Less than a week after announcing its first-ever national Read for My School campaign, We Give Books announced today that participants successfully reached the goal of 150,000 childrens books read onlineall in just five days. The effort will result in the donation of 150,000 new hardcover and paperback childrens books to more than 700 public elementary schools designated by readers across the United States.

We Give Books, the digital literacy initiative from the Pearson Foundation and the Penguin Group, gives students, teachers and families access to a digital library of world-class childrens books. Simply by reading online at http://www.wegivebooks.org, anyone can help give a book to one of many literacy-based charities from around the world. For the first time, the Read for My School campaign allowed readers nationwide to direct donations to their own schools.

We Give Books estimates that more than 50,000 people participated in this online reading celebration. Schools from all 50 states participated; some of the top-reading schools include: Westlawn Elementary School (Mobile, AL), Vero Beach Elementary School (Vero Beach, FL), Bessie E. Owens Intermediate (Bakersfield, CA), Lincoln K-8 Choice Elementary (Rochester, MN) and Stillmeadow School (Stamford, CT). Each school will decide how to distribute the childrens books it receives: adding them to its own school library, sharing them with students, or donating them to local community organizations, for example.

We Give Books is the most unique program to teach two of the most important skills, reading and giving, said Betsy Hall, media specialist, Imagine Schools Lakewood Ranch (FL). We are incredibly grateful to the Pearson Foundation for the opportunity to participate in Read for My School. All of our students will benefit from the donation of quality childrens books.
We Give Books mission is simple: we want to share the love of reading and to teach the importance of giving, said Pearson Foundation President and CEO Mark Nieker. The national response to Read for My School shows how strongly We Give Books readers feel about giving in their local communities. The impact of this campaign will be felt long after the books have been deliveredin schools, homes and local community centers.

Since We Give Books launched in 2010, the Pearson Foundation and Penguin have donated nearly 825,000 books to schools and nonprofit organizations designated by readers who read from a free digital library of childrens books at http://www.wegivebooks.org. We Give Books works with exemplary literacy partners in the United States and around the world to put books into the hands of children and families. To learn more about these partners, including Room to Read, Books for Asia, Harlem Childrens Zone, and Jumpstart, visit http://www.wegivebooks.org/campaigns.

About We Give Books
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstarts Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit literacy partners, go to http://www.wegivebooks.org.

About the Pearson Foundation
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearsons commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at http://www.pearsonfoundation.org.

###

Answer by ProudAunt
This site doesn’t have the measurements that you wanted, but it does have a lot of info about the library. Hope it helps. http://www.exeter.edu/libraries/4513_4522.aspx

The boys continue their new quest that is as usual filled with peril, death, excitement, cookies, large walls of text, devious traps and adventure, in no particular order. Map by The_Forgotten: yogscast.com ♪ Music from Kevin Macleod “Water Prelude” and “House of Leaves” Texture Pack by Jolicraft: www.minecraftforum.net ● Yogscast Gear: yogscast.spreadshirt.co.uk ● Facebook: www.facebook.com ● Twitter: www.twitter.com ● Forums: yogscast.com ● Podcast: itunes.apple.com

Appleton Free Public Library
Image by Wisconsin Historical Images Exterior view of the front entrance of the Appleton Free Public Library and City Hall. Several children are posing on the entrance steps. The City and the Y.M.C.A. funded the library with ,000. Note above picture reads, "Appleton." For more information about this image, click here: www.wisconsinhistory.org/whi/fullRecord.asp?id=63689 To browse a featured gallery of Photographs of Public Library Buildings in Wisconsin, 1890-1940 click here: www.wisconsinhistory.org/whi/feature/freelibrarycommission/ Did You Know? The Wisconsin Historical Society produces giclée print reproductions made from high-resolution scans of original source material from its holdings. Custom orders are printed on matte or semigloss papers using large format printers and archival pigmented inks. All print sale proceeds directly benefit the acquisition, preservation and maintenance of the physical and online collections. E-mail business manager Lisa Marine for details. For more information, see our FAQ. This image is issued by the Wisconsin Historical Society. Commercial use of the image requires written permission from the staff of the Division of Library-Archives. The image should not be significantly altered through conventional or electronic means. Images altered beyond standard cropping and resizing require further negotiation with a staff member. The user is responsible for all issues of copyright.

