Data, Stats, Go: Navigating the Intersections of Cataloging, E-Resource, and Web Analytics Reporting

Do you trudge through gathering statistics at fiscal or calendar year-end? Do you wonder why you track certain things, thinking many seem outdated or irrelevant? Many places seem to keep counting certain statistics because that\u27s what they\u27ve always done. For e-resources, how do you integrate those with physical counts and reconcile the variations (updated e-resources versus re-cataloged physical items)? What about repository downloads and other web traffic? The quantity of stats that libraries track is staggering and keeps growing. This program will encourage attendees to stop and evaluate what and why they\u27re gathering data and help identify possible alternatives to tell stories. This program was sponsored by the Technical Services Special Interest Section. Takeaways: Attendees will be able to apply best practices for evaluating their own methodology for statistics tracking. Attendees will be able to identify new statistics and how to track them, as well as statistics they no longer need to track. Attendees will be able to develop a new (or alter an existing) analytics reporting procedure for effective statistical storytelling

Chronic opioid pretreatment potentiates the sensitization of fear learning by trauma.

Despite the large comorbidity between PTSD and opioid use disorders, as well as the common treatment of physical injuries resulting from trauma with opioids, the ability of opioid treatments to subsequently modify PTSD-related behavior has not been well studied. Using the stress-enhanced fear learning (SEFL) model for PTSD, we characterized the impact of chronic opioid regimens on the sensitization of fear learning seen following traumatic stress in mice. We demonstrate for the first time that chronic opioid pretreatment is able to robustly augment associative fear learning. Highlighting aversive learning as the cognitive process mediating this behavioral outcome, these changes were observed after a considerable period of drug cessation, generalized to learning about multiple aversive stimuli, were not due to changes in stimulus sensitivity or basal anxiety, and correlated with a marker of synaptic plasticity within the basolateral amygdala. Additionally, these changes were not observed when opioids were given after the traumatic event. Moreover, we found that neither reducing the frequency of opioid administration nor bidirectional manipulation of acute withdrawal impacted the subsequent enhancement in fear learning seen. Given the fundamental role of associative fear learning in the generation and progression of PTSD, these findings are of direct translational relevance to the comorbidity between opioid dependence and PTSD, and they are also pertinent to the use of opioids for treating pain resulting from traumas involving physical injuries

Parental Perceptions of Oral Health and School-Based Dental Sealant Programs

Introduction: Community Health Needs Assessment (University of Vermont Medical Center, 2013) Identified oral health in pediatric population as a primary concern Barriers to dental care cited: access, affordability, education School-Based Sealant Program (SBSP) Dental sealants are an evidence-based method of cavity prevention CDC strongly recommends delivery via SBSPs Few Vermont schools have such a program Vermont Medicaid State Plan amendment allows dental hygienists to bill without on-site dentist (2015)4 Unique opportunity to pilot an SBSP Pilot program implemented by the University of Vermont Medical Center Community Health Improvement Goal: sustainable model able to be replicated in Vermont schools Pilot School Selection – Milton Elementary-Middle School (MEMS) Demographics representative of Vermont schools (46% free & reduced lunch program); school administration supportive of an SBSP; no existing dental education (“Tooth Tutor”) program per Vermont Office of Oral Healthhttps://scholarworks.uvm.edu/comphp_gallery/1232/thumbnail.jp

Developing a typology of the roles public contributors undertake to establish legitimacy: A longitudinal case study of patient and public involvement in a health network

Objective To identify how public contributors established their legitimacy in the functioning of a patient and public involvement programme at a health network. Design A longitudinal case study with three embedded units (projects) involving public contributors. Interviews (n=24), observations (n=27) and documentary data collection occurred over 16 months. Setting The West of England Academic Health Science Network (WEAHSN), 1 of 15 regional AHSNs in England. Participants Interviews were conducted with public contributors (n=5) and professionals (n=19) who were staff from the WEAHSN, its member organisations and its partners. Results Public contributors established their legitimacy by using nine distinct roles: (1) lived experience, as a patient or carer; (2) occupational knowledge, offering job-related expertise; (3) occupational skills, offering aptitude developed through employment; (4) patient advocate, promoting the interests of patients; (5) keeper of the public purse, encouraging wise spending; (6) intuitive public, piloting materials suitable for the general public; (7) fresh-eyed reviewer, critiquing materials; (8) critical friend, critiquing progress and proposing new initiatives and (9) boundary spanner, urging professionals to work across organisations. Individual public contributors occupied many, but not all, of the roles. Conclusions Lived experience is only one of nine distinct public contributor roles. The WEAHSN provided a benign context for the study because in a health network public contributors are one of many parties seeking to establish legitimacy through finding valuable roles. The nine roles can be organised into a typology according to whether the basis for legitimacy lies in: the public contributor's knowledge, skills and experience; citizenship through the aspiration to achieve a broad public good; or being an outsider. The typology shows how public contributors can be involved in work where lived experience appears to lack relevance: strategic decision making; research unconnected to particular conditions; or acute service delivery

