Information domains and the analysis of distributed morality in "always onlife" information societies

We ask whether the three domains proposed in Information Domains (individual, social, and signification) can provide a useful framework for analyzing distributed morality (DM) and its potential consequences. DM is present when moral responsibility is distributed across human and artificial agents. The affordances of information and communications technologies (ICTs) have inten- sified interaction between human and artificial moral agents, which has in turn fundamentally altered our concepts of morality and its agency. 21st century moral responsibility is increasingly distributed across human and artificial agents. In our 'always onlife' world, all actions can be combined into good or evil results without human review or recourse. The inclusion of artificial moral agents problematizes the assumption of traditional ethics that agency (and therefore, accountability) is either individual or social. In artificial agents, we witness the re-ontologization of both the infosphere and the ecosphere. Artificial intelligence is a form of re-ontologized signification that may be said to influence or even pre-determine human moral decision-making. Artificial agents may perform actions that have moral consequences, but can we hold them accountable for these consequences? What does that even mean

Strange Vicissitudes: The Memory and Uses of Indian Captivity in the Progressive Era

After the official closure of the frontier in 1890, small town boosters searched for ways to prove their participation in the national development on the frontier, to validate policies that promoted the Americanization of Native Americans, and to record for posterity their role as the vital hinge between past and present. In seeking to understand the role of tales of Indian captivity in the national cultural identity, historians and scholars have usually focused on narratives from before 1890 or films after the turn of the century, virtually ignoring the tales reprinted during the Progressive Era. Yet as the danger of actual captivity by Indians disappeared, historical captives provided a method by which Americans examined concerns brought by modernization and a means by which they reinforced and retained traits that they believed had been created on the frontier such as individualism, bravery, ingenuity, enthusiasm, manliness, patriotism, self-reliance and concern for others. Local boosters and cultural commentators celebrated Indian captivity because they lamented that the country was forgetting what they saw as pioneer bravery, and because they followed the premise of Frederick Jackson Turner‟s frontier thesis. Indian captivity narratives and monuments published, republished and memorialized between 1890 and 1916 celebrated historical captives, but they also congratulated those who made such celebration possible. By reprinting tales of local historical captives, and in some cases erecting monuments unveiled in elaborate ceremonies, Progressive Era Americans retold Indian captivity history. The retelling acted as a conduit through which the past spoke to the future. Preservation of a captive past meant the continuation of its basic elements in the future and the assurance that the local commentators and boosters who enacted the tribute would also be remembered as crucial to the creation of the national identity in the twentieth century

P-13 The Compassion Fatigue and Resilience Connection: A Survey of Resilience, Compassion Fatigue, Burnout, and Compassion Satisfaction among Trauma Responders

Research has shown that compassion fatigue is associated with burnout and compassion satisfaction. Practically no studies have examined how resilience may impact these variables. This study examined how resilience is related to compassion fatigue, burnout, and compassion satisfaction among a convenience sample of disaster behavioral health and emergency preparedness responders (N = 139) attending a training conference in Michigan. Measures included the 30-item Professional Quality of Life Scale, the 14-item Resilience Scale, and a demographic questionnaire. Seventy-two percent of the participants were at risk for compassion fatigue, while 19% were at risk for burnout. Only 22% of participants had scores indicative of high resilience. Resilience was found to have a significant negative correlation with compassion fatigue and with burnout. A significant positive correlation was also found between compassion satisfaction and resilience. Mediation analysis found that resilience moderately mediated the relationship between compassion fatigue and burnout. These findings suggest that resilience plays an important role in mediating the effects between compassion fatigue and burnout. Implications for practice are discussed

Creating Brave Space: Middle School Students Discuss Race

Racial disparities must be addressed in every sector in the United States (e.g., healthcare, education, incarceration, etc.) (Skiba et al., 2001). Mary, a middle school principal, created a series of conversations designed to help a small group of students begin to have more productive conversations about race. The purpose of the current study was to explore how educators create a space for middle school students to have inter- and intra- racial dialogues. Results suggest: (a) a demonstrated need and demand for spaces that support inter- and intra-racial dialogues; (b) the importance of strategic planning; and (c) the vital nature of developing relationships

Being a Teacher during Covid-19

This paper is the first to be produced from a collaborative project between a Management academic and Professor of Education, which explores the impact of Covid-19 upon teacher identities. Here we present a Critical Discourse Analysis of interview data which highlights the competing pressures that faced one teacher during Covid-19. Our findings suggest that school leadership responses were key to how teachers experienced their roles during the pandemic and that teachers with care responsibilities found the adjustments particularly challenging. This project will form the foundation of a book, to be edited by the authors of this paper, which will highlight further themes around teaching and Covid-19. Our aim is to inform education policy and practice in a post-Covid era