Virtual Library Legislative Day 2008 in Second Life
Image by ALA staff Archimedes Hollak (Jonathan West of ALA’s AASL/American Association of School Libraries) models the free National Library Legislative Day 2008 t-shirt by the kiosk on ALA Island (134, 103, 29). You can participate in Virtual Library Legislative Day by having your avatar wear the National Library Legislative Day 2008 t-shirt on May 13 and/or 14. Take a snapshot of your avatar wearing the t-shirt. Upload the snapshot to an online photo sharing web site, such as Flickr, and add the tag "VLLD08" or "VLLD2008" for Virtual Library Legislative Day 2008. Just to make sure we see it, send the link for the Flickr photo(s) by IM to ALALibraryVal Miles — or send an e-mail to vhawkins@ala.org. Also use this contact information for any questions or concerns you might have. NOTE: You have the option to take your VLLD2008 snapshot at the READ Poster Picture Frame Station on ALA Island (183, 94, 29).

Genoa Junction Free Public Library
Image by Wisconsin Historical Images Interior view of the Genoa Junction Free Public Library. Reverse of cardboard mounting reads: "Genoa Junction Free Public Library, Genoa Junction, Wisconsin, Mrs. Carrie L. Manor Librarian. October 7, 1905." The library appears to be located in a dry goods store. On the back wall near a door are posters of men’s fashions displayed around bookshelves. A small table with a small card catalog box and open register. For more information about this image, click here: www.wisconsinhistory.org/whi/fullRecord.asp?id=64246 To browse a featured gallery of Photographs of Public Library Buildings in Wisconsin, 1890-1940 click here: www.wisconsinhistory.org/whi/feature/freelibrarycommission/ Did You Know? The Wisconsin Historical Society produces giclée print reproductions made from high-resolution scans of original source material from its holdings. Custom orders are printed on matte or semigloss papers using large format printers and archival pigmented inks. All print sale proceeds directly benefit the acquisition, preservation and maintenance of the physical and online collections. E-mail business manager Lisa Marine for details. For more information, see our FAQ. This image is issued by the Wisconsin Historical Society. Commercial use of the image requires written permission from the staff of the Division of Library-Archives. The image should not be significantly altered through conventional or electronic means. Images altered beyond standard cropping and resizing require further negotiation with a staff member. The user is responsible for all issues of copyright.

Answer by Expart S
Certification Bootcamp- http://mcadtutorial.com/

Take a tour and learn how to navigate through Concordia-St. Paul’s digital library and complete database search engine. This information video may be useful for homework, project research, class assignments, etc. The material covered in this video pertains to CSP’s ED521 course, but the research principals apply to all areas of study. Additionally, this 45-minute instructional film is hosted by Concordia’s Reference & Instruction Librarian, Jennifer Borkenhagen. With Concordia’s complete library system, students have access to books, QuickSearch, newspapers, magazines, archived article databases, films, music, Journals, e-books, software, microfilms, supplementary websites, course reserves, and so much more! The bounds of the Concordia University library are virtually limitless! Please contact: reference@csp.edu for more information!

HealthForumOnline (HFO), a nationally-approved (APA, ASWB, NBCC, PSNA, CA-BBS) provider of online continuing education (CE) for psychologists, social workers, counselors, nurses and other allied healthcare professionals announces the addition of a new online CE/CEU course, Caffeine Use as a Modulator of Mood, Emotions, and Neurocognitions to their extensive online CE resource library.

Caffeine is the most widely used psychotropic stimulant among consumers, with upwards of 80-85% of the U.S. adult population ingesting coffee or tea daily, as well as consuming other foods containing caffeine (Hughes, Oliveto, Helzer, Higgins, & Bickel, 1992; Smith & Tola, 1998). The average caffeine intake among U.S. consumers has been estimated at approximately 200-280 mg per day (Anderson & Horne, 2008). This intake amount is equal to an average of 4 mg per kg body weight per day, and some high-level caffeine consumers can even exceed 15 mg/kg daily (Smith & Tola, 1998).

