Predicting factors of abusive head trauma in infants within a child maltreatment population

Research into the predictors of child physical abuse has shown that caregivers that have perpetrated child physical abuse experience internalizing mental health concerns (stress, emotional distress, anxiety, and depression) more often than other caregivers. Domestic violence within the household is also related to caregivers who have perpetrated child physical abuse, as well as their own childhood abuse and neglect. Studies have also shown that younger caregivers are more likely than older caregivers to commit child physical abuse. With bountiful research on child physical abuse, there is very little on Shaken Baby Syndrome or Abusive Head Trauma (AHT). The current study examined the relationship between diagnosed mental illness of the caregiver, a presence of domestic violence, caregiver age, caregiver sex, marital status, number of children within the household and AHT, using the Fourth National Incidence Study of Child Abuse and Neglect (NIS-4) archival dataset on 12,694 abused or maltreated children collected by the Children's Bureau and the Office of Planning, Research and Evaluation in the Administration for Children and Families that took place in 2005 and 2006. This study found that caregivers aged 25 and younger are more likely to contribute to abusive head trauma than caregivers aged 26 and older and families with 2 or less children have a higher likelihood of abusive head trauma occurring within them than families with 3 or more children. There was no significance found in a relationship between abusive head trauma and mental illness within the caregiver, domestic violence within the household, marital status, or sex of the caregiver

Self-improvement, community improvement : North Carolina Sorosis and the women's club movement in Wilmington, North Carolina, 1895-1950

The Progressive Era ushered in a new importance for women’s associations with an increase in municipal housekeeping that centered on education, health, social services and other civic concerns. Prior to the Progressive Era, women’s clubs across America focused on the self-improvement of their members through the study of art, literature, and other cultural pastimes. North Carolina Sorosis was part of the nationwide emergence of women’s clubs during the Progressive Era. Organized womanhood provided a safe location to break down traditional roles of women and expanded women’s influence in the public sphere. The women’s club movement established the idea that women had a moral duty and responsibility to improve society. Clubs provided them with the vehicle to enter the public sphere and to transform, define, and shape public policy. North Carolina Sorosis contributed to Wilmington’s social and cultural infrastructure by creating parks, museums, libraries, and schools. For the women of Sorosis, the club provided an opportunity to become a powerful source of change in Wilmington. Members developed political skills by working with city officials even before women gained the right to vote. Sorosis members also acquired leadership experience and developed financial skills by sponsoring fund-raisers and by creating and maintaining museums, libraries and other civic institutions. These changes in women’s clubs during the Progressive Era were exemplified with the clubhouse boom. The last chapter of this thesis focuses on the North Carolina Sorosis Clubhouse. The Sorosis clubhouse, like so many clubhouses across America, was established through the hard work, talent, and efficacy of women willing to undertake financial, managerial, organizational, and bureaucratic responsibilities on levels unprecedented prior to the Progressive Era. The women of Sorosis and thousands of clubwomen across the nation demonstrated, to themselves and to their communities, women’s potential at these tasks. The clubhouse was recognized across the nation as an expression of pride and power for clubwomen. To build, design, and purchase clubhouses represented the effort of women’s clubs to combine civic responsibilities with more traditional social roles. Clubwomen believed the city could become homelike and as domestic housekeepers they attempted to blur the lines between public and private space. This act enabled them to cross these lines and enter into the city’s public spaces. The very success of the clubwomen contributed to a decline in the power and influence of the clubwoman. Sorosis was no longer the driving force of change in Wilmington after World War II. Much of the work Sorosis had accomplished including the founding of the first free public library, establishing Greenfield Lake Park, organizing a night school for Delgado Mill Workers, sponsoring milk stations and baby clinics was turned over to the city for upkeep. With the professionalization of libraries, museums, social work, and other public institutions, the clubwomen lost their control and influence on the social and cultural growth and direction of Wilmington. As a result, North Carolina Sorosis reverted to once again functioning as a social club for women. Nevertheless, the institutions that Sorosis created remain central to the social and cultural vibrancy of present-day Wilmington

Lessons learned: intentional implementation of second makerspaces

Purpose – What happens when a librarian outgrows their maker learning location or transfers to a new library? The purpose of this study is to explore the planning process for second and/or new library makerspaces. Is the planning more intentional? Is there more focus on how the makerspace should be put together for the community served? Is the community further involved? This study will explore those questions and more. Design/methodology/approach – Using content analysis, the perspectives of practicing librarians in the achievement of subsequent makerspaces are examined. Data include librarian interviews, an analysis using NVivo 11 through the lens of design thinking, and a final review using member checking by each research participant. Findings – Makerspaces continue to grow in popularity in school and public/community libraries. What is unexplored is the moving from a first makerspace to the implementation of a second and/or new maker learning location. More intentional planning is involved. The community served by the library is further engaged in the planning. Study results illustrate the value that community insight and intentional planning play in the design and implementation of makerspaces. Originality/value – Makerspaces in libraries continue to grow in popularity; in turn, the body of peer-reviewed, scholarly publications also continues to grow. Librarians in the field are beginning to move from their first to second makerspaces. This study investigates those perspectives. Much can be gained from the experiences of those who have implemented their second or third makerspace

Delivering the message: Disseminating information and professional development in the field of librarianship through technology