The Effects of Chronic Ethanol Self-Administration on Hippocampal Serotonin Transporter Density in Monkeys

Evidence for an interaction between alcohol consumption and the serotonin system has been observed repeatedly in both humans and animal models yet the specific relationship between the two remains unclear. Research has focused primarily on the serotonin transporter (SERT) due in part to its role in regulating extracellular levels of serotonin. The hippocampal formation is heavily innervated by ascending serotonin fibers and is a major component of the neurocircuitry involved in mediating the reinforcing effects of alcohol. The current study investigated the effects of chronic ethanol self-administration on hippocampal SERT in a layer and field specific manner using a monkey model of human alcohol consumption. [3H]Citalopram was used to measure hippocampal SERT density in male cynomolgus macaques that voluntarily self-administered ethanol for 18 months. Hippocampal [3H]citalopram binding was less dense in ethanol drinkers than in controls, with the greatest effect observed in the molecular layer of the dentate gyrus. SERT density was not correlated with measures of ethanol consumption or blood ethanol concentrations, suggesting the possibility that a threshold level of consumption had been met. The lower hippocampal SERT density observed suggests that chronic ethanol consumption is associated with altered serotonergic modulation of hippocampal neurotransmission

Crafting resilient futures by looking to the past: 25 years of online learning at FSU and Illinois

For 25 years, the iSchools at Florida State University (FSU) and the University of Illinois Urbana-Champaign have been leaders in online learning, providing education to students who might not otherwise have had access to a master’s-level degree. This panel, made up of faculty and staff from FSU and Illinois, will discuss the history of online learning at these schools, the challenges faced and lessons learned, and the positive impact their online programs have had on access, equity, diversity, and inclusion. The landscape of higher education and of the information professions has changed significantly over the past quarter century. The rise of the Internet, organizational realignment and mergers in higher education, and the iSchool movement have all had an impact on the information professions and the ways we educate students to become information professionals. In the mid-90s, FSU and Illinois began offering online programs as a way of contributing to the resilience of the information professions, especially librarianship, and ensuring the resilience of their own programs. Both programs were pioneers in offering online learning, and from the outset they employed unique strategies: both use a combination of synchronous and asynchronous learning, while Illinois also uses a cohort model. Online learning at both institutions has fostered resilience by increasing access for students; promoting equity, diversity, and inclusion; encouraging innovative uses of technology; and inspiring scholarship that bridges online learning research and practice. This panel will consist of four 10-minute presentations by faculty and staff from FSU and Illinois (see below for specific presentation titles and descriptions). The session will also feature a discussion with the audience organized around three questions: 1. What have been your best successes with online learning? 2. What have been your greatest challenges, and how have you dealt with them? 3. What is the future of online learning—both at your institution and in general? Presentations “Crafting Resilience Through Engagement: Synchronous Online Learning” – Kathleen Burnett (FSU): Today, there are numerous options for learning management systems and applications to support interaction online, but in 1996 when FSU and Illinois began their programs, these simply did not exist. At FSU, what became one of the earliest research progams to investigate interaction in online learning, began as a collaborative effort to construct the best environment we could to meet our goal of serving the geographically and socio-economically diverse population of Florida, without uprooting them from the communities they called home. “Crafting Resilience Through Community: The Cohort Model in Online Learning” – Linda C. Smith (Illinois): A distinguishing feature of the Illinois Leep online option for the MS/LIS degree has been the emphasis on shaping a cohort identity as a means of building community and enhancing retention and student success. The program provides students flexibility both with courses they take and the pace at which they move through the program. Cohort identity is not defined by taking a large number of courses together, but instead by forming relationships that remain a strong source of support throughout the program and beyond. The collaborative spirit that infused cohort 1 in 1996 continues to characterize cohorts today. “Crafting Resilience Through Access: The Role of Technology” – Jill Gengler (Illinois): Technology can be a tool that enables access for anyone who wants further education. Early on in the Illinois Leep program, the support staff chose solutions that allowed students to overcome barriers to earn their degrees. Staff worked with campus partners to make the program accessible to individuals with disabilities. Our program remained committed to a caring approach to ensure all students felt supported in order to overcome feelings of isolation in a distance education program. The goal was to make technology as simple as possible to enable our outstanding faculty and students to collaborate effectively. “Crafting Resilience By Connecting Research and Practice in Online Learning” – Michelle Kazmer (FSU): Early research about knowledge- and community-building through synchronous classes and residency requirements at Illinois demonstrated the importance of the residency to student success. Ongoing research in FSU’s program, which avoided an on-campus requirement, showed how community could be supported for entirely-remote students. Simultaneously, scholars throughout the discipline generated a robust body of research about online learning in LIS. This research helped promulgate the open-minded approaches to evidence-based technology experimentation and implementation that were fostered by the early-adopter programs and have shaped 25 years of resilience in LIS online education. Panel Participants Don Latham (moderator), Professor, School of Information, FSU. Don was a student in the master’s program at FSU when the online learning program began. Since joining the faculty, he has taught a number of graduate-level online courses using a variety of platforms. Kathleen Burnett, F. William Summers Professor and Director, School of Information, FSU. Kathy’s first faculty meeting at FSU was held in July 1996, following the announcement that the then School of Library and Information Studies would offer the first comprehensive distance learning degree program at FSU. Although her contract had not yet started, she eagerly darted down the rabbit hole of online learning, where she can still be found teaching and problem-solving 25 years later. Linda C. Smith, Professor Emerita and Interim Executive Associate Dean, Illinois. Linda taught online from fall 1997 through spring 2019 and coordinated the Leep online option for the MS/LIS degree. With Bruce Kingma of Syracuse, she co-founded the WISE (Web-based Information Science Education) consortium. Jill Gengler, Director of Alumni Affairs, Illinois. After earning her MS from the School of Information Sciences, Jill spent 10 years supporting the technology for the Leep program followed by 10 years managing the iSchool’s Help Desk. She is currently the Director of Alumni Affairs for the iSchool since her favorite aspect of her technology jobs was always talking to the students. Michelle Kazmer, Professor and Associate Dean, School of Information, FSU. Michelle was the first online TA in the Illinois “LEEP3” program in 1997, and joined the faculty at FSU in 2002. She has conducted research in community processes in online learning, and continues to relish teaching online after (almost!) 25 years