By the mid-1990s tea and coffee became the most popular drinks on the planet and 86% of the 12.7 billion gallons of soda consumed annually contained caffeine (Lundsberg, 1998). The popularity of caffeinated drinks will likely continue to increase given the widespread popularity of coffee chains and the advent of caffeinated energy/sports drinks in recent years. Further, as of 1996, 2000 or more over the counter drugs available were estimated to contain caffeine: as much as 200 mg of caffeine per dose on average (Hughes et al., 1992).

These statistics are important because caffeine consumption influences mood, neurocognition, and alertness. Further, preexisting vulnerability to attentional deficits or emotional distress may predispose individuals to use or even abuse caffeine as self-medication. Thus, the vast array of caffeinated products have potential for abuse, physical harm, and negative health consequences, if used in large amounts either alone or in combination with one another, in a situation analogous to polypharmacy. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000) includes diagnoses of Caffeine-Induced Disorders, such as Caffeine, within Substance-Related Disorders.

Taken together, the effects of caffeine use and resulting withdrawal from caffeine abstinence are important topics for healthcare providers. However, the social sanctioning of the Starbucks movement may explain why overuse or abuse of caffeine can be minimized or disregarded among healthcare providers. This online CE/CEU course explores caffeine use/abuse from a psychological and physiological viewpoint. A review of research on the stimulant effects of caffeine, many of them similar to other commonly abused substances, and the complex neurochemical and neuroanatomical mechanisms underlying such effects on ones mood, cognition, and physiology is provided. Lastly, clinical applications and treatment implications are presented.

Psychologists, social workers, counselors, nurses and other allied health professionals can chose from HFOs 20 categories of continuing education (CE) topics related to health psychology and behavioral medicine (i.e., ethics, cancer adaptation, womens health, cultural diversity, eating disorders, reproduction/sexuality, aging/gerontology, pediatric behavioral medicine, assessment, chemical dependency, chronic/acute illness, clinical intervention, group therapy, infectious disease, long-term care, neuropsychology, pain management, spirituality, LGBT issues) containing more than 75 online CE courses that are fast, convenient and cost-effective. All HFO CE courses and supporting materials are available online or as downloadable, transportable PDFs. Participants print their own CE certificates. Lastly, HFO routinely updates our online CE courses and enables customers to review these updates for free even after they have completed the CE activity and generated their CE certificate.

For more information on this course or a complete listing of titles in our online CE resource library, visit HealthForumOnline.com.

About HealthForumOnline:

HealthForumOnline (HFO) is approved as a provider of CE courses by the American Psychological Association, the National Board of Certified Counselors, the Association of Social Work Boards, and several state professional organizations, including the Pennsylvania State Nurses Association, an accredited approver by the American Nurses Credentialing Centers Commission on Accreditation, and the California Board of Behavioral Sciences. HFOs CE Programs Advisory Committee and authors are comprised of over 60 nationally-recognized experts in behavioral medicine.

References

American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed, text revision.). Washington, DC: American Psychiatric Association.

Anderson, C., & Horne, J. (2008). Placebo response to caffeine improves reaction time performance in sleepy people. Human Psychopharmacology: Clinical & Experimental, 23, 333-336.

Hughes, J.R., Oliveto, A. H., Helzer, J.E., Higgins, S.T., & Bickel, W.K. (1992). Should caffeine abuse, dependence, or withdrawal be added to DSM-IV and ICD-10? American Journal of Psychiatry, 149, 33 40.

Lundsberg, L. S. (1998). Caffeine consumption. In G. A. Spiller (Ed.), Caffeine (pp. 199-224). Boca Raton: CRC Press.

Smith, B. D., & Tola, K. (1998). Caffeine: Effects on psychological functioning and performance. In G. A. Spiller, Caffeine (pp. 251-299). Boca Raton: CRC Press.

###

Answer by constellation
Ancient and modern sources identify four possible occasions for the destruction of the Library: Caesar’s conquest 48 BC; The attack of Aurelian in the Third century AD; The decree of Theophilus in 391; The Muslim conquest in 642 or thereafter. You can read more about it here: http://en.wikipedia.org/wiki/Library_of_Alexandria