Values, Risks, and Power Influencing Librarians\u27 Decisions to Host Drag Queen Storytime

This paper reports preliminary qualitative findings from a survey of public library staff who work at libraries that have and have not hosted drag queen storytimes (DQS), a popular but contested children\u27s program. Three constructs—values, risks, and power—are developed to describe how individual, library, and institutional forces combine to determine whether DQS occur. Findings contribute to limited scholarly work on DQS by including locations that have not hosted DQS and by engaging critically with how institutional forces shape library staffs\u27 decision-making around DQS. It is critical to understand factors contributing to this decision-making to inform contextually appropriate strategies for encouraging dialogue about DQS as well as LGBTQ+ visibility and justice in children\u27s programming. Moreover, DQS constitute a salient context through which to critically explore broader issues of power and inclusion in public libraries

Long Memory and Volatility Clustering: is the empirical evidence consistent across stock markets?

Long memory and volatility clustering are two stylized facts frequently related to financial markets. Traditionally, these phenomena have been studied based on conditionally heteroscedastic models like ARCH, GARCH, IGARCH and FIGARCH, inter alia. One advantage of these models is their ability to capture nonlinear dynamics. Another interesting manner to study the volatility phenomena is by using measures based on the concept of entropy. In this paper we investigate the long memory and volatility clustering for the SP 500, NASDAQ 100 and Stoxx 50 indexes in order to compare the US and European Markets. Additionally, we compare the results from conditionally heteroscedastic models with those from the entropy measures. In the latter, we examine Shannon entropy, Renyi entropy and Tsallis entropy. The results corroborate the previous evidence of nonlinear dynamics in the time series considered.Comment: 8 pages; 2 figures; paper presented in APFA 6 conferenc

Seat Belt Use by Missouri Teens*

In 2006, the Institute of Public Policy conducted 12 focus groups with Missouri teens on behalf of the Missouri Department of Transportation to:1) understand how teenagers make decisions on seatbelt use; and 2) determine what outreach methods could influence teens' decisions regarding seatbelt use and traffic safety. The study found that teens' seatbelt use is set well before they begin driving, that the lack of use of seatbelts among parents is especially influential, and that teens are not well informed about the consequences of accidents when drivers or passengers are not wearing seatbelts. This report summarizes studies of seatbelt use in Missouri as compared to other states and describes teens' attitudes about seatbelt usage. Finally, it recommends that the Department continue its teen- focused informational campaign and that the state enact primary enforcement of the seatbelt law.Includes bibliographical reference

“It\u27s Hard to See How These Would be Harmful to Kids”: Public Library Staff Perceptions of Child Development and Drag Queen Storytimes

This paper reports preliminary results of a survey of 458 US public library staff members regarding their perceptions of drag queen storytimes (DQS) and the ways in which these storytimes influence child development. The majority of respondents from libraries that have hosted at least one DQS agreed that DQS support healthy child development and positively influence children’s understanding of gender and/or sexuality, while respondents from libraries that have not hosted DQS were more likely to disagree or report being undecided. Specific ways in which respondents perceive DQS to influence child development are also analyzed

Contribute a Verse

In response to the Affordable Learning Georgia initiative, Dr. Tanya Bennett and ten colleagues from the University of North Georgia have written Contribute a Verse: A Guide to First Year Composition. This peer reviewed textbook, published by the University of North Georgia Press, combines a composition rhetoric manual with grammar and documentation instruction and resources, components that can be flexibly arranged to fit instructors’ classroom plans. It includes a standard rhetoric instruction, information and practice for Standard English Grammar, and guidelines for the four most common documentation styles. Its reader compiles essays compiled for English 1101, focused for thematic discussion and selected for use in rhetorical analysis. The textbook also includes a glossary of pertinent terms and ancillary instructor resources. Its contents include Reading Critically/Engaging the Material; Rhetorical Situations; Effective Argument; Introductions and Conclusions; Logic of Assertion, Evidence, and Interpretation; Documentation; Visual Rhetoric; Multi-Modality; Inter-disciplinary Writing; and Grammar. A print version of this book is available for $29.99 Contact the University of North Georgia Press for details and ordering information. [email protected] | 706-864-1556https://digitalcommons.northgeorgia.edu/books/1002/thumbnail.jp

INCOG 2.0 Guidelines for Cognitive Rehabilitation Following Traumatic Brain Injury, Part V: Memory

Introduction: Memory impairments affecting encoding, acquisition, and retrieval of information after moderate-to-severe traumatic brain injury (TBI) have debilitating and enduring functional consequences. The interventional research reviewed primarily focused on mild to severe memory impairments in episodic and prospective memory. As memory is a common focus of cognitive rehabilitation, clinicians should understand and use the latest evidence. Therefore, the INCOG (“International Cognitive”) 2014 clinical practice guidelines were updated. Methods: An expert panel of clinicians/researchers reviewed evidence published since 2014 and developed updated recommendations for intervention for memory impairments post-TBI, a decision-making algorithm, and an audit tool for review of clinical practice. Results: The interventional research approaches for episodic and prospective memory from 2014 are synthesized into 8 recommendations (6 updated and 2 new). Six recommendations are based on level A evidence and 2 on level B. In summary, they include the efficacy of choosing individual or multiple internal compensatory strategies, which can be delivered in a structured or individualized program. Of the external compensatory strategies, which should be the primary strategy for severe memory impairment, electronic reminder systems such as smartphone technology are preferred, with technological advances increasing their viability over traditional systems. Furthermore, microprompting personal digital assistant technology is recommended to cue completion of complex tasks. Memory strategies should be taught using instruction that considers the individual\u27s functional and contextual needs while constraining errors. Memory rehabilitation programs can be delivered in an individualized or mixed format using group instruction. Computer cognitive training should be conducted with therapist guidance. Limited evidence exists to suggest that acetylcholinesterase inhibitors improve memory, so trials should include measures to assess impact. The use of transcranial direct current stimulation (tDCS) is not recommended for memory rehabilitation. Conclusion: These recommendations for memory rehabilitation post-TBI reflect the current evidence and highlight the limitations of group instruction with heterogeneous populations of TBI. Further research is needed on the role of medications and tDCS to enhance memory

Antidepressant Activity of Pharmacological and Genetic Deactivation of the Small-Conductance Calcium-Activated Potassium Channel Subtype-3

Funding and Disclosure This research was supported by awards from the Neuroscience Catalyst program (Toronto) (FRB and JNN), the Canadian Institutes of Health Research (FRB and JN) and the National Science and Engineering Research Council of Canada (FRB). M.N. was additionally supported by a CAMH Discovery Fund Post-doctoral Fellowship. Conflict of Interest: None declared. Acknowledgments We thank J. Li, U. Mumtaz, S. Khan, S. Sivaruban, M. Billyard, E. Hauck, D. Oleinichenko, Michael Coombs and Lucas Francis Fowler for technical assistance at different stages of the work.Peer reviewedPostprin

The Future of INCOG (Is Now)

IT HAS BEEN 8 years since the first iteration of the INCOG clinical practice guidelines (CPGs) were published. Much has happened since 2014, and a considerable body of evidence has been published in the various domains of cognitive rehabilitation research represented in this special issue. Over this time, significant developments in the science of identifying, appraising, and distilling research evidence into practically applicable CPGs have emerged, as well as implementation efforts to ensure meaningful change in care delivery