Developing Data Management Services at the Johns Hopkins University

Big data challenges have stimulated national and international initiatives in building inter-connected data repositories and integrated data resources as well as long-term data management and data stewardship to support cross-disciplinary scientific data discovery and reuse. To champion such efforts, Johns Hopkins University (JHU) created and developed a new model of data management services (DMS) encompassing a continuum of Storage → Archiving → Preservation → Curation layers to provide data managing and sharing through the JHU Data Archive (DA). To examine this model of data management services, we contextualized the JHU DMS in a case study drawing upon document analysis and interviews with key stakeholders. Our investigation revealed distinct dimensions of the JHU DMS/DA into environmental responsiveness (see Environmental Responsiveness section for explanation), socio-technical readiness, and marketing and collaboration strategies. We further articulated opportunities, challenges and success determinants of the DMS within its institutional context. We intend for the case study to stimulate further discussion and research on alternative options and extensions of the DMS model in other institutions or contexts.     

Data Management Consulting at The Johns Hopkins University

As research data complexity and quantity grows and funding agency requirements for data management are articulated, there is a growing need for data management services (DMS). Within these services, one important role emerging is that of data management consultant (DMC). Roles were analyzed that these professionals play through case study analysis in the context of the Johns Hopkins University (JHU). Findings are reported in terms of the lifecycle of data, the functions of DMCs, the requirements placed upon them, and the roles such individuals play in the success of the DMS.     

The effect of education on relative earnings of black and white women

This paper examines the extent to which black females have closed the earnings gap between themselves and white females in the urban South. It examines earnings and occupational data for fully employed females in the same labor market—a sample of large southern metropolitan areas—at the same point in time, 1970; and at the same educational level—high school, some college, and college graduates.The study shows sizable gains for black females, particularly younger black females with some college, not only in earnings, but in occupational status. Thus, educational credentials were extremely important to urban southern black women in 1970. Finally, the study suggests that black women with at least a high school education appear to have been principal beneficiaries of southern employer response to the Civil Rights Act of 1964.     

Make no exception,save one: American exceptionalism,the American presidency,and the age of Obama

This paper explores the circumstances under which U.S. presidents have invoked American exceptionalism in major speeches and how this concept has culminated in the Obama presidency. We find that U.S. presidents have increased their invocations of American exceptionalism since the Second World War and that they have relied heavily on this concept in times of national crises. Moreover, we demonstrate the overwhelming propensity of President Obama, relative to his predecessors, to emphasize American exceptionalism. We argue that this is due to the double-crisis nature of his presidency – two major wars and a recession – in addition to the racial bind that he has endured throughout his presidency. We reflect on the implications for other minority politicians and the broader American public.     

Ignoring free, appropriate, public education, a costly mistake: the case of F.M. & L.G. versus Barbour County

In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students.     

California's emergency credential teachers: examining program conditions for sustainability and effectiveness

The Summer Institute for Teacher Education (SITE), a one-year program, emerged in response to a California State University directive to increase the number of credentialed teachers. This article explains the rationale and program approach, describes the participants of the first two cohorts—SITE 1999 and SITE 2000, and uses yearly program evaluations to discuss the program goals and outcomes. It concludes with implications for the preparation of teachers of color and the institutional conditions needed to promote sustainability and teacher effectiveness. Three goals differentiated SITE from the regular program: (1) to create a one-year credential program to increase the yearly number of credentialed elementary teachers, (2) to offer a program for training the growing number of California's emergency credentialed teachers, and (3) to provide the contextual conditions and?culturally responsive curricular content needed for successful sustained service to children, especially those attending high-poverty, low performing urban schools.