Course Reserves Best Practices Roundtable

Panel discussion at semi-annual WMS Global Community + User Group Meeting 2017, in Dublin, Ohio. Panelists discussed best practices for working with OCLC\u27s Course Reserves module and for migrating Course Reserves from WorldCat Local to WorldCat Discovery

The relationship between responsible financial behaviours and financial wellbeing: The case of buy-now-pay-later

Buy-now-pay-later (BNPL) in Australia is a rapidly growing payment innovation. Regulators and consumer groups have expressed concerns at the financial risks posed by BNPL. As BNPL is not regulated under consumer credit law, financial regulator and consumer groups have recommended that BNPL users adopt a range of responsible financial behaviours for their financial wellbeing. This study, using a survey of BNPL users and structural equation modelling, shows a link between most of these recommended financially responsible behaviours and financial wellbeing and that the financial behaviours of younger users (aged under 25) place them at greater risk of reduced financial wellbeing

Saving Ourselves: A Rural Breast Cancer Education Project

It is difficult to understand breast cancer disparities without some explanation of their context. According to the most recent data, mortality rates continue to decline in European American women. For example, in the decade of 2001-2004, the rate decreased by 3.7% annually; however, African American women continue to be more likely to die from breast cancer than European American women. One purpose of this proposed research project is to address the increasing disparity in women obtaining mammograms. Specifically this study also seeks to determine what do minority women in Robeson County know about mammograms, self breast examinations and clinical breast examinations

Zora Neal Hurston, An Exemplar of Intersectionality of Black Womanhood, Professionalism, and Artistic Talent

Zora Neale Hurston (1891-1960), the most prominent of the Harlem Renaissance women writers, was unique because her social and professional connections were not limited to literature but encompassed theatre, dance, film, anthropology, folklore, music, politics, high society, academia, and artistic bohemia. Hurston published four novels, three books of nonfiction, and dozens of short stories, plays, and essays. In addition, she won a long list of fellowships and prizes, including a Guggenheim and a Rosenwald.The perennial work of Zora Neale Hurston is a grand model for women of color to exemplify. Her intersectionality of being an HBCU graduate and sorority member resonates in our lives and informs our individual talents and professional development as women

Making HERstory: A Black Women's Panel

AAUW and the NAACP hosted a panel of African American female professors discussing discrimination, human rights, stereotypes, being a double minority, and gender equity

Questions & Answers (Addressing the Achievement Gap)

In Questions & Answers, we speak with Eric Cooper of the National Urban Alliance for effective education and Frankie Powell from the Maya Angelou Institute. They discuss two distinct approaches to address the achievement gap, Cooper focusing on aligning instructional practice with parental support in the home, and Powell with mobilizing community assets to enrich students' learning opportunities. In both cases, they urge action research as an invaluable tool for teacher practice as well as school-level strategic planning

Training the Person of the Therapist in an Academic Setting

Drexel University’s Couple and Family Therapy Department recently introduced a formal course on training the person of a therapist. The course is based on Aponte’s Person-of-the-Therapist Training Model that up until now has only been applied in private, nonacademic institutes with postgraduate therapists. The model attempts to put into practice a philosophy that views the full person of therapists, and their personal vulnerabilities in particular, as the central tool through which therapists do their work in the context of the client–therapist relationship. This article offers a description of how this model has been tested with a group of volunteer students, and subsequently what had to be considered to formally structure the training into the Drexel curriculum. Historically the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) has struggled with how to integrate self-of-the-therapist training into school curricula (Watson, 1993). There are at least three current challenges that require educational programs to revisit their stance on how to conduct this training in an efficacious and ethical manner. First, the impending development of the American Association for Marriage and Family Therapy’s clinical competencies (http://www.aamft.org) will require educational programs to determine how to instruct and evaluate competency in the area of the self of the therapist. Second, training programs will grapple with how to assist therapists’ development at a personal level that is in keeping with accreditation standards and does not morph into therapy. Third, as the profession moves toward more integrative approaches, the question presents itself of how to position self-of-the-therapist training into curricula that are compatible with a yet evolving complex of therapy models. The purpose of this article is twofold: to further the conceptualization and articulation of self-of-the-therapist training in graduate programs, as well as to illustrate how one academic institution, Drexel University’s Couple and Family Therapy Department, is attempting to implement one model of training on the use of self, the Person-of-the-Therapist Training Model (POTT). We will describe the theory, the application of the model, and some administrative challenges to institutionalizing the model

Manhood, Scholarship, Perseverance, Uplift, and Elementary Students: An Example of School and Community Collaboration

Dr. Larry D. Fields, the former principal of Rowland H. Latham Elementary, led the development of a complementary learning model that became known as the Latham Way. The Latham Way produced remarkable academic success among poor minority students. The chi-square of the expected and the actual scores in reading and mathematics were significant at p < .001. There are important lessons in that success for those who understand the significance of educating all our children to the future well-being of the nation

The Latham Way: Implications

This paper is a case study of the impact of a community-based, collaborative, mentoring intervention on the academic and personal success of a group of 32 students who were enrolled in Rowland Hill Latham Elementary School in the Winston-Salem/Forsyth County Schools during the year that the North Carolina Department of Public Instruction identified Latham as a "School of Distinction," 2001-2002. In the spring of 2011, approximately 30% of those 32 students had dropped out of school, approximately 25% had left the system, and approximately 53% (17) persisted in school. The paper goes on to discuss how schools and their stakeholders can make the "Latham Way" a reality in their communities. The "Latham Way" logic model is based on collaborative planning, data-based decision making, and transformational leadership. These variables support collaboration among teachers, students, families, the community, Project CHILD, and the administration to improve student performance. The mentoring intervention was a creation of a community organization in this logic model. (Contains 3 tables and 1 figure.

Family Breast Cancer Education: A Model for African American Women

The purpose of this study, funded by the American Cancer Society, was to increase knowledge and understanding, i.e., the willingness and ability to discuss, of breast cancer in southern minority women and their families. A family model of health education guided the research questions. (a) To what extent will an action research intervention increase knowledge about the causes and treatment of breast cancer in minority women? (b) To what extent will an action research intervention increase willingness to talk with family members? The t-test analysis of a 67-item, self-administered survey indicated significant increases in knowledge of cancer and in their willingness to talk with family members about breast cancer. In addition, they reported increases in comfort level about discussing breast cancer as well as willingness to talk with others about their own (possible) positive diagnosis. We infer that increased comfort level and willingness to talk with others has a relationship to increased awareness of breast cancer