A Qualitative Study of Parental Needs in Supporting Home Literacy Environments and Child Literacy Interest

Literacy education begins long before students step foot in their first classroom. Much research has been done that highlights the importance of the home literacy environment and the development of literacy interest in children (Jeynes, 2018). Home literacy environment (HLE) refers to the variety of literacy materials and activities found within the home. Literacy interest, broadly put, is a child\u27s desire to engage in literacy activities. The development and practice of these has shown to be correlated with students\u27 later reading success in school. Considering this, the role of a parent in their child’s success is influential. However, it seems that many parents are unaware of the power they hold in impacting how their child learns. The purpose of this study aims to understand parental perspective in this matter to gain an understanding of how schools can better support parents in their attempts to create rich HLE and develop literacy interest in their children. The study examined parents of children in grades K-2 who attended the cooperating elementary school. The parents were asked a series of questions in the form of a survey. Their responses were then analyzed for emerging patterns and themes among answers. This information gained from the study highlighted what next steps the school could then take to better support parents in their endeavors to support their children’s literacy development at home

Living Collections Catalogue

Review of Living Collections Catalogue, Reviewed October 2020 by Leah Carlson-Downie [email protected]

Bullet Fragmentation and Lead Deposition in White-Tailed Deer and Domestic Sheep

In February 2008, a private physician in North Dakota radiographed hunterharvested venison and found that 60 of 100 packages contained metal fragments. This discovery had implications for public-funded venison donation programs, and it prompted several Midwest states to examine their programs. Approximately 500,000 deer hunters harvest \u3e200,000 deer annually in Minnesota, and the state has a donation program similar to North Dakota’s program. Therefore, we analyzed fragmentation patterns and lead deposition in carcasses of 8 white-tailed deer (Odocoileus virginianus) and 72 domestic sheep (Ovis aries). We fired 5 different bullet types from centerfire rifles, and we also fired projectiles from both a shotgun and a black-powder muzzleloader. Centerfire bullets, which are designed to expand quickly upon impacting the animal, left bullet fragments and lead deposits throughout the entire abdominal cavity of carcasses. We also used 2 types of centerfire bullets that were purportedly designed to resist fragmentation. One of these bullet types had fragmentation patterns and lead deposition rates similar to the rapid-expanding bullets; the other bullet type resisted fragmentation, and no lead was detected in muscle tissue that we sampled. Centerfire bullets made from copper resisted fragmentation, and of course did not deposit any lead in muscle tissues. Projectiles fired from the shotgun and black-powder muzzleloader did deposit lead into carcasses but did not fragment as much as bullets fired from centerfire rifles. Our study suggests that rinsing the abdominal cavity may spread the lead contaminant to other areas of the carcass, thereby worsening the contamination situation. We suggest that hunters who use centerfire rifles and are concerned about lead exposure should purchase a bullet type that resists fragmentation

The Lilead Survey: A National Study of District-Level Library Supervisors: The Position, Office, and Characteristics of the Supervisor

The school district library supervisor occupies a pivotal position in library and information services programs that support and enhance the instructional efforts of a school district: providing leadership; advocating for the programs; supporting, advising, and providing professional development to building-level librarians; and representing school library programs to stakeholders in the school system and the community at large. With funding from the Institute of Museum and Library Services, the Lilead Project was founded at the University of Maryland in 2011 to study, support, and build community among school district library supervisors (Lilead Project n.d.). To gain a better understanding of supervisors--who they are, the duties they perform, and the challenges they face--and to establish baseline data upon which further research can be built, in 2012 the project team conducted a survey of supervisors nationwide: the Lilead Survey. In this paper, which is the first of two planned reports on the results of the survey, we present findings related to the position and office of the supervisor; demographic information, qualifications, and career paths of the incumbents of the position; and changes in policies, curriculum, and resources that impact the supervisor\u27s responsibilities for library services. Survey findings related to responsibilities and tasks assigned to the position, professional development needs of supervisors and staff, and challenges and needs that supervisors face will be presented in the second report

The Lilead Survey: A National Study of District-Level Library Supervisors: Roles, Responsibilities, Challenges, and Professional Development Needs

The school district library supervisor plays a pivotal role in supporting, advising, and providing professional development to building-level librarians; advocating for the program; providing leadership; and representing school library programs to stakeholders in the school system and the larger community. To gain a better understanding of supervisors\u27 roles, responsibilities, demographics, and challenges, and to establish baseline data upon which further research can be built, the Lilead Project was initiated in 2011 at the University of Maryland with funding from the Institute of Museum and Library Services. In 2012 the project team conducted the Lilead Survey, a survey of supervisors nationwide. In this paper, the second of two reports on the results of the survey, we present findings related to the responsibilities and tasks assigned to the position, professional development needs of supervisors and staff, and the range of stakeholder groups with which supervisors work

Coronavax : preparing community and government for COVID-19 vaccination:: a research protocol for a mixed methods social research project

Introduction Ahead of the implementation of a COVID-19 vaccination programme, the interdisciplinary Coronavax research team developed a multicomponent mixed methods project to support successful roll-out of the COVID-19 vaccine in Western Australia. This project seeks to analyse community attitudes about COVID-19 vaccination, vaccine access and information needs. We also study how government incorporates research findings into the vaccination programme. Methods and analysis The Coronavax protocol employs an analytical social media study, and a qualitative study using in-depth interviews with purposively selected community groups. Participant groups currently include healthcare workers, aged care workers, first responders, adults aged 65+ years, adults aged 30-64 years, young adults aged 18-29 years, education workers, parents/guardians of infants and young children (&lt;5 years), parents/guardians of children aged 5-18 years with comorbidities and parents/guardians who are hesitant about routine childhood vaccines. The project also includes two studies that track how Australian state and Commonwealth (federal) governments use the study findings. These are functional dialogues (translation and discussion exercises that are recorded and analysed) and evidence mapping of networks within government (which track how study findings are used). Ethics and dissemination Ethics approval has been granted by the Child and Adolescent Health Service Human Research Ethics Committee (HREC) and the University of Western Australia HREC. Study findings will be disseminated by a series of journal articles, reports to funders and stakeholders, and invited and peer-reviewed presentations.</p

The scope of science for the International Polar Year, 2007-2008

The International Polar Year 2007““2008 will be the largest internationally coordinated research programme in 50 years. It will be an intensive period of interdisciplinary science focused on the Arctic and the Antarctic. IPY 2007““2008 research activities were assembled from the ideas of researchers in more than 60 countries. A total of 228 projects have been endorsed by the ICSU/WMO Joint Committee for IPY 2007““2008. These projects have a strong interdisciplinary emphasis and address the six themes as well as education and outreach objectives. IPY projects will exploit new technological and logistical capabilities and strengthen international coordination of research. They aim to attract, engage and develop a new generation of researchers and raise the awareness, interest and understanding of polar residents, educators, students, the general public and decision makers worldwide. IPY projects will collect a broad-ranging set of samples, data and information which will be made available to an unprecedented degree. IPY 2007““2008 aims to leave a legacy of enhanced observational systems, facilities and infrastructure. The observational networks to be established during IPY include integrated ocean observing systems in both the Arctic and Southern Oceans, coordinated acquisition of satellite data products from multiple space agencies and observational systems for astronomy, sun““earth physics, atmospheric chemistry, meteorology, ecosystems, permafrost, glaciers and geophysics. Many observing systems within IPY will be developed within the framework of existing international global observing systems