<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/26">
    <dcterms:title><![CDATA[Journey Through Switzerland : 2 Minutes Cinematic Travel Video]]></dcterms:title>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/8">
    <dcterms:title><![CDATA[The value and impact of information provided through library services for patient care: a systematic review]]></dcterms:title>
    <dcterms:subject><![CDATA[library information services]]></dcterms:subject>
    <dcterms:description><![CDATA[Objective: An updated systematic review was carried out of research studieslooking at the value and impact of library services on health outcomes forpatients and time saved by health professionals.Methods: A comprehensive systematic search was undertaken of the publishedliterature to September 2003 in , , , , , theCochrane Controlled Trials Register and Google. Some handsearching was carriedout, reference lists were scanned and experts in the ﬁeld were contacted. Twenty-eight research studies of professionally led libraries for health-care staff, includingclinical librarian projects, met the inclusion criterion of at least one health or ‘timesaved’ outcome. Papers were critically appraised using internationally acceptedcriteria. Data were extracted and results were summarised using a narrative formatas the studies were heterogeneous and precluded a statistical analysis.Results: There is evidence of impact from both traditional and clinical librar-ian services. The higher quality studies of traditional services measured impactsof 37–97% on general patient care, 10–31% on diagnosis, 20–51% on choice oftests, 27–45% on choice of therapy and 10–19% on reduced length of stay. Fourstudies of clinical librarian projects suggested that professionals saved time asa result of clinical librarian input, and two of these studies showed evidenceof cost-effectiveness. However, the clinical librarian studies were generallysmaller, with poorer quality standards.Conclusions: Research studies suggest that professionally led library serviceshave an impact on health outcomes for patients and may lead to time savings forhealth-care professionals. The available studies vary greatly in quality but thebetter quality studies also suggest positive impacts. Good practice can be gatheredfrom these studies to guide the development of a pragmatic survey for libraryservices that includes the direct effects for patients among the outcome measures.]]></dcterms:description>
    <dcterms:creator><![CDATA[Weightman,Alison L]]></dcterms:creator>
    <dcterms:creator><![CDATA[Williamson,Jane]]></dcterms:creator>
    <dcterms:publisher><![CDATA[Wiley]]></dcterms:publisher>
    <dcterms:date><![CDATA[2005-03-21]]></dcterms:date>
    <dcterms:rights><![CDATA[open access]]></dcterms:rights>
    <dcterms:relation><![CDATA[1471-1834]]></dcterms:relation>
    <dcterms:language><![CDATA[ENGLISH]]></dcterms:language>
    <dcterms:type><![CDATA[Article]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://doi.org/10.1111/j.1471-1842.2005.00549.x]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/7">
    <dcterms:title><![CDATA[Information Theory for Data Science]]></dcterms:title>
    <dcterms:subject><![CDATA[Information science libraries]]></dcterms:subject>
    <dcterms:description><![CDATA[Information theory deals with mathematical laws that govern the flow, representation and transmission of information. The most significant achievement of the field is the invention of digital communication which forms the basis of our daily-life digital products such as smart phones, laptops and any IoT devices. Recently it has also found important roles in a spotlight field that has been revolutionized during the past decades: data science. This book aims at demonstrating modern roles of information theory in a widening array of data science applications. The first and second parts of the book covers the core concepts of information theory: basic concepts on several key notions; and celebrated source and channel coding theorems which concern the fundamental limits of communication. The last part focuses on applications that arise in data science, including social networks, ranking, and machine learning. The book is written as a text for senior undergraduate and graduate students working on Information Theory and Communications, and it should also prove to be a valuable reference for professionals and engineers from these fields.]]></dcterms:description>
    <dcterms:creator><![CDATA[Suh, Changho]]></dcterms:creator>
    <dcterms:publisher><![CDATA[Now Publishers]]></dcterms:publisher>
