Ithaka S+R's Teaching Support Services Program investigates the teaching practices and support needs of collegiate instructors. Our most recent project in this program, "Supporting Teaching with Primary Sources," focused on identifying how to effectively support instructors and their students find, access, and use primary sources in classroom environments.Encounters with primary sources-historical or contemporary artifacts that bear direct witness to a specific period or event-are central to the pedagogy of many disciplines, especially in the humanities and humanistic social sciences. Their use in undergraduate instruction aligns with universities' commitments to experiential and inquiry-based learning and library initiatives focused on media and information literacy. Reflecting the importance of the topic within higher education, "Supporting Teaching with Primary Sources" attracted the largest cohort of any Ithaka S+R program to date. Research teams at 26 academic libraries in the United States and United Kingdom joined the program. ProQuest, which sponsored the project, conducted interviews with instructors at an additional 16 universities. Together, the 27 research teams interviewed 335 instructors, asking detailed questions about how instructors design courses and assignments utilizing primary sources, and where and how instructors and their students discover and access primary sources appropriate for classroom use.These transcripts yielded rich data about how stakeholders-including university libraries, faculty, administrators, publishers, and professional organizations-can best support undergraduate instruction using primary sources. Detailed findings and actionable recommendations can be found in the body of this report. Our findings and recommendations are grouped around the following important challenges and emerging best practices: ▪ Identifying appropriate primary sources. While digitization has made a wide variety of primary sources available to instructors, discovery tools are rarely optimized to make it easy for instructors to locate resources appropriate for classroom use.▪ Students' skills at discovering and evaluating primary sources. Students often lack familiarity with relevant search tools and strategies to discover sources and struggle to evaluate the value of the sources they do find. Maximizing student learning requires instruction in both the technical knowledge of discovery and information literacy.▪ Integrating primary sources requires careful course design. Effective pedagogy often involves scaffolding exposure to primary sources both within courses and across curricula, but many instructors default towards proscribing which sources students use, especially in large introductory classes.▪ Students benefit from exposure to both physical and digital sources. Physical encounters with material sources are highly-valued by instructors for inspiring student curiosity, but digital sources expand student access and the depth of library collections.▪ Collaboration pays dividends. Teaching effect...
Background Propagation and microbiological detection of N. gonorrhoeae can be challenging due to the fastidious nature of the bacterium outside the human host environment. Different sample transport options were evaluated in order to address this issue. Methods Symptomatic and high-risk patients consented to take part. Standard practice in clinics involve using a guanine and cytosine selective (GC) plate for transport and incubation. Other devices were assessed in two different studies. MWE’s Sigma VCM™-a transport device for use between clinic and laboratory-was used in one study ( n = 166). In the other, ( n = 102), Biomed’s Intray™ plates were used, which can be used for both initial transport and incubation at the destination laboratory. Results In the Sigma VCM™ study, positive results were obtained for 14% (Sigma VCM™), 21% (GC plates); the distribution of outcomes did not significantly differ between the two microbiological sampling methods ( p-value 0.09, Chi-squared test). Concerning the InTray™ sub-study, N. gonorrhoeae was detected in 9% (InTray™), 13% (GC plating) of cases respectively, with again no significant difference between the microbiological sampling methods ( p-value 0.25). Regression analysis identified a significant association between N. gonorrhoeae detection and male patients, absence of dysuria and previous gonorrhoea infection. Conclusion No significant difference in rate of microbiological detection of N. gonorrhoeae could be detected between different transport devices in a sexual health clinic setting. Performance appraisal of transport devices for bacterial sexually transmitted infection can inform practitioners’ options regarding said devices.
This article examines the current BHIVA/BASHH guidelines on the disclosure of HIV+ status in the context of sexual activity. It assesses whether the guidance provided on how to avoid criminal prosecution accurately reflects the prevailing position in law. Given that aspects of the guidance related to non-disclosure of HIV infection in the context of low or negligible risk are as yet untested in UK law, it is argued that there is some uncertainty as to whether the professional body guidelines and the law can be reconciled with each other. The article also considers whether the BHIVA/BASHH guidelines stray beyond the boundaries of medical advice as normally understood (focused on the protection of health and the prevention of onward transmission), by posing both as legal advice on how to avoid prosecution and offering what could be viewed as a moral judgement as to when disclosure is required. While a bio-medical assessment of risk naturally shapes clinical guidelines and may also inform views as to appropriate sexual behaviour and risk-taking, it is unclear whether scientific assessment of risk should be the sole guide when it comes to determining the nature of any disclosure obligation or the medical advice to be given on this matter.
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