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*Individuals may only register for ONE of the three of the Online Study Circles Conversations for Winter 2023. Additional study circles will be available at a later date to register for Spring 2023 and they will have the same requirement.

** NOTE: You must be present during the advertised time(s) to participate and be a part of the study circles. They will NOT BE RECORDED for viewing at an alternate time. Additionally, participants do NOT have permission or authorization to record either via video or audio the contents of the session they are attending. **

Unique Study Circle Books Pdf Free Download

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*Individuals may only register for ONE of the three of the Online Study Circles Conversations for Fall 2022. Additional study circles will be available at a later date to register for Winter 2023 and Spring 2023 and they will have the same requirement.

Small study circles provide faculty the comfort level to articulate where they are currently on their relative journeys to cultural competency. The facilitator can mediate sensitive discussions in a friendly intimate environment, and, being versed on issues of race and privilege, can provide feedback on new ways to think about contemporary issues in the classroom.

The Andrew Heiskell Braille and Talking Book Library provides free accessible reading material for patrons who are blind, visually impaired, or are otherwise physically unable to read standard print. Heiskell Library offers materials to borrow in a wide range of formats, including braille, talking books, and magazines, for users of all ages, as well as players and apps. Patrons can also find accessible programming and events, individual coaching in assistive technology, group workshops, braille study groups, the Dimensions Lab for tactile creation, and more.

Some study circles are organized by the participants: they choose the topic, leader, time for meetings, books, and so forth. However, many study circles are initiated and organized by functionaries in study associations.

Study circles can be linked to various political, religious, and social interests and perspectives through a number of study associations, which organize the activities, often in cooperation with organizations in civil society. In this way they are arenas for culturing diversity.

One must pay attention to the difficulties in estimating the size of the study circle practice, that is, as pedagogy. Statistics are based on the activities within the institutions. Another challenge is the difference between how statistical categories differ in the Nordic countries. Sometimes study circle practices are hidden because they are combined with other activities in the categories used in surveys. One must therefore view the numbers in this article only as indications. The following is an attempt to describe the establishment and the context of its transformations over more than a century.

In 1935, a state subsidy was allocated in Norway for books in study circles (Nettum et al., 1958). As in Sweden, this was changed to also offer some funding to study circle leaders in 1949 (Nettum et al., 1958). We can see how the relationship to the state developed very much in parallel in Sweden and Norway.

The developments in Denmark and Finland are more complex. In Denmark, study circles became an important tool for WEA and later for other study associations, initiated later and linked to the political parties of that time. In Denmark, there was already an organization for further education: evening schools. Evening schools were written into law for elementary schools in 1814 and originally took the form of evening courses for pupils who had just left elementary school and were taught by ordinary teachers (Bjerrum & Thgersen, 2020). They were therefore very different in their roots from the study circles. They were organized at first by municipalities, and later by local associations, and they taught school subjects, but in the 1930s and 1940s they changed, broadening their number of available subjects and turned to adults, making them more like the study circles in Norway and Sweden. They also became linked to study associations (Bjerrum & Thgersen, 2020). This gave the study associations motives to use the evening school law for their study circles in the 1950s because it offered resources to pay teachers/leaders. It is unclear how much of the original study circle pedagogy survived within this institution. Most activities are, however, organized around traditional teaching.

In Sweden, the popular movement context for participation was transgressed in the mid-1900s: study associations started to advertise a supply of courses, in which anyone could take part. It also meant that the growing middle class, who were not so much involved in popular movements, also became participants. Such study circles became courses similar to Danish evening schools. It was a great change from the original continuous circles. The local branch of a study association decided in such courses on course content, instead of the collective decisions about content within the study circle. The connections between participants also became different: instead of a constant group over several years the constellation of participants in each course was new. However, the original study circles remained a large proportion of available courses, even if advertised courses became a substantial share.

The more generous grants in the mid-1900s eventually resulted in the emergence of study circle leaders, who earned their living by leading circles, mostly as a part-time engagement. It also meant more elaborated course material authored by the study associations, which some thought reduced local initiatives (Westlund, 1996, p. 163). The growth of the creative areas and the pay for leaders has meant that professional artists and musicians often can survive by being study circle leaders, subsidizing their often poorly paid creative work. Study circles therefore became a significant part of the cultural field, not only by involving people in creative work, but also by contributing to the amateur music and art scene by qualifying amateur participants.

