blood lactate analysis. Results were analysed with a one-way analysis of variance. Mean VO(2peak) was 4.32 l . min(-1) (s = 0.16). Mean simulation VO(2) was 2.51 l . min(-1) (s = 0.24) and peaked at 2.58 l . min(-1) (s = 0.25) during the 5th minute. Mean simulation heart rate was 156 beats . min(-1) (s = 8), peaking during the final minute at 160 beats . min(-1) (s = 10). These results suggest that, unlike pseudo-isometric static hiking, elite dinghy sailing demands a substantial proportion (58%VO(2peak), s = 5.6) of aerobic capacity.     

Philosophers Without Borders? Toward a Comparative Philosophy of Education

One important element of globalization is the dissemination of western educational ideals and organizational frameworks through educational development projects. While postcolonial theory has long offered a useful critique of this expansion, it is less clear about how educational development that eschews neo-imperialist tendencies might proceed. This problem poses a question that requires philosophical reflection. However, much of comparative and international development education ignores philosophical modes of inquiry. Moreover, as Libbrecht (2007) Libbrecht, Ulrich. 2007. Within the Four Seas: Introduction to Comparative Philosophy, Leuven, Belgium: Peeters.  [Google Scholar] argues, philosophy all too often sees itself as synonymous with the Euro-American intellectual tradition, thus ignoring indigenous educational thought that might more appropriately guide local educational development. Drawing on John Dewey's (1938) call for deeper and more inclusive plans of operations in response to social conflicts and Jurgen Habermas (2008) call for “reciprocal learning processes” and “cooperative acts of translation,” we will attempt to reach beyond our individual philosophical borders to explore the necessity and possibilities of comparative philosophy of education by sharing three examples of our current efforts to apply philosophical analysis to international educational development. These examples will articulate and embody the necessity and the challenges of applying philosophical analysis to educational development work.