The United States Holocaust Memorial Museum — A Dialogue with Memory

This article describes the author's personal/professional experience in designing the United States Holocaust Memorial Museum, a building that must “fit” in the context of the National Mall, express the spirit of the Holocaust, and become a permanent, living memorial. “The [building] did not pose the familiar problem of the container and the contained. This [must be] a building where the contained (the historical exhibition) works on the container (the architectural shell) and where the container has to join with the contained.”     

Role and function of school psychologists, 1992–93: A comparative study

The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model.     

Evaluation of adverse drug reaction formatting in drug information mobile phone applications

Objective:To evaluate the differences in presentation (formatting) of adverse drug reaction (ADR) information within drug monographs in commonly used drug information (DI) mobile device applications.Methods:A cross-sectional analysis of ADR formatting of twenty commonly prescribed oral medications within seven DI mobile applications was performed. Databases were assessed for ADR information, including presence of placebo comparisons, severity of ADR, onset of ADR, formatting of ADRs in percentile (quantitative) format or qualitative format, whether references were used to cite information, and whether ADRs are grouped by organ system. Data was collected by two study investigators and discrepancies were resolved via consensus.Results:The seven DI mobile applications varied significantly on every analyzed ADR variable with the exception of ADR onset, which was absent in all databases. Significant differences were found for variables known to impact clinical judgment such as placebo comparisons and qualitative versus quantitative formatting. Placebo comparisons were most common among monographs in Lexicomp (30%) but were absent among monographs within other applications. Quantitative information was commonly used in most databases but was absent in Epocrates. Qualitative formatting was present in all Epocrates and Micromedex applications but absent in the majority of other applications. Substantial variations were also found in severity and grouping information.Conclusion:Substantial variation in ADR formatting exists among the most common DI mobile applications. These differences may translate into alternative interpretations of medical information and thus impact clinical judgment. Health care librarians and clinicians should consider ADR formatting when choosing between DI applications.     

Transforming in the visiting assistant professor role: collaborative self-study research in physical education teacher education

Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward tenure-track positions, but whose current job focus is on teaching. Through transformative learning theory and employing the methodologies of self-study, we sought to understand the experiences of Kevin, the second author and a first-year visiting assistant professor. We draw data from Kevin's reflective journal and discussions between Kevin and his critical friend, Jim. Themes included (a) becoming an academic, (b) a hard-wired disposition toward work, and (c) influence of the VAP on emotional and personal health. Results are discussed through the lens of transformative learning theory and focus on Kevin's growth during his year as a visiting assistant professor.