Cataloging in a Remote Location: A Case Study of International Collaboration in the Galapagos Islands

The Corley Smith Library is a small, special library located at the Charles Darwin Research Station in the Galapagos Islands. Currently, the library is managed by international volunteer librarians in collaboration with Station staff and local volunteers. Recently the library migrated its online public access catalog to Koha. We describe the process of selecting an open-source integrated library system and implementing Koha. Cataloging in this remote location presents challenges related to technology, staff expertise, language, local practices, and obtaining supplies. We define the strategies to address these issues, including long-term goals of copy cataloging with Z39.50 and remote cataloging by volunteer librarians.     

Starting from Scratch on Perpetual Access

When library staff resources are limited, administering post-cancellation access to electronic journal content can often be neglected when other demands of managing electronic resources take priority. Difficulties handling perpetual access include determining access rights from publishers’ license terms, verifying the paid content to which the library is entitled, and retaining access when a journal is transferred to a new publisher. Libraries can utilize their existing electronic resources management tools to develop staff workflows for perpetual access entitlements. This article is based on a presentation given at the Mississippi State University Libraries eResource & Emerging Technologies Summit on August 3, 2012.     

Learning to Facilitate Advance Care Planning: The Novice Social Worker’s Experience

Professional leaders have identified clear roles for social workers involved in advance care planning (ACP), a facilitated process whereby individuals identify their preferences for future medical care; yet information about effective teaching practices in this area is scant. This study reports on the experiences of 14 social workers who participated in a nationally recognized, evidence-based ACP facilitator certification program. Researchers first analyzed data consisting of participants’ in-depth reflective writings using an inductive thematic analysis process. Identified themes were subsequently grouped into three categories to characterize the “novice” experience of participants: theoretical knowledge, skill development, and self-reflection. Findings underscore the importance of ACP training in social work education and the need for teachers to help learners better understand the process of professional skill development.     

The Child and Adult Care Food Program and the nutrition of preschoolers

Children spend a considerable amount of time in preschools and child care centers. As a result, these settings may have an influence on their diet, weight, and food security, and are potentially important contexts for interventions to address nutritional health. The Child and Adult Care Food Program (CACFP) is one such intervention. No national study has compared nutrition-related outcomes of children in CACFP-participating centers to those of similar children in non-participating centers. We use a sample of four-year-old children drawn from the Early Childhood Longitudinal Study, Birth Cohort to obtain estimates of associations between CACFP program participation and consumption of milk, fruits, vegetables, fast food, and sweets, and indicators of overweight, underweight status and food insecurity. We find that, among low-income children, CACFP participation moderately increases consumption of milk and vegetables, and may also reduce the prevalence of overweight and underweight. Effects on other outcomes are generally small and not statistically significant.     

Marijuana Use in Suburban Schools Among Students With Learning Disabilities

Although much research exists on adolescent marijuana use, few studies have examined marijuana use in school settings. Students experiencing academic and social difficulties at school, such as those receiving special education services, may be more at risk for school-related substance use. Nevertheless, virtually no research has examined this problem. This study assessed the prevalence of marijuana use at school and the perceived availability and consequences of using marijuana in school among students with learning disabilities. The results showed that 15 percent of students reported using marijuana at school, and that marijuana was easily obtained. Most students perceived marijuana to be harmful to their schoolwork, and many non-users felt unsafe and angry when drugs were present at school.     

An empirical test of a communibiological model of trait verbal aggressiveness

The purpose of this study was to test Beatty and McCroskey's communibiological model of trait verbal aggressiveness. In general, this model views trait verbal aggressiveness as an expression of temperament; specifically, that trait verbal aggressiveness represents low thresholds for the fight or flight (FFS) neurobiological system. This model further contends that behavioral inhibition circuitry (BIS) moderates FFS activation by tempering aggressive impulses, otherwise FFS activation would manifest itself in the form of physical rather than verbal attacks. Beatty and McCroskey (1997) propose that low thresholds for stimulating the behavioral activation system (BAS) should be related to trait verbal aggressiveness to the extent that the construct involves a proactive rather than a purely reactive interpersonal function. Because previous research indicated that psychoticism (P), neuroticism (N) and extroversion (E) represent psychological manifestations of the FFS, BIS, and BAS systems, respectively, hypotheses linking P, N, and E to trait verbal aggressiveness (VAS) were tested. A multiple regression equation based on disattenuated correlations explained approximately 46% of the variance in VAS scores. Specifically, (1) the results for P and N were consistent with predictions derived from Beatty and McCroskey's model, and (2) the results for E were indicative of a purely reactive function of trait verbal aggressiveness. Implications for theory and research are discussed.     

A Structural Equation Modeling Evaluation of the General Model of Instructional Communication

The General Model of Instructional Communication introduced by McCroskey, Valencic, and Richmond (2004) is supported in its original conception by canonical data. This study, however, uses structural equation modeling (SEM) to provide a more detailed analysis. Although the model as originally hypothesized fits the data poorly, analysis of the SEM results suggests adjustments to the original model that substantially improve the model's fit. The revised model accounts for significant portions of the variance in the outcome variables, provides a more detailed explanation of the relationships involved, and has implications for future research. Bootstrapped parameter estimates suggest that the results are replicable.     

From Curricular Alignment to the Culminating Project: The Peabody College Ed.D. Capstone

The Department of Leadership, Policy, and Organizations (LPO) at Peabody College, Vanderbilt University, recently replaced the conventional Ed.D. dissertation with a team-produced, client-consultant oriented, culminating report. This article describes the purpose and principles associated with the “capstone” project and describes the “fit” between the curriculum and the capstone experience. The chapter also describes the “lessons learned” from the initial cohort of doctoral students and clients who collaborated in the pilot year of capstone projects.     

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history teachers participated in the experimental study. They read a text about a historical event, a text about teaching history, and a text about cognitive learning processes. Then they wrote a learning journal entry about the three texts. To support the journal writing, the participants in the experimental condition received four integration prompts, whereas the participants in the control condition received no prompts. In the prompted condition, the students engaged more often in integration strategies at the cost of rehearsal and organization strategies. Rehearsal and integration strategies predicted students’ recall of knowledge and their ability to evaluate learning tasks. Integration strategies as elicited in the journals predicted preservice teachers’ performance when designing a learning task for history education. In solving this task, the prompted preservice teachers used the information from the three texts in a more balanced way than the unprompted students who strongly focused on content knowledge. The study illustrates the potentials of learning journals as a method to support knowledge integration in history teacher education.