“For What We Do Today Becomes the History of Tomorrow”: A History of the Bay View Historical Society, 1979-2015

This dissertation presents a history of the Bay View Historical Society (BVHS), a non-profit cultural heritage institution located in the Bay View neighborhood of Milwaukee, Wisconsin. Since its creation in 1979, the BVHS has assumed numerous roles related to preservation, documentation, education, information provision, social interaction, and public appreciation around the neighborhood’s history. This study’s overarching purpose is to examine how a modern local historical society assumes and approaches its role within the community it seeks to document, preserve, celebrate, and enrich. The central contention is that such institutions are given life when a range of conditions are conducive for the streams of historical consciousness within a community to converge with the structures and instruments of the historical enterprise. The analysis and narrative tracks internal and external developments that influenced the BVHS’s creation and growth over four decades (1979-2015), focusing on its primary activities, goals, and pursuits, and how it communicated its self-assigned or assumed roles. During this time, the BVHS assumed a position of authority on the neighborhood’s history by emphasizing both physical symbols and historical storytelling that inspired its membership and engaged the wider community

Politics and Advocacy: A Dilettante\u27s View of Archival Activism

In June of this year I had the dubious honor of testifying in front of a congressional committee during the Louisiana State Legislative Session. My testimony was in response to a public records bill that had passed through the State Senate and was under consideration in the House Committee for Governmental Affairs. It was an honor because I was allowed to represent the officers and executive board of the Louisiana Archives and Manuscript Association (LAMA), of which I am an active member. I had been following the progress of the bill in question and had drafted a letter in opposition that was endorsed by the LAMA leadership and forwarded to committee staff. Along with two other LAMA colleagues, I accepted an invitation to the meeting. I characterize the experience as dubious because our appearance was arranged with very little notice, I was not entirely sure what to expect, and as I sat through the meeting before making my statement it became apparent that whatever we had to say would not make any difference

A Reckless Verisimilitude: The Archive in James Ellroy’s Fiction

The archive as both plot element and narrative presentation factors significantly into the work of James Ellroy’s novels in the L.A. Quartet and USA Underworld Trilogy series. This article examines the important role of the archive as a source of information and evidence that Ellroy’s characters utilize in their attempts at either maintaining or attacking the status quo. Through these novels, Ellroy conveys the potential power archives wield over the trajectory of history and our understanding of it by demonstrating how the historical record is often shaped in favor of the powerful. Yet even if the archive is a manifestation of the power narratives that dominate society in any given time, it also holds the potential to reveal truths that disrupt that power

“Quietly Incomplete”: Academic Historians, Digital Archival Collections, and Historical Research in the Web Era

Since the early 1990s, archives institutions largely have approached digital archival collections with an “if we build it, they will come” mentality. But the extent and motivations of use for traditional and emerging patron groups are constantly evolving, and the factors or conditions that characterize use vary wildly in the web environment. As part of a broader study investigating how academic historians utilize and interact with digital archival collections, this paper details the findings of a pilot project involving a citation analysis, survey, and semi-structured interviews with academic historians from a medium-sized Carnegie Research 1 university. This limited exploratory study attempts to identify characteristics and conditions of digital archival collection use and gather firsthand accounts about the benefits, limitations, challenges, and utility of digital archival collections to this cohort’s research. The authors found that these resources are valued but underutilized due to ongoing issues with accessibility and availability, and that digital archival collections on the web continue to be “quietly incomplete” even as they grow in number, volume, and subject. The authors call for further research involving academic historians and other key user groups to inform institutional approaches to the design, creation, and development of digital archival collections for all users

Transient phenomena in learning and evolution: genetic assimilation and genetic redistribution

