Estelle Brodman and the First Generation of Library Automation

Objective:

The purpose of this paper is to examine the contributions of Estelle Brodman, PhD, to the early application of computing technologies in health sciences libraries.

Methods:

A review of the literature, oral histories, and materials contained in the archives of the Bernard Becker Medical Library at the Washington University School of Medicine was conducted.

Results:

While the early computing technologies were not well suited to library applications, their exciting potential was recognized by visionaries like Dr. Brodman. The effective use of these technologies was made possible by creative and innovative projects and programs. The impact of these early efforts continues to resonate through library services and operations.

Conclusions:

Computing technologies have transformed libraries. Dr. Brodman''s leadership in the early development and application of these technologies provided significant benefits to the health sciences library community.

Highlights

• From the earliest days of computing, libraries have explored the application of computing technologies to library operations. The career of Estelle Brodman, PhD, follows the development of these technologies where her contributions have had a major impact across health sciences libraries.
• At the beginning of the computing era, it was assumed that only the very largest libraries would be able to take advantage of these technologies. Dr. Brodman demonstrated that not only could a medium-sized medical library benefit from the technologies but could provide national leadership in their development and application.
• In one of the earliest examples of collaborative computing, predating data networking, Dr. Brodman demonstrated the power of collaboration with projects that included one of the first integrated library systems and an interlibrary loan network that provided the foundation for DOCLINE.

Implications

• Computing and networking technologies have clearly advanced; however, many of the challenges for libraries identified in the earliest work with these technologies remain. The collaborative strategies developed by Dr. Brodman continue to offer significant opportunities for success.
• Research and development in libraries is exciting and rewarding, contributing to the advancement of the profession and securing the position of the library in an academic or clinical care institution.

In an undated curriculum vitae from late in the career of Estelle Brodman, PhD, she listed her present interests, with the first one being “Impacts of new technologies on methods by which scientists gather information and inspiration for research and teaching, and the relationship of the library as a communication center for this” [1]. The manual typewriter, with carbon paper for copies, the rotary-dial analog telephone, and elegant handwriting constituted state-of-the-art desktop information technology for the first two decades of Dr. Brodman''s career. As the computing era began to take shape, however, Dr. Brodman was quick to recognize its transformational potential for library operations. This paper will chronicle Dr. Brodman''s leadership in the earliest days of computing, building a foundation for automation at the National Library of Medicine (NLM) and extending the technology model through the development of library applications and networks that would benefit libraries of all sizes. A comprehensive review of Dr. Brodman''s information technology efforts is beyond the reach of a single article. Selected projects are provided to illustrate the challenges, accomplishments, and impact of her distinguished career.     

A 12-month prospective cohort study of symptoms of common mental disorders among professional rugby players

The primary aims were to determine the 12-month incidence (and comorbidity) of symptoms of common mental disorders (CMD) among male professional rugby players and to explore their association with potential stressors. A secondary aim was to explore the view of male professional rugby players about the consequences of symptoms of CMD and related medical support/needs. An observational prospective cohort study with three measurements over a 12-month period was conducted among male professional rugby players from several countries. Symptoms of CMD (distress, anxiety/depression, sleep disturbance, eating disorders and adverse alcohol use) and stressors (adverse life events, rugby career dissatisfaction) were assessed through validated questionnaires. A total of 595 players (mean age of 26 years; mean career duration of 6 years) were enrolled, of which 333 completed the follow-up period. The incidence of symptoms of CMD were: 11% for distress, 28% for anxiety/depression, 12% for sleep disturbance, 11% for eating disorders and 22% for adverse alcohol use (13% for two simultaneous symptoms of CMD). Professional rugby players reporting recent adverse life events or career dissatisfaction were more likely to report symptoms of CMD but statistically significant associations were not found. Around 95% of the participants stated that symptoms of CMD can negatively influence rugby performances, while 46% mentioned that specific support measures for players were not available in professional rugby. Supportive and preventive measures directed towards symptoms of CMD should be developed to improve not only awareness and psychological resilience of rugby players but also their rugby performance and quality-of-life.     

An evaluation of a project-based learning initiative in engineering education

Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.     

Effects of a 12-Week Physical Activity Protocol Delivered by YMCA After-School Counselors (Youth Fit For Life) on Fitness and Self-Efficacy Changes in 5–12-Year-Old Boys and Girls

Abstract

To address reduced physical education (PE) in elementary schools, a 12-week physical activity protocol was tested on 5–12-year-old, primarily African American, girls (n= 226) and boys (n = 344) at 14 YMCA after-school care sites. The 3 times/week, 45-min session curriculum included cardiovascular, resistance, and flexibility training, in which all children could participate simultaneously, and a behavioral skills education component. After-school counselors, formerly untrained in PE methods, administered the sessions, with periodic supervision by YMCA wellness staff members. Analyses of the eight Age x Sex subsamples indicated significant improvements on body composition, strength, and endurance, both within-groups and when predicted changes due to maturation were accounted for. Exercise barriers self-efficacy significantly increased in subsamples of 9–10- and 11–12-year-old girls only. The need for replication across ethnic groups was suggested. Limitations and the need for extension of research on supplementation of elementary school PE were discussed.     

Mandated curriculum change and a science department: A superficial language convergence?

This article investigates the introduction of a systemic curriculum change, the Essential Learnings curriculum framework, in the Australian state of Tasmania. Using Gee's [(2003). Language in the science classroom: Academic social languages as the heart of school-based literacy. In: R. Yerrick, & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research (pp. 19–37). Mahwah, NJ: L. Erlbaum Associates] six claims regarding the importance of language in science education, the responses of the science teachers within a secondary school to the curriculum reform were investigated. This research utilised a narrative methodology to elucidate the processes by which science teachers attempted to negotiate a sense of meaning for the reforms within their work context. Three particular challenges are highlighted for curriculum reformers. These challenges involve the potential for a linguistic distance between teachers and reformers, understanding the importance of the work context in teacher learning and the dangers of a superficial application of reform language to teacher practices. The article concludes by emphasising that the negotiation of a situated language can provide both teachers and reformers with both coherence and a common ownership of a reform, thus strengthening the potential for its implementation and institutionalisation.     

日本机器人学家森昌弘的佛教式“恐怖谷”概念

日本机器人学家和佛教徒森昌弘于1970年写了一个短文《论恐怖谷》。自这两页纸的论文发表之后,他的＂恐怖谷＂概念就成了仿真机器人工业、电影工业、文化研究和哲学领域（人的超越性）讨论的一个主题。这里根据当代日本文化状况对仿真机器人技术和人类文化的机器人化问题进行了讨论。通过分析可以看到,对森昌弘这位《机器人中的佛》的作者而言,人们应该对所有生物和存在本身都具有慈悲心怀,甚至包括对我们的技术产品。在他看来这些事物都包含佛性。     

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry

In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues.     

Toward Better Communications Co-operation for Central and South Eastern Europe: Trends and Prospects

This article deals with trends and prospects concerning communications co-operation for European integration. It examines historical and conceptual issues and implications of a post-Cold War "communications revolution" with the challenges of information management and propaganda. It discusses East‐West co-operation amidst a "digital divide" and globalization, suggesting the need for more critical thinking with public, academic, and multilateral dialogue about such issues as how not to marginalize diverse views. If the author's suggestions were accepted, the result might be a more authentic European integration that diminishes marginalization tendencies. Wider dialogue can also support alternative media, better information flow, knowledge production, education, and science. The article closes with policy and programme recommendations.