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Background Previous studies have demonstrated a correlation between E:Ea and ventricular filling pressure in adults after heart transplantation. We sought to determine if E:Ea correlates with filling pressure after heart transplantation in children. Methods A prospective analysis of children who have undergone heart transplantation was performed. Inflow and myocardial velocities were recorded and compared to catheter-derived filling pressures and rejection status. Results We performed 61 studies in 49 subjects. No correlation was found between septal E:Ea and pulmonary capillary wedge pressure (PCWP) (r=0.14, p=0.28); or between lateral tricuspid E:Ea and mean right atrial pressure (RAp) (r=0.04, p=0.79). However, the mean PCWP was higher among subjects with elevated septal E:Ea (>12) compared to normal E:Ea (12.3±2.8 mmHg vs 10.1±2.9 mmHg, p=0.02). Similarly, mean RAp was higher among subjects with an elevated lateral tricuspid E:Ea (>10) compared to normal lateral tricuspid E:Ea (7.7±2.1 mmHg vs 6.0±2.4 mmHg, p=0.04). Elevated septal E:Ea was also associated with high-grade cellular rejection (OR=17.3 (95% CI 1.4–221), p=0.028). Conclusion In children following heart transplant, E:Ea does not correlate well with the range of filling pressures seen after pediatric heart transplantation. However, a septal E:Ea>12 is associated with elevated PCWP and high grade cellular rejection and a lateral tricuspid E:Ea>10 is associated with elevated mean RAp.

Purpose-The purpose of this paper is to explore the role of Staff Development Committees (SDC) in the motivation, morale and education of library staff by relying on previous research and by using Utah State University's (USU), Merrill-Cazier Library SDC as a case study. Design/methodology/approach-Discussion and analysis emerge from the documented formation of USU's SDC, including its membership, goals, and evaluative practices, especially as it relates to current research in this area. Informal staff comments regarding benefits and limitations of the committee are included. Findings-Staff development has been approached from various perspectives. Most programs form as the results of formal or informal needs assessments. Goals for the program, or for the resulting staff development committee, vary and fluctuate depending on the time-specific needs of the library. Successful elements of USU's SDC include its emphasis on building interdepartmental relationships and its ability to elicit feedback from every level of the library. Challenges include having clearly defined goals and meeting a variety of individual and institutional needs through the creation of related events and activities. Practical implications-This paper provides ideas on forming a staff development committee, including examples for specific events and activities. It details how to structure membership and explores literature relating to designing and implementing institutional goals for staff development. Originality/value-Many studies lack a comprehensive literature review that focuses on the scope and purpose of Staff Development Committees. Our paper combines a literature review with an explanation of how USU's Library created a Staff Development Committee to fill certain library-wide goals, including challenges and benefits that emerged as a result.

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Purpose-This paper explores both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is paid to teaching librarians' views on the effectiveness of two types of instruction models: for-credit courses and course-integrated library instruction. Design/methodology/approach-To investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL). Findings-The results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self-identification as teachers. Research limitations/implications-The survey was sent to list-servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for-credit and course-integrated instruction. Practical implications-This study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus. Originality/value-The authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list-servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models.

This qualitative study explores the impact of a workshop on collaborative research assignment design that brought together an interdisciplinary group of faculty in a librarianfacilitated community of practice. Faculty participants attended the workshop, revised and implemented their assignments, and completed a follow-up interview. Themes that emerged reflected shifts in faculty teaching practices, including increased scaffolding, clarity, modeling, student collaboration, and opportunities for authentic learning. Gaining insight into how faculty approach the work of teaching directly impacts library instruction and how librarians can contribute to communities of practice among teachers in the academy.

This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authentic assessment of student learning, the struggles and competencies of our students, and a clear path forward for improving practice. It also gave us a broad view of student learning, allowing us to immerse ourselves in student work and providing a stronger narrative to share with stakeholders.or the last several years, stakeholders across higher education have been calling for greater accountability and transparency, especially in the assessment of student learning. High-profile books and articles have questioned the degree to which students are actually learning the knowledge and skills required to be successful and productive citizens.1 Reform movements are challenging the status quo, including the credit-hour system for defining degrees, and calling for clearer definitions of learning outcomes and competency-based measures of success and completion.

<p class="MsoNormal" style="text-align: justify; line-height: normal; margin: 0in 0.5in 0pt; mso-pagination: none;"><em style="mso-bidi-font-style: normal;"><span style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 10pt;">In preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits.<span style="mso-spacerun: yes;">&nbsp; </span>One area of interest is leadership. There is an increase in demand for colleges and universities to develop leadership skills in students.<span style="mso-spacerun: yes;">&nbsp; </span>Organizations value leadership skills in the workplace and they expect that colleges and universities will educate students in the area of leadership and provide them with necessary leadership skills. Despite the broad horizon of leadership for helping to develop future leaders, it may be crucial for educators to explore the idea of student gender differences within leadership. The purpose of this study is two-fold with respect to leadership. First the researches will explore the differences of leadership perceptions related to a student&rsquo;s gender. Secondly, the researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.<span style="mso-spacerun: yes;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span></em></p>