Deacon has recently proposed that complexes of genes can be integrated into functional groups as a result of environmental changes that mask and unmask selection pressures. For example, many animals endogenously synthesize ascorbic acid (vitamin C), but anthropoid primates have only a nonfunctional version of the crucial gene for this pathway. It is hypothesized that the loss of functionality occurred in the evolutionary past when a diet rich in vitamin C masked the effect of the gene, and its loss effectively trapped the animals in a fruit-eating lifestyle. As a result, the complex of abilities that support this lifestyle were evolutionarily bound together, forming a multilocus complex. In this study we use evolutionary computation simulations to explore the thesis that masking and unmasking can transfer dependence from one set of genes to many sets, and thereby integrate the whole complex of genes. We used a framework based on Hinton and Nowlan's 1987 simulation of the Baldwin effect. Additional gene complexes and an environmental parameter were added to their basic model, and the fitness function extended. The simulation clearly demonstrates that the genetic redistribution effect can occur in silico, showing an initial advantage of endogenously synthesized vitamin C, followed by transfer of the fitness contribution to the complex of genes that together allow the acquisition of vitamin C from the environment. As is well known in the modeling community, the Baldwin effect only occurs in simulations when the population of agents is "poised on the brink" of discovering the genetically specified solution. Similarly, the redistribution effect occurs in simulations under specific initial conditions: too little vitamin C in the environment, and its synthesis it is never fully masked; too much vitamin C, and the abilities required to acquire it are not tightly integrated. The Baldwin effect has been hypothesized as a potential mechanism for developing language-specific adaptations like innate universal grammar and other highly modular capacities. We conclude with a discussion of the relevance of genetic assimilation and genetic redistribution to the evolution of language and other cognitive adaptations

Teaching the teachers: What's missing in LIS doctoral teacher education?

This panel presentation will discuss the results of a study that examines the status of teacher education in United States-based Library and Information Studies (LIS) doctoral degree programs. The study integrates analysis of program information, student perspectives, and institutional expectations to assess whether current approaches in developing discipline-specific educators are adequate for the immediate professional needs of doctoral students and the long-term academic viability of LIS programs. The analysis focuses on a subset of ALA-accredited LIS programs that hold membership in ALISE and/or the iSchool Organization. It assumes that the majority of the LIS degreed faculty personnel are drawn from these programs and thus are part of an overall network of doctoral teacher education and training that is ostensibly informed by shared policy frameworks. Yet, the notion of teaching doctoral students to be teachers is largely absent from professional discourse in LIS, where most discussions of education focus solely on training librarians, archivists, and other information professionals in information literacy instruction. In other words, there is not now, nor does there appear to have ever been, a clear consensus approach to training the people who ultimately become responsible for teaching LIS. Recent research and reporting demonstrate that across academe, PhD programs generally do not provide sufficient teacher training for doctoral students, mostly because academic faculty and department agendas are focused on research that attracts outside funding, facilitates industry partnerships, and adds notoriety and prestige for institutions in an increasingly competitive education marketplace. A 2018 study by the American Association of University Professors (AAUP) found that the scant training offered by the ‘professional apprenticeship’ system, defined mostly by teaching assistantships, may actually stunt doctoral students’ progress toward degree completion. The report indicates that “while teaching a few courses can be a valuable learning experience, many teaching assistants instead operate as a source of cheap labor for the academy,” producing a harmful “casualization” of academic labor that undermines traditional faculty roles and the tenure system. Further analysis by the AAUP shows that the proportion of teaching-intensive positions to research-intensive positions has risen sharply in recent years, representing a “seismic shift” with consequences for faculty and students due to the “lower levels of campus engagement across the board and a rising service burden for the shrinking core of tenurable faculty.” Discipline-specific studies of doctoral student teacher training in a variety of academic fields reveal an ambivalence among students toward their teaching responsibilities and opportunities, which often reflects a lack of confidence in and anxiety around their ability to teach effectively and leads to feelings of unpreparedness in assuming faculty positions. This is especially problematic for doctoral students in programs that promote the ideal of success as obtaining tenure-track positions in highly-ranked and research intensive academic institutions, while not adequately preparing doctoral students for alternative career paths. The trend of shrinking university budgets and diminishing opportunities for new PhDs to take on research-focused work has been accompanied by new expectations for education delivery by students, administrators, accreditors, employers, and other stakeholders, both of which contribute to the high attrition rate of doctoral students. Research shows that when combined with the firsthand experience gained through the apprentice systems, formal teacher training makes a positive difference in how new and aspiring faculty carry out their roles, manage their workloads, and build sustainable careers. Adequate teacher training also creates a ripple effect that benefits student learning outcomes and skills acquisition, which is especially important to LIS and other discipline areas built around a distinct but evolving set of practical professional pursuits. Very little scholarly research along these lines has been conducted in the LIS field and even a surface level scan of the status of doctoral student teacher training within LIS programs demonstrates that efforts are inconsistent, nonstandardized, and seemingly inadequate. This study attempts to dig deeper and address how teacher education and training is integrated into curricular offerings and requirements in American LIS doctoral programs. It incorporates perceptions from doctoral students about the teacher education and training they have received and it evaluates the education or training requirements included on faculty job position descriptions in these programs to see how they align with students’ experience and their own program expectations. The authors suggest that instruction needs to include and go beyond learning courseware, instructional design, educational theory, and ad hoc modelling of doctoral seminars to enable doctoral students to develop diverse but discipline-specific instructional approaches to LIS. In accord with the conference theme, this panel presentation is not limited to assessment and critique for its own sake, but rather seeks to propose possible solutions and recommendations for how teacher education and training might become more effective and more of a priority for LIS doctoral programs as they seek a more resilient future. The panel is composed of current doctoral students who will present on the various aspects of the research and discuss the findings in relation to their own experience with doctoral teacher training and education. Furthermore, the panelists intend to structure their delivery in a way that promotes interaction with faculty, students, administrators, and others in the audience and provides the basis for continuing conversations and research beyond the conference