Realising Māori Potential within the Youth Guarantee — An Evaluation of the Youth Guarantee Programme with a Focus on Māori Learners

Māori students’ educational success is critical to Aotearoa New Zealand’s success. The New Zealand Government is committed to supporting Māori learners explore and achieve full potential as Māori. To fulfil this commitment, the Ministry of Education released Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012 in April 2008, which sets the direction for improving education outcomes for and with Māori learners. The Youth Guarantee (YG) programme is one of the initiatives which aim to increase the educational achievement of 16 and 17 year olds by making the education system more responsive to their needs. The Ministry of Education is currently undertaking a research project to evaluate the YG with a focus on improving these programmes to better meet the needs of Māori learners. This report offers a snapshot of the achievements of the YG Māori learners at Wintec and the challenges they face

A voting system to enhance interactivity for students

Unpublished conference presentation given at the University of Chester staff conference in Chester, 1 June 2007.This presentation discusses optivote - a radio-frequency voting system which can increase interactivity in a session - it works the same way as the 'ask the audience' feature of 'Who wants to be a millionaire'. Each set consists of 32 voting handsets, a laptop loaded with the necessary software, a radio receiver and instructions. The system will work with powerpoint slides to provide a range of question types as part of a presentation. It can give immediate feedback to students on their answers and the lecturer can obtain reports about the individual responses of their students

Surving COVID with the Breakfast Club: Tools for Telework Task Management and Communication in a Multi-Generational Workplace

As librarians around the world scrambled earlier this year to set up physical spaces to work from home, at UGA Law Library we were fortunate to have a few apps already in place. In this session we put our recent and personal experiences to use, as well as adding a newer tool into the mix, and successfully pivoted employees, teams, departments and services all online within a week. Individuals and small teams had been using various platforms for years to collaborate more effectively and track progress on long-term objectives, all while maintaining business as usual. Our library is also made up of a range of age groups including Boomers, Gen-X\u27ers and Millenials. Each presenter will share one of the tools they had a hand in implementing and are driving for our library\u27s teleworking space in addition to giving their personal generational perspective. We will present the why and how of three primary applications used over the past 2 months and which will guide us as we transition to reopen. We have used these tools to assign and monitor critical workflows leading up to and during our institution closure, including schedules for essential staff, and enabling access to key electronic resources. We will discuss how we are also using the tools to interact and collaborate while teleworking, and how they\u27re helping us make up for our collective lack of socializing in these time of extreme social distancing. The three tools, including specific examples of each, are: Trello Slack Zoo

Gender and race distribution of dental graduates (1985 - 2004) and first year dental students (2000 - 2005) in South Africa

This paper, written at the close of a decade of democracy in South Africa, sets out to analyse the demographic profile of dental graduates from 1985-2004 at the five Faculties/Schools of Dentistry in South Africa. A comparison of the profiles for the pre-democracy (1985-1994) and post-apartheid (1995-2004) periods has been made. The demographic profile of first year dental students from 2000-2005 is also presented. From 1985-1994, most dental graduates were male (79%), but this changed substantially from 1995-2004, with females comprising 46% of those graduating. In the pre-democracy period, more than three-quarters of all graduates were White (78%), decreasing to 46% in the post-apartheid period under review. Black graduates increased from 6% to 24% across the two study periods. Amongst the first year dental student intake from 2000- 2005, females comprised 57%. There was an almost equal distribution across the White, Black and Asian groups. Dental faculties/schools have made important strides in transforming the demographic profile of their students. The percentage of Black graduates, however, needs to be significantly increased if it is to reflect the national population. Faculties/schools must further ensure that able students from working class background are identified and considered for acceptance into the undergraduate dental programme, and should then be offered the necessary academic and mentoring support to enable success