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The purpose of this paper is to explore a range of perspectives on the relationship between research data and records and between recordkeeping and research data management.

This paper discusses literature in the field of research data management as part of preliminary work for the author’s doctoral research on the topic. The literature included in the review reflects contemporary and historical perspectives on the management and preservation of research data.

Preliminary findings indicate that records professionals have been involved in the management and preservation of research data since the early twentieth century. In the literature, research data is described as comparable to records, and records professionals are widely acknowledged to have skills and expertise which are applicable to research data management. Records professionals are one of a number of professions addressing research data management. However, they are not currently considered to be leaders in research data management practice.

Research data management is an emerging challenge as stakeholders in the research lifecycle increasingly mandate the publication of open, transparent research. Recent developments such as the publication of the OCLC report “The Archival Advantage: Integrating Archival Expertise into Management of Born-digital Library Materials”, and the creation of the Research Data Alliance Interest Group Archives and Records Professionals for Research Data indicates that research data is, or can be, within the remit of records professionals. This paper represents a snapshot of contemporary and historical attitudes towards research data and recordkeeping and thus contributes to this emerging area of discussion.

The purpose of this paper is to present an adaptation of a program that is at the intersection of two dynamic force fields. The first relates to imperatives impinging upon and inherent in higher education. The second ties to the concept of ecosystems as spaces for aligning actors and resources to create value.

Tables I-III present pre-test and post-test means and p-values for the paired sample t-tests for the measures.

As expected, post-test means are consistently significantly higher (or lower depending on item wording) for a shift in beliefs away from self-censoring and prejudging ideas during ideation and more toward greater openness in the ideation process.

The paper examines the outcome of an educational program.

Employee evaluation and monitoring have been common in America since colonial times. With industrialization, employers have implemented increasingly creative ways to monitor employees. For example, in the early part of this century, Ford Motor Company employed investigators to enter employees' homes to verify that employees were not overly drinking and that their homes were clean

Distinguishing between autism characteristics and trauma-related symptoms may be clinically challenging, particularly in individuals who have experienced early traumatisation. Previous studies have described a risk that trauma-related symptoms are misinterpreted and/or misattributed to autism. This study aims to describe and explore assessment strategies to distinguish autism and early traumatisation in the case of a young woman with mild intellectual disability.

A clinical case study outlining assessment strategies, diagnostic decision-making and initial intervention.

A multi-informant interdisciplinary assessment using multiple assessment tools, together with a comprehensive review of records from previous assessments and contacts with various services, was helpful in distinguishing between autism and trauma. This included specific assessment tools for autism and trauma. Autism characteristics and trauma-related symptoms appeared to interact, not merely co-occur.

The current case demonstrates that diagnostic overshadowing may occur for autism in the context of early trauma. The case further highlights the importance of not ascribing trauma-related symptoms to autism, as service provision and treatment need to take account of both. Overlooking autism in individuals who have experienced early traumatisation may result in a risk that intervention and care are not appropriately adapted, which may involve a risk of exacerbating trauma symptoms.

This paper presents three models of funding health care in 130 developing countries, based upon a public system, a private system and personal remittances.

The authors trace the funding of health from foreign aid to health funding and health outcomes in the public system, foreign direct investment to health funding in the private system, and personal remittances to health outcomes. This is followed by panel data, fixed effects models subjected to 2-, 3- and 4-stage least squares regressions.

Findings from the first model were that aid in the form of Technical Cooperation Grants funded Infrastructure. Infrastructure Spending due to aid funds Government Health Plans, which reduced the Incidence of Tuberculosis, which in turn reduced Undernourishment and increases Life Expectancy. Other positive health outcomes included reduced Birth Rate and reduced Maternal Mortality. In the second model, Foreign Direct Investment increased Female Employment and GDP per Person, funding Private Health Plans, which increase Life Expectancy, reduced Undernourishment, increased Skilled Care at Birth, increased the Number of Hospital Beds, reduced Maternal Mortality and increased the Birth Rate. In the third model, Remittances influenced both Out-of-Pocket Medical Expenses and Private Plans.

Publicly funded programs may be directed to nutrition, increasing life expectancy. Private funding may be directed to improving maternal conditions, with remittances removing the liquidity constraints.

This paper is the first attempt to trace health funding from its sources of foreign aid, foreign direct investment and personal remittances using three separate paths.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

The College, Career, and Civic Life Framework and recently revised social studies standards in a number of states have placed renewed emphasis on inquiry-based instruction rooted in rigorous and relevant questions, which necessitates a better understanding of how teachers develop questions capable of meeting the expectations set forth in these documents. The purpose of this paper is to examine teachers’ question-development processes and the impact of question development and implementation on their understanding of compelling questions.

This qualitative study examined how six high school civics teachers from a single Kentucky school district defined and developed compelling questions. Following recommendations for in-depth phenomenological interviews, this study implemented a three-interview sequence, each of which included a verbal report component. Additional data were generated through teacher-completed Question Development Tasks and Question Evaluation Tasks.

The findings suggest that participants’ attempts to craft questions that balanced relevance and complexity led them to engage in a deliberate, reflective question-development process. Teachers’ understandings of compelling questions were shaped by their question-development experience; however, teachers who implemented their compelling questions emerged with a more nuanced understanding of their construction and a deeper commitment to their use.

Although focused on a small group of teachers, this study provides valuable insight into teachers’ conceptions of inquiry, which may strengthen the supports teacher educators and administrators provide to those attempting to implement inquiry in their classrooms.

Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.

The purpose of this paper is to discuss the impact the University of North Carolina at Greensboro’s (UNCG) Library and Information Studies Academic and Cultural Enrichment (ACE) Scholars Program has had on promoting diversity and adding value to the library and information studies profession.

This paper is presented as a case study in which three iterations of the ACE Scholars Program are discussed, including program design and suggested impact the program has had on educating and engaging diverse individuals for careers in the library and information studies professions.

Nearly 50 ACE Scholars program participants, representing ethnically, racially and socioeconomically diverse backgrounds, have graduated from UNCG with their Master of Library and Information Studies degrees since 2011. In the five years since the first ACE cohort graduated, Scholar alums continue to impact the Library and Information Studies (LIS) profession through their professional roles as well as through their community engagement, professional association memberships and leadership roles, professional presentations and numerous publications.

This paper presents a model that has helped to promote diversity in the LIS field in way that can be adapted by other graduate programs that are preparing individuals for successful and engaged careers as library and information studies professionals.