Collaboration and Education: Engaging High School Students With EAC-CPF Research

The Special Collections Research Center at Johns Hopkins University received a Council on Library and Information Resources Hidden Collections grant from March 2013 to March 2014 for processing the archives of the Roland Park Company. The grant included partnerships between the Archives and Technical Services to create a Best Practices for EAC-CPF records, as well as a local high school history class to complete the required research. Rather than simplify International Standard Archival Authority Record For Corporate Bodies, Persons and Families and EAC-CPF for the students, project staff distilled them into discrete, easy-to-understand tasks that allowed for the production of controlled data in a high school environment.     

Agile Project Management in Libraries: Creating Collaborative,Resilient, Responsive Organizations

Libraries must continually adapt to meet the ever-changing needs of users. Doing so requires the ability to be flexible and respond quickly. This is a case study of how The George Washington University Libraries rethought its approach to collection development using a cross-functional, team-based strategy that leveraged the benefits of Agile project management. Adopting an Agile approach to collection development maximized the impact of the library’s financial resources and enabled staff to develop new skills. This project underscores the value of collaboration, agility, and experimentation in libraries.     

Curricular innovation in an undergraduate medical program: What is “appropriate” assessment?

In post-secondary education, there is a widely-held belief in a “gold standard” for evaluative studies of curricular innovations. In this context, “appropriate” assessment is understood to refer to experimental designs and statistically significant differences in group outcomes. Yet in our evaluative study of a medical undergraduate program, we did not find these concepts to be particularly applicable. Based on our experience, we now feel that it is appropriate to assemble an eclectic mix of scientific findings, show how they have been used for program improvement, and articulate the program’s theoretical rationale and social significance. In the absence of statistically significant differences, this comprehensive argument can be used to justify the deployment of curricular innovations. The same may be true of other educational programs that target hard-to-measure changes in affective domains.     

Understanding heterogeneity in pathways between interparental conflict and children's involvement: The moderating role of affect-biased attention

The study examined the moderating role of children's affect-biased attention to angry, fearful, and sad adult faces in the link between interparental conflict and children's distinct forms of involvement. Participants included 243 preschool children (M_age = 4.60 years, 56% female) and their parents from racially (48% African American, 43% White) and socioeconomically (median annual household income = $36,000) diverse backgrounds. Data collection took place in the Northeastern United States (2010–2014). Utilizing a multi-method, multi-informant, longitudinal design, attention away from anger selectively amplified the link between interparental conflict and children's subsequent coercive involvement (β = −.15). Greater attention to fear potentiated the pathway between interparental conflict and children's later cautious (β = .14) and caregiving involvement (β = .15). Findings are interpreted in the context of environmental sensitivity models.     

Learning the rules of the game: The role of generic “you” and “we” in shaping children's interpretations of norms

A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, M_age = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments.     

Books for the hospital emergency service

This is a list of books that should be available in either the hospital emergency room or the medical library. The forty-nine books listed are divided into the following categories: General, Surgery and Trauma, Burns, Cardiology, Dentistry, Disaster Medicine, First Aid, Geriatrics, Obstetrics, Pediatrics, Psychiatry, Toxicology, and Transportation. An asterisk has been placed before twelve books that are particularly recommended for the hospital emergency room as well as the medical library. The latest edition is given for each book, and, unless otherwise noted, each has been annotated by one of the authors.