A survey of emergency department use in patients with cyclic vomiting syndrome

<p>Abstract</p> <p>Background</p> <p>Cyclic vomiting syndrome (CVS), a chronic disorder characterized by recurrent episodes of vomiting, is frequently unrecognized and is associated with high utilization of emergency department (ED) services.</p> <p>Methods</p> <p>A web-based survey was posted on the Cyclic Vomiting Syndrome Association (CVSA) website to assess utilization of ED services in patients with CVS.</p> <p>Results</p> <p>Of 251 respondents, 104 (41.4%) were adult CVS patients and 147 (58.6%) were caregivers of pediatric and adult patients. In the adult group, the median number of ED visits for CVS symptoms was 15(range 1 - 200), with a median of 7 ED visits prior to a diagnosis of CVS (range 0 - 150). In the caregiver group, the median number of ED visits was 10 (range 1 - 175) and the median number of ED visits prior to a diagnosis of CVS was 5 (range 0 - 65). CVS was not diagnosed in the ED in 89/104 (93%) adults and 119/147 (93%) patients in the caregiver group. CVS was not recognized in the ED in 84/95 (88%) of adults and 97/122 (80%) of patients in the caregiver group, despite an established diagnosis of CVS.</p> <p>Conclusion</p> <p>There is a sub-group of adult and pediatric CVS patients who are high utilizers of ED services and CVS is not recognized in the ED in the majority of patients. Improved efforts to educate ED physicians are indicated to optimize treatment of patients with CVS and to decrease potential overuse of ED services.</p

Comparative genomics of Cluster O mycobacteriophages

Mycobacteriophages - viruses of mycobacterial hosts - are genetically diverse but morphologically are all classified in the Caudovirales with double-stranded DNA and tails. We describe here a group of five closely related mycobacteriophages - Corndog, Catdawg, Dylan, Firecracker, and YungJamal - designated as Cluster O with long flexible tails but with unusual prolate capsids. Proteomic analysis of phage Corndog particles, Catdawg particles, and Corndog-infected cells confirms expression of half of the predicted gene products and indicates a non-canonical mechanism for translation of the Corndog tape measure protein. Bioinformatic analysis identifies 8-9 strongly predicted SigA promoters and all five Cluster O genomes contain more than 30 copies of a 17 bp repeat sequence with dyad symmetry located throughout the genomes. Comparison of the Cluster O phages provides insights into phage genome evolution including the processes of gene flux by horizontal genetic exchange