    <dcterms:date><![CDATA[2023]]></dcterms:date>
    <dcterms:rights><![CDATA[open access]]></dcterms:rights>
    <dcterms:relation><![CDATA[	9781638281146]]></dcterms:relation>
    <dcterms:language><![CDATA[	English]]></dcterms:language>
    <dcterms:type><![CDATA[Book]]></dcterms:type>
    <dcterms:identifier><![CDATA[	https://library.oapen.org/handle/20.500.12657/87165]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/11">
    <dcterms:title><![CDATA[Koha Library Software: Full Overview &amp; Key Features]]></dcterms:title>
    <dcterms:subject><![CDATA[Library science]]></dcterms:subject>
    <dcterms:description><![CDATA[Looking for the best Integrated Library Software? <br />
Discover Koha Library Software, the ultimate open-source solution for Smart Library Solutions! Whether you&#039;re managing a school, college, or public library, Koha offers a powerful, user-friendly, and cost-effective Library Management System.<br />
<br />
In this video, we’ll explore:<br />
00:00 Introduction<br />
00:44 Koha’s powerful features<br />
03:53 Koha: Integration with Standard Protocols<br />
04:59 Popular Integrations<br />
05:26 Why choose Koha?<br />
<br />
Why Choose Koha?<br />
Open-source and customizable<br />
Perfect for Schools, Colleges, and Public Libraries<br />
Easy-to-use interface for beginners and professionals<br />
Supports Library Automation and Cataloging<br />
<br />
]]></dcterms:description>
    <dcterms:creator><![CDATA[Smart Library Solutions]]></dcterms:creator>
    <dcterms:source><![CDATA[Youtube]]></dcterms:source>
    <dcterms:date><![CDATA[2025-02-14]]></dcterms:date>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[video]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://www.youtube.com/watch?v=YxuWVmRrHCM]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/19">
    <dcterms:title><![CDATA[Black communities and information workers in search of social justice ]]></dcterms:title>
    <dcterms:subject><![CDATA[Library dScience]]></dcterms:subject>
    <dcterms:description><![CDATA[The article examines the existence of institutionalised racism in the LIS sector. The author maintains that the profession in Britain is caught in a time warp which prevents any meaningful change to the status quo. He compares British experience with that in the USA. The article goes on to examine ways in which racism can be combated. The concept of Black librarianship – as a concept and work practice – needs to be accepted as part of the solution to racism. Areas for action include empowerment of Black community and library workers. Self‐empowering Black staff, and communities need to be part of the real decision‐making process in a structured, organised way. There is an urgent need to create more friendly working conditions for Black staff, which in itself can result in improved services to Black communities. It concludes on a positive note by saying that the Government’s initiatives in addressing issues of “social exclusion” provide a new framework for the LIS workers to take a strategic approach.]]></dcterms:description>
    <dcterms:creator><![CDATA[Shiraz Durrani]]></dcterms:creator>
    <dcterms:publisher><![CDATA[Emerald Publishing Limited]]></dcterms:publisher>
    <dcterms:date><![CDATA[01-11-1999]]></dcterms:date>
    <dcterms:rights><![CDATA[open access]]></dcterms:rights>
    <dcterms:relation><![CDATA[ \(1758-6623\)]]></dcterms:relation>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Article Text]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://doi.org/10.1108/03074809910290567]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/3">
    <dcterms:title><![CDATA[Oral Democracy]]></dcterms:title>
    <dcterms:subject><![CDATA[Political Science]]></dcterms:subject>
    <dcterms:description><![CDATA[A talk-centered qualitative analysis of three hundred Indian village assemblies, revealing how the deliberation between citizens in a mass democracy is influenced by state policy and literacy. Essential reading for those interested in participation, development, and deliberative democracy. This title is also available as Open Access.]]></dcterms:description>
    <dcterms:creator><![CDATA[Sanyal, Paromita]]></dcterms:creator>
    <dcterms:creator><![CDATA[Rao, Vijayendra]]></dcterms:creator>
    <dcterms:publisher><![CDATA[Cambridge University Press]]></dcterms:publisher>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Book]]></dcterms:type>
    <dcterms:identifier><![CDATA[10.1017/9781139095716]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/5">
