A practical guide to working with copyrighted and open access resources in scholarship

Powerpoints and conference presentations are often complemented by use of images or other media, and the academic content of a paper may draw from existing scholarly sources. In the traditional, in-person conference meeting room, the use of other rightsholders’ content is relatively risk-free but things change when academic conferences move online, as is increasingly the case today in the lamentable age of COVID-19. In this webinar, two librarians from JMU Libraries’ Scholarly Communication Unit share thoughts, ideas, and tips about staying on the right side of copyright law when presenting and disseminating scholarship

Scalable Equals Asynchronous and Asynchronous Equals Boring. Or Does It?

This paper reports on recent work to introduce a model of scalable, asynchronous library instruction into the First Year Writing program at James Madison University, inspired by the premise: Scalable equals asynchronous. And asynchronous equals boring. Or does it? The authors describe how a small team from Libraries & Educational Technologies at James Madison University planned and built an asynchronous, modular tutorial series, primarily designed to motivate students to engage with the library instruction contained within it. Information literacy instruction was provided using a tool called “Guide on the Side” and employed short scenario videos and additional content, followed by activities and assessment, in order to improve student outcomes and engagement. In this foundational program, the new and engaging asynchronous materials became the first step of a library instruction model that aimed to reach as many students as possible, while still being sustained by one librarian

Taking the First Step to Develop Scalable, Asynchronous Library Instruction

Scalable equals asynchronous. And asynchronous equals boring. Or does it? The First Year Writing program at JMU offers more than 60 sections of the foundational first‐year writing course each semester to more than one thousand students and is supported by one librarian. In an effort to reach more than the usual 20 one‐shot sessions each semester, a small team from the library planned and built an asynchronous, modular tutorial series. Now, information literacy instruction is provided using a tool called Guide on the Side (GotS) and uses short scenario videos and additional content followed by activities and assessment to improve student outcomes and engagement. In this foundational program, the new and engaging asynchronous materials are the first step of a library instruction model that aims to reach as many students as possible while still being sustained by one librarian

Scholarly Communications Strategies

Poster presented at JMU Faculty Welcome

Re-conceptualising the boundaries of networked learning: the shifting relationship between learners and teachers

Networked learning has the potential to change the perceptions and practice of those engaged in learning within both networked and traditional environments. At the heart of such change is the nature of the relationship between learners and teachers as their roles and responsibilities are transformed. Recognising this, the E-Quality in e-Learning Manifesto (2002) proposed key aspirations for this relationship, identifying a model based on collaboration and co-construction of knowledge. This model was seen to be supported by the concept of the learning community and to have implications for the professional development of H.E. practitioners. We argue that the ideas contained within the Manifesto can be advanced to fully capture the shifting roles and relationships inherent within networked learning. To this end, this paper focuses on a core set of boundary definitions, central to the way networked learning is conceptualised and experienced. Firstly, we revisit the concept of expertise within learning. While we agree that the expert-acolyte dichotomy is no longer pursuant within networked learning, we argue for a new understanding of the role of expertise defined by transient boundaries. Expertise becomes a quality that moves between members of learning networks, dependent upon time, activity and focus. This raises questions for the traditional boundaries drawn between teachers and learners. If we begin to view teachers as fellow learners in a communal process, we must consider how such learning communities are to be defined. A partial answer lies in the dialogue and communication that connects network members, yet this potentially ignores the relevance of content within networked learning. As such, the boundaries between content and communication are considered and found to be less defined that previously presented. The communication that distinguishes networked learning communities forms the basis of the content members both utilise and collaboratively create. Finally, the implications of these boundary discussions for the professional development of H.E. practitioners are addressed. We note the significant challenges faced in preparing practitioners for their changing role, especially in relation to how they re-conceptualise their place in the learning process and the professional values they associate with it. Finally, we argue for the use of networked communities of professional practice as the means to support the development of diverse H.E. practitioners

Emerging Leadership in Nonprofit Organizations: Myths, Meaning and Motivations

This report contributes to the understanding of, and conversation about, how to develop emerging leaders in the nonprofit sector. It provides recommendations for various stakeholders of the sector, including funders. A bibliography is included

Application of prescribing recommendations in older people with reduced kidney function : a cross-sectional study in general practice

