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With the assistant director now representing education, not the library, as had traditionally been the case, the Society's education initiatives became an area of increasing emphasis. In the annual report of 1946, the outgoing president of the Society said the Society hoped, even in the midst of a very difficult economic en­vironment, "to continue and to expand its efforts to make American history a vital part of the education and entertainment of the young people of our schools." Spe­cial programs brought thousands of elementary school students to the Society, and a traveling exhibit toured New York City high schools. The Society tracked and proudly reported the exposure it received from these initiatives; the annual report for 1946 noted that approximately eighty-six thousand students were introduced to the Society through the traveling exhibits during the course of the year.

The Society's expansion resulted in small deficits in 1951 and 1953. Under pressure to balance the budget, Vail reminded the board of trustees of the need for more income. He emphasized the need for funds for the purchase of new materials for the library, museum, and art gallery and pointed out that if the Society hoped to give "adequate service" to its "ever-increasing clientele," it "must have better salaries and more trained people."

Despite Vail's pleas, there is little evidence to suggest that significant efforts were made to develop new revenue sources. The Society remained almost exclu­sively dependent on investment income to fund its operations (see Figure 3.2). For example, although the education programs provided a clear public service, no effort was made to involve the city or state government in defraying the cost of these services. Neither was there any attempt to raise private contributed income.

The expansion of the education department complicated further the task of managing the Society. Already wrestling with the demands of coordinating the museum and library, the Society's management now had to fold a more aggressive public education program into its overall mission. From the annual reports of the late 1940s and early 1950s, it is not entirely clear that the leadership of the Soci­ety was comfortable with integrating these purposes. For example, at the same time that initiatives were under way to introduce thousands of schoolchildren to the library through tours run by the education director, Vail, at a meeting of New York City librarians in 1948, "called for the elimination of student and popular use of research libraries."

Richards (1984, p. 90).
In each successive year, the Society reported on the successes of the school education program and the growing number of students coming to the Society, even while a sign over the Reading Room read "Adults Only."

One possible reason that the public education program proved so appealing is that its success was easy to measure (by tracking, for example, how many stu­dents benefited from the Society's holdings). There seemed to be pressure, during this time, to provide quantitative measures of the Society's successes. During Vail's tenure, the Society's annual report began to include a statistical appendix that tracked many of the Society's services. It gave a wide variety of specific facts and figures about the Society, including such measures as the number of ele­mentary, intermediate, and high school students who toured the Society, the num­ber of readers who used the library, and the number of volumes requested from library staff. But statistical measures such as these do not fully convey the basic value and importance of a research library. In an attempt to quantify the library's essential output, the Society began to report the number of publications in which the author acknowledged the Society for its assistance. This number, reported annually from 1952 to 1975, averaged 60 publications per year. The year of the fewest acknowledgments was 1956, with 35, and the year with the most was 1975, with 108.

Questions & Answers

find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
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Abhi
is it a question of log
Abhi
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Abhi
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But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
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Sherica
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Sherica
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Tamia
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Uday
hi
salma
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
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Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
Kim
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Al
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, The new-york historical society: lessons from one nonprofit's long struggle for survival. OpenStax CNX. Mar 28, 2008 Download for free at http://cnx.org/content/col10518/1.1
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