    <dcterms:title><![CDATA[The Human Heart for Kids | Educational video to learn all about how the heart works]]></dcterms:title>
    <dcterms:description><![CDATA[Do you know why the heart is so important? In The Human Heart for Kids video, you will learn that the heart, apart from pumping blood, also carries lots of other important things throughout the body. The heart is an organ made up mostly of muscle, and it plays a vital role in keeping you and your body healthy and strong. <br />
<br />
The human heart is one the most important organs of the body that is essential for survival. It is part of the circulatory system, which is the body system that carries blood and other substances to and from the heart. The other main parts of the circulatory system are blood vessels, which include veins, arteries, and capillaries. And the heart beats automatically because it&#039;s controlled by the autonomic nervous system. In 24 hours, your heart averages about 115,000 beats per day!<br />
<br />
So how does the heart work exactly? Well, the heart consists of left and right ventricles at the bottom and left and right atriums at the top. Blood pushes through the atriums into the ventricles on each side of the heart through little &quot;gates&quot; every time the heart beats. These gates basically help ensure the blood flows in the right direction. The blood travels through the different vessels throughout the rest of the body. You can think of blood vessels as little train tracks that carry blood to different parts of the body. The trip for a single drop of blood throughout the body takes only about a minute.<br />
<br />
Blood carries oxygen, food, minerals, and vitamins as well, and all these things help your body move, grow, and make repairs. In fact, they even help you think! The stuff in your blood that the body doesn&#039;t need gets set out as waste through the lungs, kidneys, and liver. To keep your heart healthy, there are a few things you can do. Exercising will help strengthen the muscles of your heart. Eating fruits and vegetables also helps keep your arteries clear. Drinking plenty of water is also essential because water makes up about 83% of the heart. If you don&#039;t have enough water, your heart can become less and less healthy. Finally, remember to move around. Moving around helps both your body and your mind.<br />
<br />
We hope you and your student(s) enjoyed learning about how your heart works! If you want to learn even more, head over to our website and download one of our many free lesson plans about the heart, full of activities, worksheets, and more! ]]></dcterms:description>
    <dcterms:creator><![CDATA[Learn Bright]]></dcterms:creator>
    <dcterms:source><![CDATA[Youtube]]></dcterms:source>
    <dcterms:date><![CDATA[2022-06-14]]></dcterms:date>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Video]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://www.youtube.com/watch?v=rnIUFrx0DjI]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/16">
    <dcterms:title><![CDATA[Patterns of reading among teenage boys: the reading habits and book preferences of 13‐15‐year‐old boys ]]></dcterms:title>
    <dcterms:subject><![CDATA[Library science]]></dcterms:subject>
    <dcterms:description><![CDATA[What do teenage boys read, and why? Little study has been done specifically of boys′ reading habits, leading to the suspicion that much public library selection for this group has been based on guesswork and intuition. This study sought to fill this gap in our knowledge through 60 one‐to‐one structured interviews of a stratified sample of 13‐15‐year‐old boys, approached through four Essex secondary schools. Discovers that reading compares favourably with other leisure pursuits,most boys reading regularly for 40 minutes per day on average, or one book per fortnight. Selecting fiction by genre, author and series, but chiefly by the blurb, boys are diverse in their tastes. Fifteen‐year‐olds read predominantly adult novels or have effectively ceased reading. The boys read reflectively, and are equally divided between those who imagine the story unfolding in their imaginations,those who imagine their own involvement, and those who do neither. Finds that the use of non‐fiction is lower and less important to teenage boys than had been believed. Draws implications for library provision for this group.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jonathan Wicks]]></dcterms:creator>
    <dcterms:publisher><![CDATA[Emerald Publishing Limited]]></dcterms:publisher>
    <dcterms:date><![CDATA[01-09-1995]]></dcterms:date>