Route of drug administration in out-of-hospital cardiac arrest: A protocol for a randomised controlled trial (PARAMEDIC-3)

© 2023 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/ licenses/by-nc-nd/4.0/).AIMS: The PARAMEDIC-3 trial evaluates the clinical and cost-effectiveness of an intraosseous first strategy, compared with an intravenous first strategy, for drug administration in adults who have sustained an out-of-hospital cardiac arrest. METHODS: PARAMEDIC-3 is a pragmatic, allocation concealed, open-label, multi-centre, superiority randomised controlled trial. It will recruit 15,000 patients across English and Welsh ambulance services. Adults who have sustained an out-of-hospital cardiac arrest are individually randomised to an intraosseous access first strategy or intravenous access first strategy in a 1:1 ratio through an opaque, sealed envelope system. The randomised allocation determines the route used for the first two attempts at vascular access. Participants are initially enrolled under a deferred consent model.The primary clinical-effectiveness outcome is survival at 30-days. Secondary outcomes include return of spontaneous circulation, neurological functional outcome, and health-related quality of life. Participants are followed-up to six-months following cardiac arrest. The primary health economic outcome is incremental cost per quality-adjusted life year gained. CONCLUSION: The PARAMEDIC-3 trial will provide key information on the clinical and cost-effectiveness of drug route in out-of-hospital cardiac arrest.Trial registration: ISRCTN14223494, registered 16/08/2021, prospectively registered.Peer reviewe

Tree-Ring-Reconstructed Summer Temperatures from Northwestern North America during the Last Nine Centuries*

Northwestern North America has one of the highest rates of recent temperature increase in the world, but the putative “divergence problem” in dendroclimatology potentially limits the ability of tree-ring proxy data at high latitudes to provide long-term context for current anthropogenic change. Here, summer temperatures are reconstructed from a Picea glauca maximum latewood density (MXD) chronology that shows a stable relationship to regional temperatures and spans most of the last millennium at the Firth River in northeastern Alaska. The warmest epoch in the last nine centuries is estimated to have occurred during the late twentieth century, with average temperatures over the last 30 yr of the reconstruction developed for this study [1973–2002 in the Common Era (CE)] approximately 1.3° ± 0.4°C warmer than the long-term preindustrial mean (1100–1850 CE), a change associated with rapid increases in greenhouse gases. Prior to the late twentieth century, multidecadal temperature fluctuations covary broadly with changes in natural radiative forcing. The findings presented here emphasize that tree-ring proxies can provide reliable indicators of temperature variability even in a rapidly warming climate