BACKGROUND: Kidney function reduces with age, increasing the risk of harm from increased blood levels of many medicines. Although estimated glomerular filtration rate (eGFR) is reported for prescribing decisions in those aged ≥65 years, creatinine clearance (Cockcroft-Gault) gives a more accurate estimate of kidney function. AIM: To explore the extent of prescribing outside recommendations for people aged ≥65 years with reduced kidney function in primary care and to assess the impact of using eGFR instead of creatinine clearance to calculate kidney function. DESIGN AND SETTING: A cross-sectional survey of anonymised prescribing data in people aged ≥65 years from all 80 general practices (70 900 patients) in a north of England former primary care trust. METHOD: The prevalence of prescribing outside recommendations was analysed for eight exemplar drugs. Data were collected for age, sex, actual weight, serum creatinine, and eGFR. Kidney function as creatinine clearance (Cockcroft-Gault) was calculated using actual body weight and estimated ideal body weight. RESULTS: Kidney function was too low for recommended prescribing in 4-40% of people aged ≥65 years, and in 24-80% of people aged ≥85 years despite more than 90% of patients having recent recorded kidney function results. Using eGFR overestimated kidney function for 3-28% of those aged ≥65 years, and for 13-58% of those aged ≥85 years. Increased age predicted higher odds of having a kidney function estimate too low for recommended prescribing of the study drugs. CONCLUSION: Prescribing recommendations when kidney function is reduced are not applied for many people aged ≥65 years in primary care. Using eGFR considerably overestimates kidney function for prescribing and, therefore, creatinine clearance (Cockcroft-Gault) should be assessed when prescribing for these people. Interventions are needed to aid prescribers when kidney function is reduced

Methotrexate enhances the anti-inflammatory effect of CF101 via up-regulation of the A(3 )adenosine receptor expression

Methotrexate (MTX) exerts an anti-inflammatory effect via its metabolite adenosine, which activates adenosine receptors. The A(3 )adenosine receptor (A(3)AR) was found to be highly expressed in inflammatory tissues and peripheral blood mononuclear cells (PBMCs) of rats with adjuvant-induced arthritis (AIA). CF101 (IB-MECA), an A(3)AR agonist, was previously found to inhibit the clinical and pathological manifestations of AIA. The aim of the present study was to examine the effect of MTX on A(3)AR expression level and the efficacy of combined treatment with CF101 and MTX in AIA rats. AIA rats were treated with MTX, CF101, or both agents combined. A(3)AR mRNA, protein expression and exhibition were tested in paw and PBMC extracts from AIA rats utilizing immunohistochemistry staining, RT-PCR and Western blot analysis. A(3)AR level was tested in PBMC extracts from patients chronically treated with MTX and healthy individuals. The effect of CF101, MTX and combined treatment on A(3)AR expression level was also tested in PHA-stimulated PBMCs from healthy individuals and from MTX-treated patients with rheumatoid arthritis (RA). Combined treatment with CF101 and MTX resulted in an additive anti-inflammatory effect in AIA rats. MTX induced A(2A)AR and A(3)AR over-expression in paw cells from treated animals. Moreover, increased A(3)AR expression level was detected in PBMCs from MTX-treated RA patients compared with cells from healthy individuals. MTX also increased the protein expression level of PHA-stimulated PBMCs from healthy individuals. The increase in A(3)AR level was counteracted in vitro by adenosine deaminase and mimicked in vivo by dipyridamole, demonstrating that receptor over-expression was mediated by adenosine. In conclusion, the data presented here indicate that MTX induces increased A(3)AR expression and exhibition, thereby potentiating the inhibitory effect of CF101 and supporting combined use of these drugs to treat RA

Healthcare professionals' views of the use of oral morphine and transmucosal diamorphine in the management of paediatric breakthrough pain and the feasibility of a randomised controlled trial: A focus group study (DIPPER).

BACKGROUND: Oral morphine is frequently used for breakthrough pain but the oral route is not always available and absorption is slow. Transmucosal diamorphine is administered by buccal, sublingual or intranasal routes, and rapidly absorbed. AIM: To explore the perspectives of healthcare professionals in the UK caring for children with life-limiting conditions concerning the assessment and management of breakthrough pain; prescribing and administration of transmucosal diamorphine compared with oral morphine; and the feasibility of a comparative clinical trial. DESIGN/ PARTICIPANTS: Three focus groups, analysed using a Framework approach. Doctors, nurses and pharmacists (n = 28), caring for children with life-limiting illnesses receiving palliative care, participated. RESULTS: Oral morphine is frequently used for breakthrough pain across all settings; with transmucosal diamorphine largely limited to use in hospices or given by community nurses, predominantly buccally. Perceived advantages of oral morphine included confidence in its use with no requirement for specific training; disadvantages included tolerability issues, slow onset, unpredictable response and unsuitability for patients with gastrointestinal failure. Perceived advantages of transmucosal diamorphine were quick onset and easy administration; barriers included lack of licensed preparations and prescribing guidance with fears over accountability of prescribers, and potential issues with availability, preparation and palatability. Factors potentially affecting recruitment to a trial were patient suitability and onerousness for families, trial design and logistics, staff time and clinician engagement. CONCLUSIONS: There were perceived advantages to transmucosal diamorphine, but there is a need for access to a safe preparation. A clinical trial would be feasible provided barriers were overcome