PurposeThe purpose of this paper is to describe the use of podcasts, online radio broadcasts, YouTube channels, and other technology medium to deliver information and professional development to peers in the field and professionals in librarianship.Design/methodology/approachThis paper explores five case studies of librarians and library professionals who have created online programs specifically geared to the field using technologies such as podcasting, YouTube channels, Twitter Chats, and Google Hangouts. The case studies include librarians in the public, academic, and school settings as well as one professional from The American Library Association. Interviews via Google Hangouts took place to gather information for each narrative. NVivo 10 qualitative data analysis software was used to pull out themes and commonalities among narratives. Some examples include, intended audience, program focus, platform topics, technology, and challenges.FindingsFace-to-face delivery of information and professional development can be difficult with librarians and professionals located across the USA and the world. These five interviewees share new opportunities and examples in the delivery of training and information in the field of librarianship without ever needing to leave an office or desk.Originality/valuePodcasting in librarianship is a topic of modest popularity but it is typically used with students and at the academic library level where the topics of podcasts and libraries are addressed. The topics of podcasts, online radio broadcasts, and other technologies in librarian peer-to-peer instruction and professional development are uncharted territory in the field of scholarly research. This piece opens research to multiple opportunities in both practice and scholarship in how technology can aid in professional development and information delivery to peers and practitioners in the field

Libraries and the rift: Oculus Rift and 4D devices in libraries

Oculus Rift is a headset device that goes over the eyes; created with immersive gaming in mind, the Oculus Rift gives the user a four-dimensional experience. This isn't the same as watching 3D television; this is a headset created to take peripheral vision into account. One hundred percent of the wearer's field of view is covered; every turn of the head is calculated, and the encounter is totally engaging. Virtual reality is not new. But 4D systems are making this type of gaming and learning both fun and exciting. The user experience is very realistic, and the possibilities are wide open. There are multiple options in the 4D realm. Oculus Rift is new, and applications are still being built. The development kit, which consists of a headset, as well as a camera for tracking, is available. This type of technology maybe new and seem a little bit daunting, but integrating it into libraries and education is certain to lead to student discovery and excitement

These aren’t your father’s funny papers: The new world of digital graphic novels

Internet usage has grown exponentially, thanks, in part, to the increasing popularity of handheld devices, such as cell phones, tablet computers, and e-readers. Today's 21st-century children and teens are surrounded by a mediasphere of visual and textual resources. According to the Teens and the Internet report (Pew Research Center's Internet & American Life Project 2006, 2), over eleven million teens go online daily, compared to about seven million in 2000. Increasingly, whether it is through computers, televisions, cell phones, or gaming devices, children and teens are accessing online resources to meet their social, recreational, and informational needs

User agreements and makerspaces: a content analysis

Abstract– The purpose of this paper is to analyze the user agreements of makerspaces in public and academic libraries. User agreements, also known as maker agreements, user forms and liability forms, can be very important documents between library patrons, staff and faculty. User agreements are similar to the earlier creation of acceptable use policies for technology use in libraries. The author of this study will delve into the user agreements created for public and academic libraries across the USA.Design/methodology/approach– The researcher used content analysis to investigate 24 different user agreements written for public and academic library makerspaces. NVivo qualitative data analysis software was integrated into this research to aid in the breakdown of commonalities across terms, themes and purpose within the user agreements.Findings– Although makerspaces are a very exciting topic in the field of library science at this time, the implementation of a maker learning space is still new to many libraries. Creating a user agreement for a makerspace is newer still. Most user agreements in this study were six months to a year old. Some consistencies found across makerspace user agreements include liability waivers, permissions for minors, safety, copyright and technology replacement costs.Originality/value– At this time, most publications on makerspaces are held in the realm of popular publications (blogs, magazines, zines, etc.). The body of peer-reviewed and scholarly research on makerspaces is growing. Makerspace user agreements are new to this growing field of interest, and a content analysis of these documents will pave the way for the writing of future forms

How to make a maker librarian

Makerspaces are simply a location for open-exploration, tinkering, problem solving, and critical thinking for all. This definition and idea ties in well to the focus of the Knowledge School. Makerspaces and the librarians who work in them aim at being socially just, community based, and focus their maker learning locations toward their practitioners. Those in schools, universities, and communities who are often charged to implement a maker location. When a student graduates from a Masters of Library and Information Science program or iSchool are they are ready to work with makers in their community? Are they ready to learn and train themselves? Are they ready to continue growth in their own knowledge? Have their programs of study, their schools of knowledge trained them appropriately? This article delves into case studies focused on that very discussion

The tao of tablets

The following studies are included in full in our Library Technology Report on tablets. * Librarians at McGill University held workshops to help faculty and students use their tablets and other mobile devices effectively and innovatively. * At San Diego State University, a tablet community, developed across library departments to foster creativity and collaboration, is planning new services. * The University of Illinois at Urbana- Champaign deployed tablets for curricular use in a first-year undergraduate learning community during the fall 2011 semester

3-D printing in your libraries and classrooms

3-D printing creates physical items or objects from digital data. This type of printing starts with an electronic file and turns it into a physical item through the use of a 3-D printer, making the imagined real--or, at least, real via built-up layers of plastic (Kaur 2012). Multiple 3-D printer brands are available, but the most popular among schools and libraries is the MakerBot Replicator 2, mainly because of its ease of use, size, and overall print capabilities. If you wonder what 3-D printers can do, the answer is just about anything. If a student, librarian, or teacher can design it, the 3-D printer can make it. The printer may be limited by size or scale, but 3-D printers allow users to print the physical world that surrounds us (Kaur 2012). 3~D printers can play a large role in the lives of our students' research and education by creating models of thoughts and ideas as well as supporting invention (Kurt and Colegrove 2012). In this Technology Quest column I focus on two educators, an art teacher and a middle/high school librarian, who have recently introduced 3-D printers into their learning spaces