Deployment of quality assurance procedures for digital library programmes

Many digital library programmes have a development philosophy based on use of open standards. In practice, however, projects may not have procedures in place to ensure that project deliverables make use of appropriate open standards. In addition there will be occasions when open standards are not sufficiently mature for deployment in a service environment or use of open standards will require expertise or resources which are not readily available

Students of Color Deserve a Chance, Too! A Single-Topic Case Study of White Female Teachers and Their Perceptions of Culturally Responsive Teaching Practices

According to the National Center for Education Statistics (NCES) students of color, on average, perform lower than their White peers. Lived experiences and cultural influences of White educators do not match students of color in today’s schools. These differences contribute directly to students of color not experiencing rigorous and high-quality instruction relating to their world. This study used a qualitative single-topic case study research design, utilizing semistructured, individual, face-to-face interviews, and five focus group meetings to gather data. Participating teachers’ experiences, perspectives, and perceptions regarding culturally responsive teaching practices and their personal lived experiences framed this study. The conceptual framework of funds of knowledge guided this study based on the understanding all people derive their funds of knowledge from their own lived experiences. Teachers’ reflection and response to their reflection on professional practices in serving students of color influenced the constructivist theoretical framework. The gained awareness of the influences of how race and culture influence the academic success for students of color allows teachers to serve students of color best. Teachers must engage in courageous conversations centering on the belief that all students are capable of learning and achieving at high levels. The perpetuation of the discrepancies in academic achievement between students of color and White students will continue without a foundational shift in the design, implementation, and assessment of learning that ensures equitable learning for all students

Alterations in functional brain network structure induced by subchronic phencyclidine (PCP) treatment parallel those seen in schizophrenia

Abstract of poster presentation shown at the 2nd Biennial Schizophrenia International Research Conference on Alterations in functional brain network structure induced by subchronic phencyclidine (PCP) treatment parallel those seen in schizophrenia

Students of Color Deserve a Chance, Too! A Single-Topic Case Study of White Female Teachers and Their Perceptions of Culturally Responsive Teaching Practices

According to the National Center for Education Statistics (NCES) students of color, on average, perform lower than their White peers. Lived experiences and cultural influences of White educators do not match students of color in today’s schools. These differences contribute directly to students of color not experiencing rigorous and high-quality instruction relating to their world. This study used a qualitative single-topic case study research design, utilizing semistructured, individual, face-to-face interviews, and five focus group meetings to gather data. Participating teachers’ experiences, perspectives, and perceptions regarding culturally responsive teaching practices and their personal lived experiences framed this study. The conceptual framework of funds of knowledge guided this study based on the understanding all people derive their funds of knowledge from their own lived experiences. Teachers’ reflection and response to their reflection on professional practices in serving students of color influenced the constructivist theoretical framework. The gained awareness of the influences of how race and culture influence the academic success for students of color allows teachers to serve students of color best. Teachers must engage in courageous conversations centering on the belief that all students are capable of learning and achieving at high levels. The perpetuation of the discrepancies in academic achievement between students of color and White students will continue without a foundational shift in the design, implementation, and assessment of learning that ensures equitable learning for all students

Supporting first year student supporters : an online mentoring model for supplemental instruction leaders

Supplemental Instruction (SI), or Peer Assisted Study Sessions (PASS) as it is commonly known in Australia, involves experienced senior student Peer Leaders who provide regularly scheduled peer learning sessions with students enrolled in university courses. Commonly implemented on first year subjects, the sessions integrate &ldquo;how to learn&rdquo; with &ldquo;what to learn&rdquo;, helping students achieve better grades and helping raise student retention rates. This paper discusses the challenges of supporting SI Leaders who are geographically dispersed across multiple campuses and considers the theoretical and empirical literature that informs the development of an online mentoring model.<br /

Supporting first year student supporters: an online mentoring model for supplemental instruction leaders

Supplemental Instruction (SI), or Peer Assisted Study Sessions (PASS) as it is commonly known in Australia, involves experienced senior student Peer Leaders who provide regularly scheduled peer learning sessions with students enrolled in university courses. Commonly implemented on first year subjects, the sessions integrate how to learn with what to learn, helping students achieve better grades and helping raise student retention rates. This paper discusses the challenges of supporting SI Leaders who are geographically dispersed across multiple campuses and considers the theoretical and empirical informs the development of an online mentoring model

Chart Smart: A Need for Documentation and Billing Education Among Emergency Medicine Residents?

Objective: The healthcare chart is becoming ever more complex, serving clinicians, patients, third party payers, regulators, and even medicolegal parties. The purpose of this study was to identify our emergency medicine (EM) resident and attending physicians’ current knowledge and attitudes about billing and documentation practices. We hypothesized that resident and attending physicians would identify billing and documentation as an area in which residents need further education.Methods: We gave a 15-question Likert survey to resident and attending physicians regarding charting practices, knowledge of billing and documentation, and opinions regarding need for further education.Results: We achieved a 100% response rate, with 47% (16/34) of resident physicians disagreeing or strongly disagreeing that they have adequate training in billing and documentation, while 91% (31/34) of residents and 95% (21/22) of attending physicians identified this skill as important to a resident’s future practice. Eighty-two percent (28/34) of resident physicians and 100% of attending physicians recommended further education for residents.Conclusion: Residents in this academic EM department identified a need for further education in billing and documentation practices. [West J Emerg Med. 2010;11(2): 116-119.

MC2^2: Subaru and Hubble Space Telescope Weak-Lensing Analysis of the Double Radio Relic Galaxy Cluster PLCK G287.0+32.9

The second most significant detection of the Planck Sunyaev Zel'dovich survey, PLCK~G287.0+32.9 ($z=0.385$) boasts two similarly bright radio relics and a radio halo. One radio relic is located $\sim 400$ kpc northwest of the X-ray peak and the other $\sim 2.8$ Mpc to the southeast. This large difference suggests that a complex merging scenario is required. A key missing puzzle for the merging scenario reconstruction is the underlying dark matter distribution in high resolution. We present a joint Subaru Telescope and {\it Hubble Space Telescope} weak-lensing analysis of the cluster. Our analysis shows that the mass distribution features four significant substructures. Of the substructures, a primary cluster of mass $M_{200\text{c}}=1.59^{+0.25}_{-0.22}\times 10^{15} \ h^{-1}_{70} \ \text{M}_{\odot}$dominates the weak-lensing signal. This cluster is likely to be undergoing a merger with one (or more) subcluster whose mass is approximately a factor of 10 lower. One candidate is the subcluster of mass$M_{200\text{c}}=1.16^{+0.15}_{-0.13}\times 10^{14} \ h^{-1}_{70} \ \text{M}_{\odot}$located$\sim 400$kpc to the southeast. The location of this subcluster suggests that its interaction with the primary cluster could be the source of the NW radio relic. Another subcluster is detected$\sim 2$Mpc to the SE of the X-ray peak with mass$M_{200\text{c}}=1.68^{+0.22}_{-0.20}\times 10^{14} \ h^{-1}_{70} \ \text{M}_{\odot}$. This SE subcluster is in the vicinity of the SE radio relic and may have created the SE radio relic during a past merger with the primary cluster. The fourth subcluster,$M_{200\text{c}}=1.87^{+0.24}_{-0.22}\times 10^{14} \ h^{-1}_{70} \ \text{M}_{\odot}$, is northwest of the X-ray peak and beyond the NW radio relic.Comment: 19 pages, 14 figures; Accepted to Ap