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SUMMARY Websites are virtual front doors to the university library for many distance education students and for those simply choosing to access the numerous resources available to them through the library from off-campus. A driving force behind the redesign of the library website was to provide a user-friendly, content-rich website that offers assistance at the point of need, wherever the student is located. The University of Oklahoma Libraries' Web Committee's research and development focus combined with a collaborative environment provided a positive impetus for change to the library website and improved reference services to the University community.

For patients awaiting liver transplantation, we aimed to determine the prevalence and predictors of insufficient protein intake as well as to determine whether very low protein intake was an independent predictor of malnutrition and mortality.Adults with cirrhosis who were activated on our local liver transplant waiting list between January 2000 and October 2009 were included. Estimated protein intake was derived from dietary records. Patients with incomplete dietary records were excluded. Multivariable logistic regression and competing risk analysis were used.Of 742 potential patients, 112 were excluded due to insufficient data, leaving 630 patients for evaluation. Mean protein intake was 1.0 ± 0.36 g/kg/d and only 24% of patients met the expert consensus recommended threshold of1.2 g/kg of protein per day. Very low protein intake (0.8 g/kg/d) was associated with worse liver disease severity (as measured by Child-Pugh or MELD). Protein intake below 0.8 g/kg/d was an independent predictor both of malnutrition as measured by the subjective global assessment (adjusted odds ratio [95% confidence interval (CI)]: 2.0 [1.3-3.0]) and of transplant waiting list mortality (adjusted hazard ratio [95% CI]: 1.8 [1.2-2.7]).In this large cohort of liver transplant waitlisted patients, very low protein intake was prevalent and independently associated with malnutrition and mortality. Unlike many other prognostic factors, protein intake is potentially modifiable. Prospective studies are warranted to evaluate the effect of targeted protein repletion on clinically relevant outcomes such as muscle mass, muscle function, immune function, and mortality.

In the years after the civil War, white Americans north and south debated the capacity of former slaves to be educated for citizenship, while leading African American authors (and some white supporters) used fiction, speeches, and other forms to demonstrate the capabilities of the race for full civic participation. As evident in teaching texts like Lydia Maria child's The Freedmen's Book and novels like Albion Tourgee's Bricks Without Straw, this discourse about democratic participation was often closely bound up with arguments about whether or not the freedmen of the south should or even could be educated. By the 1880s, when Radical Reconstruction had been displaced by calls for national reconciliation, this contest frequently shifted focus to the kind and degree of education most suitable for African Americans. Some "New South" leaders began to suggest to their constituencies that making some allowances for the education of blacks could bring long-term benefits to a region that clearly needed to become indu strialized. Meanwhile, northern foundations such as the Peabody and Slater funds became increasingly powerful arbiters of African American education experiences, exercising much more decisive control over the curriculum of institutions aimed at teaching blacks than the loose confederation of the Freedmen's Bureau and missionary societies had in the 1860s. In particular, the small group of white male foundation agents who ran the Slater Fund--Rutherford B. Hayes, Daniel Gilman and Atticus Haygood--consistently set African American educational programs within a race-specific industrial model. Along those lines, Haygood's 1885 report to the Fund's Board of Trustees, a purportedly benign discussion of The Case of the Negro, as to Education in the Southern States, is representative of a policy that was institutionalized at sites such as Tuskegee and Hampton institutes. Haygood's 1885 report depicted "the negro" as "a good citizen:' but one whose status would remain inferior, constrained by the very work "habits" of manual lab or the Slater Fund's educational model would allow--a model denying access both to liberal arts study and to the moral, ethical, and social leadership more "naturally" appropriate to the superior white race (5off). When we see how writing like Haygood's set such firm limits on African American education and citizenship, we have a heightened appreciation of the negotiation Frances E. W. Harper carried out in her 1880s serialized novel, Trial and Triumph, which addressed issues about blacks' education through the experiences of characters being taught at home, in church, on the job, and in school--that is, within a nurturing community education model. And if we position Harper's portrayal of education alongside a white middle-class tradition of home-guided teaching that assigned moral training to motherly mentors, we can understand how she used affiliation based on gender to counter Haygood's argument based on race. Overall, during post-Reconstruction, Harper's education-oriented literature faced what could have been a debilitating dilemma evident in texts like Haygood's. Yet, in speeches like "A Factor in Human Progress" and in her Trial and Triumph serial, Harper encouraged members of her race to adapt domesticated learning practices and educational goals that had been touted, earlier in the nineteenth century by white, middle-class women writers like Catharine Maria Sedgwick (e.g., in her "Ella" narrative in Stories for Young Persons) and Lydia Sigourney (e.g., in Letters to Mothers). Consistent with the ideal of Republican motherhood, these antebellum narratives had argued for white women's increased access to learning so that they could prepare their children for civic responsibilities. Portraying women's home-based teaching as a vital force uplifting the nation, these domestic literacy management stories had later been adapted by writers like Sarah Josepha Hale to portray women schoolteachers as naturally extending middle-class women s rightful teaching role into the larger community. …

