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OBJECTIVES/GOALS: Specialty care for asthmatic children should prevent adverse asthma outcomes. This study of children receiving care in the Arkansas Medicaid program used a comparative effectiveness research design to test whether allergy specialty care was associated with reduced adverse asthma outcomes. METHODS/STUDY POPULATION: Using the Arkansas All Payer Claims Database we studied Medicaid-enrolled children with asthma using a propensity score greedy nearest neighbor one-to-one matching algorithm. We matched children with (treatment) and without (comparison) an allergy specialist visit in 2018. The propensity score model included 26 covariates (demographic, clinical, and social determinants of health). Multivariable adjusted logistic regression was used to estimate adverse asthma events (AAE: emergency department visit or inpatient hospitalization with a primary or secondary diagnosis of asthma in 2019). RESULTS/ANTICIPATED RESULTS: We identified 3,031 children with an allergy specialist visit in 2018, and successfully propensity-score matched 2,910 of the treatment group with a non-allergy specialist visit comparison group. The rate of AAEs in 2019 was 9.5% for individuals with an allergy specialist visit versus 10.1% among those without a specialist visit (p=0.450). The adjusted regression analysis showed 20.3% lower rates of AAEs (aOR: 0.797; 95% Confidence Interval: 0.650, 0.977; p=0.029) in 2019 for children with an allergy specialist visit in 2018 compared to those that did not. DISCUSSION/SIGNIFICANCE: Utilizing allergy specialist care was associated with better asthma outcomes in our statewide study of Arkansas Medicaid-enrolled children with asthma. Asthma quality metrics based on guideline-based recommendations for allergy specialist care should be considered in population health management programs.

The academic library milieu is replete with verbal interactions that occur between library staff and patrons, as well as within the library staff cohort. Such communication impacts the quality and results of library support provided to students, faculty and community. It also affects workplace health and productivity. Consequently, among academic library staff, knowledge and awareness of effective language use is a crucial component of professional practice. This scoping review examines and analyzes the published literature for beneficial and detrimental verbatim exemplars of communication in the context of academic libraries. While the review found significant literature addressing categories of interpersonal communication in the academic library, few studies provide verbal exemplars. Given that such exemplars play an important role in understanding language categories, and in augmenting effective language use, this gap in the literature warrants further attention.

The New Zealand Certificate in Early Childhood Education and Care Level 4 programme was designed and developed in the context of a Level 4 early childhood education qualification becoming a requirement for educators in home-based sector, and the Open Polytechnic transformation. The programme is delivered fully online. This paper is to share our stories of designing and developing the programme. The stories focus on pedagogy that empowers learners in an online flexible distance learning environment, our innovative of team work, and initial feedback from stakeholders. The pedagogy is underpinned by the integration of sociocultural and constructivist theories with information communication technology (ICT), specified by the CSI Model (The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with Information Communication Technology), the key educational design principles and the assessment approach. Based on the pedagogy, the programme was created in two phases: Design and development. The work of the first phase was on designing at a programme level while the work of the second phase was on developing the three courses of the programme. With the pedagogy and innovative team work, initial feedback from stakeholders was very positive. It is recommended that feedback from stakeholders is formally collected later this year and in the new year.

Is there room for war metaphor in academic libraries? Is there a good, or justifiable, reason for its use? In this paper, we argue the answer to these questions is no. The paper will discuss the nature of metaphor in general, the effects of its use, and why those effects matter. Grounded in this discussion, it will consider and analyze the use of war metaphor, specifically in the academic library world. Finally, it will offer suggestions for how, through individual and collective effort, the metaphor of war might be purged from the academic library lexicon.