Rescuing America’s literary heritage: The story of the library of America

The Library of America is a nonprofit publishing company whose mission is to renew and preserve the literary heritage of the United States. To accomplish this, the Library publishes the best American writing of the past. As part of the historic preservation movement, the Library attempts to make permanently available, at moderate cost, those books that have remained crucial to the formation of American culture. This is a slightly revised and updated version of an article from theGazette of the Grolier Club (1994) Number 46, reprinted by permission.     

Analysis of the 5 iron golf swing when hitting for maximum distance

Most previous research on golf swing mechanics has focused on the driver club. The aim of this study was to identify the kinematic factors that contribute to greater hitting distance when using the 5 iron club. Three-dimensional marker coordinate data were collected (250 Hz) to calculate joint kinematics at eight key swing events, while a swing analyser measured club swing and ball launch characteristics. Thirty male participants were assigned to one of two groups, based on their ball launch speed (high: 52.9 ± 2.1 m · s(-1); low: 39.9 ± 5.2 m · s(-1)). Statistical analyses were used to identify variables that differed significantly between the two groups. Results showed significant differences were evident between the two groups for club face impact point and a number of joint angles and angular velocities, with greater shoulder flexion and less left shoulder internal rotation in the backswing, greater extension angular velocity in both shoulders at early downswing, greater left shoulder adduction angular velocity at ball contact, greater hip joint movement and X Factor angle during the downswing, and greater left elbow extension early in the downswing appearing to contribute to greater hitting distance with the 5 iron club.     

Books on Lotion Pictures

L. Bernard Happe's Basic Lotion Picture Technology (Hastings House, $10.30)

Thomas Fensch's Films on the Campus (A.S. Barnes, $15.00)

Linda B. Greensfelder, The American Film Institute's Guide to College Film Courses: 1970-71 (American Library Association, 50 'East Huron St., Chicago, Ill. 60611, $2.50 paperback)

Neil P. Hurley's Theology Through Film (Harper & Row, $5.95)

Lex Reed's Big Screen, Little Screen (MacMillan, $7.95)

The New York TimesFilm Reviews: 1913-1968 (Library and Information Services Division, New York Times, 229 West 43rd St., New York, N.Y. 10036, $395 for set of six volume)     

Sociocultural frameworks of conceptual change: implications for teaching and learning in museums

This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.

An experimental, observational investigation of children's responses to peer provocation: developmental and gender differences in middle childhood

The primary goal of this research was to use an experimental, observational method to study the development of anger expression during middle childhood. Eight-, 10-, and 12-year-old girls and boys (N = 382) were observed during a laboratory play session that was provoking in two ways: Participants lost a computer game they were playing for a desirable prize, and their play partner was a same-age, same-gender confederate actor who taunted them. Children's responses to the provoking play sessions--facial expressions, verbalizations, and gestures--were reliably coded. Overall, children in these age groups maintained a remarkable degree of composure. Girls made fewer negative comments than boys did, and fewer negative gestures. Older children maintained more neutral facial expressions, made fewer gestures, and were more likely to remain silent when provoked. When they spoke, older children made fewer negative comments, fewer remarks about the game, and fewer positive comments about themselves or the actor.     

Mathematical problem solving and young children

Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.