This forum extends a session originally held at the American Studies Association (ASA) convention in Washington, D.C., when most of those listed above participated in a celebratory yet critical conversation about a 1995-1996 project-"Domesticating the Secondary Canon"funded by the National Endowment for the Humanities. The call for proposals for the 1997 convening of the association, inviting the ASA membership's consideration "of what we mean and how we are shaped by public spaces, public institutions, and public life," seemed to invite us to revisit that collaboration. The project developed at the intersection of multiple public spaces-a federal agency, a state university, local secondary schools-and the impulse at the heart of the "Domesticating the Secondary Canon" enterprise was (and still is) to enhance reform of public education.' We also take both the 1997 convention call and the acceptance of our panel proposal as representative of ASA's growing interest in such university-school projects. We can offer an encouraging story of sustained collaboration and describe the benefits for its original participants and others. At the same time, however, our experience highlights constraints facing those who would like to undertake similar programs. Furthermore, we will try to

Les AA. etudient les clubs feminins qui se sont crees aux Etats-Unis a partir de 1880. Elles affirment que ceux-ci pouvaient grouper jusqu'a deux millions de femmes appartenant a des classes, des races, des religions differentes. Elles montrent que, dans ce cadre, s'est developpee une multitude d'activites culturelles. Les AA. portent l'accent sur les activites litteraires qui ont joue un role fondamental en ce qui concerne les representations que les femmes ont elaborees d'elles-memes. Elles etudient les differences qui transparaissent entre les publications produites par les clubs composes de femmes noires et celles provenant des clubs domines par les femmes blanches. Elles affirment que par ce biais les femmes ont su elaborer une ideologie litteraire alternative

This article, in both form and substance, seeks to reconceptualize the role of collaboration in professional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites, we are able to highlight the particularities of our experiences across sites and to contrast the individual stories of each teacher and researcher as opposed to essentializing our story into generalities about these groups. Writing about this work together required the construction of a narrative form that could incorporate and honor the voices of everyone. The story/data is presented as a Readers Theatre—a written script, based on meeting dialogues and interactions. This format highlights the problem of writing in collaborative research, as well as the differences in collaborative experiences among teachers and researchers. It also seeks to challenge traditional conceptions of the roles of teachers and researchers as theorizers about and disseminators of knowledge.

The authors present a model for theoretical consideration of classroom practices by teachers themselves. An example of this interpretive process of theory-informing-practice, and reflection-on-practice then reshaping theory, is provided in this case study of two teachers who both introduced portfolio reading and writing assessment programs in their secondary classrooms Reviewing their pilot portfolio semester in terms of student/teacher authority negotiations has enhanced the teachers' and their co-researchers' understanding of power/authority shifts related to changes in writing instruction and assessment—factors that might otherwise have been difficult to analyze within the complex “authentic’ context of classroom-based assessment reform.