    <dcterms:rights><![CDATA[open access]]></dcterms:rights>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Article Text]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://doi.org/10.1108/03074809510090248]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/15">
    <dcterms:title><![CDATA[Book cover for Teaching about War in International Contexts: Pedagogical Practices in Secondary Social Studies Classrooms<br />
Buy Print<br />
Teaching about War in International Contexts: Pedagogical Practices in Secondary Social Studies Classrooms]]></dcterms:title>
    <dcterms:subject><![CDATA[Social science literature]]></dcterms:subject>
    <dcterms:description><![CDATA[Social studies teachers cannot avoid teaching about war. They must consider how they can teach about war and related topics meaningfully instead of relegating wars to a body of facts, such as dates, places, names, or casualties. Teaching about war helps students comprehend (de)colonization, cultivates their critical thinking skills, and facilitates student understanding of conflict and peace.<br />
<br />
In Teaching about War in International Contexts, the contributors adopt the literal meaning of war—a state of armed conflict between nations, states, or groups within a country or state. While there are books out there focusing on how to teach a specific war, such as the Vietnam War or the Korean War, no books highlight the pedagogical practices of teaching global wars. Thus, Teaching about War in International Contexts fills the gap in the existing literature.<br />
<br />
This edited book is an invaluable pedagogical resource highlighting the teaching of war in an international context in secondary (grades 6–12 or equivalent) social studies classrooms worldwide. Featuring the voices of classroom teachers, graduate students who used to be classroom teachers, and teacher educators, this book provides readers with classroom-tested practices for teaching about war. Readers will find examples of lesson planning, teaching strategies, teachers’ reflections, and further teaching resources on specific wars. This edited volume is an invaluable resource for secondary social studies classroom teachers, graduate and undergraduate social studies education students, and social studies curriculum and instruction experts.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jing A. Williams]]></dcterms:creator>
    <dcterms:creator><![CDATA[Natalie Keefer]]></dcterms:creator>
    <dcterms:publisher><![CDATA[Emerald Publisher Limited]]></dcterms:publisher>
    <dcterms:date><![CDATA[2026]]></dcterms:date>
    <dcterms:rights><![CDATA[Open access]]></dcterms:rights>
    <dcterms:relation><![CDATA[978-1-80686-122-4]]></dcterms:relation>
    <dcterms:language><![CDATA[English]]></dcterms:language>
    <dcterms:type><![CDATA[Book]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://doi.org/10.1108/978-1-80686-121-7]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://www.babli-omeka.rguclass.com/items/show/27">
    <dcterms:title><![CDATA[The Right Hand of God Protecting the Faithful against the Demons]]></dcterms:title>
    <dcterms:subject><![CDATA[Paintings]]></dcterms:subject>
    <dcterms:description><![CDATA[The &quot;Hours of Étienne Chevalier&quot; is one of the most famous and lavishly illuminated manuscripts of the fifteenth century. It was painted for the treasurer of France by Jean Fouquet, court artist to kings Charles VII and Louis XI, who worked not only as a miniaturist but also as a panel painter. The Lehman miniature decorates the page that contains the opening words of the evening prayer (vespers) for the Hours of the Holy Spirit. It shows the faithful standing in the foreground on a terrace, looking up at the hand of God, as demons flee to the left and right. The subject is highly unusual, as is the topographically accurate depiction of medieval Paris, in which the cathedral of Notre Dame, the spire of Saint-Chapelle, the Pont Saint-Michel, and other monuments of the Île de la Cité (including the Hôtel de Nesle, where the figures stand) are immediately recognizable.]]></dcterms:description>
    <dcterms:creator><![CDATA[Jean Fouquet]]></dcterms:creator>
    <dcterms:publisher><![CDATA[ The Robert Lehman Collection]]></dcterms:publisher>
    <dcterms:date><![CDATA[ 1452–60]]></dcterms:date>
    <dcterms:rights><![CDATA[1975.1.2490]]></dcterms:rights>
    <dcterms:type><![CDATA[Paintings]]></dcterms:type>
    <dcterms:identifier><![CDATA[https://www.metmuseum.org/art/collection/search/459207]]></dcterms:identifier>
</rdf:Description></rdf:RDF>