Older persons are overrepresented as participants in Denmark and Sweden, even if all age groups are relatively well-represented. This is a big change since the early study circles: One can see in the investigation from 1936/1937 how young the study circle leaders were. This is probably an indication that the participants were also young.

One set of data shows that higher proportions of the population in the countryside in Sweden use study circles than in big cities (Folkbildningsrdet, 2019). This is actually a very clear pattern. One might think that study circles are the only available institution for a lot of activities in the countryside, for example, culture. In cities, the state and the market produces a supply of museums, theaters, entertainments, cinemas, and so forth, which does not exist in the countryside. People have to organize everything themselves, and study circles are often adequate.

One change has created a less sharp identity to the study circle pedagogy: the changes in other educational institutions. Since the 1970s, group work, discussions between students, and project work has been common in schools and universities. The study circles and folk high schools have been an educational avant-garde in relation to the ordinary school system that slowly has adopted various parts of their pedagogies (Larsson, 2013). The differences have therefore been reduced concerning work processes. However, the contrast remains in dealing with content: in study circles this is unfettered, while national curriculums rule in ordinary schools.

2023 FACT BOOK 9 The mission of the Nova Southeastern University libraries is to collaborate to be the premier research, cultural, and lifelong learning centers for NSU and the community. The university libraries include the Martin and Gail Press Health Professions Division Library; the Panza Maurer Law Library; the Oceanographic Campus Library; the NSU University School Media Center; and the Alvin Sherman Library, Research, and Information Technology Center. The university libraries offer extensive print and online collections in a wide range of formats, knowledgeable librarians and staff members, and up-to-date technology that supports the research and information needs of library users at every location within the university system. The diverse collections at the university libraries include more than 1.4 million items and 410,000+ unique electronic resources, as well as extensive collections of maps, audio and visual recordings, microforms, rare books, and manuscripts. More than 550 research databases contain the full text and images from hundreds of thousands of ebooks, journals, and newspapers. Most electronic resources are accessible to NSU-affiliated users from any location. Buildings within the university library system offer wireless access and a variety of study spaces, includ- ing group and individual study rooms, collaborative workspaces, individual study carrels, and designated quiet study spaces. Library computer workstations, including Macs and PCs, are loaded with standard software applications. The Alvin Sherman Library, Research, and Information Technology Center provides the university libraries with a unique opportunity to fulfill the ambitious mission to serve both the university and the local community. The Alvin Sherman Library is the physical manifestation of a rare collaboration between a private university and a public entity. This joint-use, multipurpose building serves the students and faculty and staff members of NSU as well as the residents of Broward County. A 40-year agreement between NSU and the Broward County Board of County Commissioners allows the Alvin Sherman Library to support the curricular and research needs of the university while simultaneously providing traditional public library services to the citizens of Broward County. At 325,000 square feet, the Alvin Sherman Library is among the largest library buildings in the Southeastern United States. All visitors are welcomed into the building by a spacious, five-story atrium. This modern facility includes multiple service points; high-density, movable shelving; 13 electronic classrooms; 33 group study rooms; 7 conference rooms; a 25-seat teleconference room; the 75-seat, technology-rich Circle of Friends Collaborative Study Room; the Ann Porterfield Digital Media Lab; a caf; and the University Archives. It also hosts the Write from the Start Writing and Communication Center, Farquhar Honors College, and the Alan B. Levan | NSU Broward Center of Innovation. The Alvin Sherman Library is not only the research library for both NSU and Broward County; it is a cultural hub for both communities. Several perma- nent works of art are on display throughout the building, including The Glass Garden by famed glass artist Dale Chihuly and a Buddhist prayer wheel blessed by His Holiness the 14th Dalai Lama. The 2,150-square-foot Adolfo and Marisela Cotilla Gallery is host to a variety of engaging exhibits throughout the year. The Craig and Barbara Weiner Holocaust Reflection and Resource Center on the second-floor houses educational resources and rare artifacts from the WWII-era Nazi genocide of the 20th century. Adjacent to the Sherman Library, the 500-seat Rose and Alfred Miniaci Performing Arts Center includes state-ofthe-art lighting and acoustics suited for larger events. Every year, the Alvin Sherman Library offers many varied cultural opportunities through its support and hosting of public lectures, workshops, receptions, salons, concerts, outdoor festivals, and events. University Facilities LIBRARIES u ff782bc1db