In their beautifully researched study and critical edition, Nellie Arnott’s Writings on Angola, 1905–1913: Missionary Narratives Linking Africa and America (Parlor Press), authors Sarah Robbins and Ann Ellis Pullen examine in fine detail the historical record of the transnational network of literary work produced by Arnott. Tracing her legacy in the study’s third chapter, “Writing on Multiple Journeys,” the authors argue on behalf of Arnott’s capacity to create authority and celebrity as well as a sense of community among her distant readers, underscoring the powerful and influential role that missionary women’s writing (mimicking to some extent the popular genre of travel writing) played in shaping attitudes at home, not only with regard to race, but also in relation to women’s roles, place, and purpose. Robbins and Pullen display a conscientious resolve not to obscure the inherent contradictions in Arnott’s changing perspectives as they offer a historical narrative based on Arnott’s public and private texts, which also reveal the “consistent inconsistency” in her attitudes and beliefs. Details of and insights into educational practices in missionary schools, including the observation that mothers in the US appreciated the fact that their middle-class Christian children were sharing curriculum with Umbundu children in Angola, invite interesting conclusions about the transnational, transgenerational, and gendered effects of women’s work in the missionary world.

Author(s): Robbins, Sarah R.; Smith, Sabine H.; Santini, Federica | Abstract: This is a pair of excerpts from the anthology Bridging Cultures: International Women Faculty Transforming the US Academy. The book is composed of a series of memoirs by foreign-born women scholars working in various disciplines, in which they reflect on their personal experiences as foreigners in US academia. The introduction by Federica Santini, Sabine H. Smith, and Sarah R. Robbins underlines the crucially feminist nature of “standpoint epistemology”—that is, the identifying and critiquing of one’s own particular viewpoint and “positioning.” Sabine Smith’s contribution proceeds to recount her own experience as a foreign-born woman scholar, and how she both contributes to the education of her students through her understanding of her native German language and culture and is herself shaped by her position as an outsider in the United States—Smith glories in the sense of liberation her status offers her.

Come hither Charles, come to Mamma. Make haste. Sit in Mamma's lap. Now read your book. Where is the pin to point with? Here is a pin. Do not tear the book. Only naughty boys tear books. Charles shall have a pretty new lesson. Spell that word. Good boy. Now go and play. These opening lines from her 1778 Lessons for Children announced Anna Aikin Barbauld's proposal for a meaningful middle-class feminine social role.1 Through images emphasizing a mutually empowering mother-son- teacher-learner interaction, her primer for home-based reading instruction attracted an enthusiastic Anglo-American audience well into the nine- teenth century via continued repackagings by editors and publishers on both sides of the Atlantic.2 Thus, while the sheer number of editions testifies to Barbauld's ongoing influence on the social construction of middle-class feminine subjectivity models, accurately characterizing the culture-shaping power exercised by her texts is complicated by signifi- cant variations in those same reissuings of the Lessons} With easily identifiable interventions ranging from such seemingly innocuous moves as modernizing (or, in some cases Americanizing) vocabulary to more overt reshapings of the physical presentation of the text, later versions of her primer series often looked quite different from the original.4 Even more significant, however, was the cumulative effect of efforts by a variety of editors, beginning with her niece Lucy Aikin, to subsume Barbauld and her pedagogy into the emerging, contested ethos of nine- teenth-century, middle-class domesticity. In particular, whereas Barbauld

By being an online journal, the JVWR allows for the inclusion of some pieces that might not otherwise fit a standard journal. This was the thought behind bringing together a group of virtual world scholars to discuss a series of questions and share their thoughts. Meeting in Second Life, Nick Yee (PARC), Liz Losh (UC Irvine), and Sarah Robbins-Bell (Ball State University) were gracious enough to share their thoughts on the study of virtual worlds culture.

Ginseng is a popular herbal remedy that is reputed to increase resistance to stress and improve immune function. Regular exercise results in acute physiologic stress that affects the immune response. This study was conducted to investigate the effects of daily consumption of a standardized ginsenoside-containing North American ginseng (Panax quinquefolius) extract on immune function before, during, and after a moderate-exercise protocol in healthy sedentary men. Ten healthy males were randomized to receive either ginseng (1125 mg·d–1) or placebo for 35 days. After a 3 month washout period, subjects received the opposite treatment for another 35 days. An exercise test and blood collection were performed at the end of each treatment period. Immune parameters and blood hormone levels were measured before, during, and after the exercise stress protocol. Ginseng treatment reduced the peripheral blood concentration of CD8+ T cells and increased mitogen-stimulated T cell production of interleukin-2 ex vivo. Ginseng had no effect on total white blood cell counts; on concentrations of neutrophils, monocytes, or lymphocytes (CD3+, CD4+, CD16+, CD20+); on lymphocyte proliferation; or on neutrophil oxidative burst. Ginseng did not significantly affect exercise-induced changes in plasma concentrations of lactate, insulin, cortisol, or growth hormone. The consumption of ginseng for 5 weeks had a limited effect on the immune response to an acute exercise protocol.

This chapter examines the evolution of the electronic resources librarian position within academic libraries as a result of increasing demands for electronic resources and the need for librarians devoted to planning, selecting, implementing, and evaluating electronic resources. The authors discuss the core competencies of electronic resources librarians and analyze the content of job advertisements for electronic resources librarian positions published in the College & Research Libraries News and The Chronicle of Higher Education between July 2001 and June 2006. The analysis reveals that electronic resources librarians are expected to be skillful communicators and collaborators as well as experienced with technology and versed in the issues surrounding electronic resources. Implications of these findings on the organizational structure are discussed.

This case study examines the use of committees to develop a Web content management system in an academic library. It explains the process undertaken at the University of Oklahoma Libraries (libraries.ou.edu) to move from an HTML to a database-driven Web site and the issues involved with using committees to steer such projects. Creating a framework where librarians use locally developed content management tools to control Web site content while the systems office retains control of the presentation of content is also discussed. Another aspect of the case study includes the evolution of Web committees in the organization, the development of a system-wide philosophy, and the gradual acceptance of the Web site as a service that demands continual attention. The authors hope readers will benefit from these experiences when implementing similar projects.

s / Can J Diabetes 37 (2013) S217eS289 S282 of subjects achieving 5% of weight loss, 0.2% were categorized on EOSS stage 0, 3% were categorized on stage 1, 85% were categorized on stage 2, and 11% on stage 3 (p

Sarah Ruffing Robbins and Ann Ellis Pullen's Nellie Arnott Writings on Angola, 19051913: Missionary Narratives Linking Africa and America recently earned Honorable Mention for the SSAWW Edition Award, which was established to honor excellence in the recovery of American women writers. A familiar portrait of archival research depicts a lonely task performed in quiet, musty spaces, as the solitary researcher seeks to commune with the past while interpreting materials cataloged long ago by some unnamed, unseen collector. For instance, in Jill Lepore's romantic and compelling account of "Historians Who Love Too Much," an opening image positions the scholar-author sitting alone "in the crisply air-conditioned Special Collections reading room at the Amherst College Library, stroking Noah Webster's hair," with the sole relationship highlighted that between a single scholar and her long-dead subject (129). In fact, however, as our own shared experiences attest, most archival scholarship is actually quite collaborative. Accordingly, in this essay we revisit multiple dimensions of collaboration involved in our critical edition of Nellie Arnott's Writings on Angola, 1905-1913 and still supporting our ongoing work on Arnott's authorship within the context of larger cultural movements. Undergirding this analysis are contributions from a growing chorus of voices describing the social nature of archival studies, including several essay collections and earlier accounts published in Legacy. (1) By joining such reports, we hope to encourage others who are beginning archival projects to embrace collaboration as a powerful strategy for recovering women writers of the past. Taking a self-consciously feminist collaborative approach has been particularly appropriate for studying Arnott, since she was herself embedded in a highly gendered cooperative enterprise through service as a Congregational missionary in Angola (then Portuguese West Africa) for the American Board of Commissioners for Foreign Missions (AscFm). Arnott was part of a network of women, at home and abroad, participating in a worldwide movement. Thus, her personal archive, scattered across disparate spaces and contained in a variety of textual forms, tells both a personal and a social story. Like the research subjects recommended in Legacy's 2002 "Archive Survival Guide," Arnott would not be classified today as a famous figure, even though she was well known to the niche readership of Congregational women's mission magazines. In line with the pattern described by Jennifer Bernhardt Steadman and her coauthors Elizabeth Engelhardt, Frances Smith Foster, and Laura Micham, Arnott's story is more of "interrelations and connections" than of "pioneering" (232, 231), so recovering her writing affirms their premise that feminist scholars should resist research's traditional emphasis on "the 'only' or 'first' in their fields" as too often reinscribing "women's exclusion" (231). Arnott's experiences follow that pattern, for to the extent they are retrievable they offer a window into larger trends associated with whole groups of women. She was, in a word, typical. Yet, ironically, the very features that make Arnott an ideal representative writer, operating in a broader social network, sometimes made it difficult for us to move forward with our first publishing project about her. Fortunately, we were able to counter those occasionally discouraging forces through collaboration, as has recently been urged by archival researchers such as Lisa Mas-trangelo and Barbara L'Eplattenier. (2) Our collaboration took different forms at progressive stages in our research. Initially, finding our subject linked our own long-standing research partnership to a more serendipitous yet crucial connection with an experienced archival librarian. Then, digging deeper into our subject's personal past and its connections with institutional histories involved us as collaborators with other scholars, students, and members of Arnott's family. …

As early as 1979, Frances Smith Foster was writing about the potential cultural power of collaborative humanities pedagogy. In an article written long before the slew of new anthologies that took hold in classrooms in the 1990s (several of which would be coedited by Foster herself), she reported on an innovative curriculum project to bring "previously unheard voices and stories" of women writers into classrooms ("Voices" 22). Foster chronicled not only the development of a new course for her own institution, then San Diego State University, but also how that process grew through collaboration. Opening the curriculum to little-studied women's texts, teachers from a range of college and university settings developed new courses. Foster's account rings with the energy of early canon interventions. It chronicles "interdisciplinary approaches to [asking] literary questions" and to enabling students' own primary research (19). It also urges readers to tell more stories about aspirational humanities education. Here, we seek to follow that forward-looking vision while also paying tribute to Foster. In a spirit we hope she would endorse, this essay emerged from conversations linking scholarship and teaching. Legacy had invited Sarah to submit a tribute, probably because of her involvement in nominating Foster for SSAWW'S lifetime achievement award. However, building on exchanges during Rachel's doctoral exams, we realized we should coauthor this essay. The impact Rachel's reading of Foster's writing is having on an emerging scholar-teacher demonstrates the enduring reach of Foster's influence. We hope, too, that emulating Foster's model of collaboration will reaffirm principles for feminist academic work that she promotes. Writing for Legacy, Foster celebrated her multiple collaborations with Nellie McKay ("Continuities" 12). Following Foster's lead, we collaborate here. With you, our readers, we will share several of our readings of Foster's texts and of her professional practice. This story culls only a few highlights of how Foster has guided our work. We begin by revisiting Foster's contributions to an NEH-sponsored institute from early in Sarah's university career. Then, Rachel describes how her current reading of Foster's writings is supporting a young academic's development. SARAH'S FIRST COLLABORATIVE STUDY WITH FRANCES My first personal experience reading Frances Smith Foster came through a curriculum project she generously joined in the 1990s. At Kennesaw State, one of my responsibilities was leading outreach to area educators. After one NEH-funded project had demonstrated a high interest level in curricular innovation among area teachers, we sought a larger grant for a three-year partnership with the University of California and the University of Michigan. "Making American Literatures" promoted canon changes in secondary school teaching. In the first year, team leaders convened in Berkeley for a two-week institute. In succeeding years, each region ran its own institute and school-year collaborative study. Frances, then housed at nearby Emory, joined our teaching team at Kennesaw State. During a project I had previously directed, "Domesticating the Canon," our NEH program officer Janet Edwards described the crucial role scholars leading the program can play. "The most important texts to read: Janet said, "are the scholars who come to the institute" to collaborate with participants. In the "Making American Literatures" initiative, Frances embodied that assessment. She spent several days with the secondary teachers exploring Minnie's Sacrifice, Sowing and Reaping, Trial and Triumph: Three Rediscovered Novels, an edition based on recovering Frances Harper's long-lost serialized texts. Of all the primary materials studied that summer, Harper's narratives easily became the favorite. When the teachers divvied up our budget for purchasing class sets that could rotate around classrooms throughout metro Atlanta, this text won hands down. …

ecent, highly productive discussions of intellectual property and authorship in English studies have concentrated on two broad areas of inquiry. Scholars have repeatedly asserted fair use principles to mobilize resistance against the legal trends restricting texts' circulation. At the same time, our growing appreciation of student writing and other marginalized groups' creative acts as forms of authorship has prompted teacher-scholars' calls for recognizing the shared patterns of ownership often associated with such work. Andrea A. Lunsford and Susan West, of course, set the stage for succeeding discussions in their groundbreaking essay, "Intellectual Property and Composition Studies." Significantly, they identified both of the major areas of inquiry that have driven intellectual property work in composition studies since then. On the one hand, they critiqued "the field's silent complicity in shrinking the intellectual commons" and pointed to challenges from critical theory, the scientific community, and new technology that should promote

We regard the writings of such women as Mrs. Child, as among the most valuable works now issued from the press. They are valuable, not only for the additional richness they must impart to the female mind, and the greater degree of enjoyment they throw around the domestic fireside,-but they have an important bearing on the well-being of our country. Where are we to look for the future good and great of our land? and on whom is their moral character in a great degree dependent? They are now around the family hearth, and a mother's love and a mother's voice now imparts [sic] to them the principles which shall govern their future conduct ....We hope the Ladies' Family Library is but the commencement of works of this description, and that they may increase till their influence shall reach every female in our happy land.

S.... ii-: ' age Arts as in other .... t would be hard to up a newspaper or ia professional journal perhaps impossible to walk bly new book display at a teachers' C0nference, without seeing S:ithr poposal for reforming ? t g. curriculum. Unfortun.. t-.,l.,1,. since so many of these plans Saction seem to fall along one .. Xxtreme or another of the current Sabout contentversus student-cenSinstruction, a practitioner who sees merit in both positions may find it difficult to develop a classroom learning program with a firm theoretical base drawing on strengths from both perspectives.

I enjoy reading horror books, the grosser and scarier the better (blood and guts). Mostly I enjoy reading short stories. A while ago I read a book called Short and Shivery. It was OK. My favorite book was called the Nightmare People, with people made out of clay like substance, and the way to kill them was eat their heart. It was pretty weird, but it was exciting. I hate reading stupid books like I have to read in english class. Last year my teacher would give a choice of several books (I'd pick the horror one.) This year we read the same things, we read Tom Sawyer (wow!!) it was boring, I didn't even read half of it and when the test came I faked it. I still did OK though. I like writing horror story's also. I hate when they give us a dumb topic.

Linde?" asked Mary, an enthusiastic studentteacher I had been supervising all semester. Several hands shot up. "She lied," volunteered one well-trained eleventh-grade critic. "And she hid those things from Torvald before. She's a cover-up artist." "Right," Mary replied, clearly pleased with his insight. "See how trying to cover up for her sweet tooth is helping establish her characterization? What are some other examples of lying we've seen already?" As Mary reviewed more opening scenes from A Doll's House (Ibsen 1985) with her world-literature students, I was impressed by her command of the play. The signs of her detailed preparation included questions about the various physical and moral diseases of the characters, hints about the way the Christmas tree would look different in the next act, and a suggestion that her students underline Nora's reference to "dressing up" and remember it, in connection with the drama's title, when they read about the tarantella costume later. She certainly had tried to profit from her cooperating teacher's advice. Bill had told her to devote thor

Malaria continues to be a life-threatening illness throughout Sub-Saharan Africa, with pregnant women and children being particularly vulnerable and an estimated 10 000 women and 200 000 newborns dying each year as a result of malaria in pregnancy (MIP). Since 2004, WHO has supported a three-pronged MIP approach: (1) intermittent preventive treatment with sulfadoxine-pyrimethamine; (2) use of insecticide-treated bed nets; and (3) effective case management. The present article identifies benchmarks in Jhpiego’s 10-plus years of MIP experience at the regional and national levels that have contributed to its global MIP leadership and aligned programs and policies with global approaches toward malaria elimination. As countries continue to develop and expand MIP programming, support will continue to be essential in the following eight MIP program areas: integration, policy, capacity development, community engagement, quality assurance, commodities, monitoring and evaluation, and financing.