X-ray free-electron lasers provide novel opportunities to conduct single particle analysis on nanoscale particles. Coherent diffractive imaging experiments were performed at the Linac Coherent Light Source (LCLS), SLAC National Laboratory, exposing single inorganic core-shell nanoparticles to femtosecond hard-X-ray pulses. Each facetted nanoparticle consisted of a crystalline gold core and a differently shaped palladium shell. Scattered intensities were observed up to about 7 nm resolution. Analysis of the scattering patterns revealed the size distribution of the samples, which is consistent with that obtained from direct real-space imaging by electron microscopy. Scattering patterns resulting from single particles were selected and compiled into a dataset which can be valuable for algorithm developments in single particle scattering research.
Take a journey to discover how you can provide quality information to your patrons for free! Explore the world of Open Access Resources! Open Access refers to scholarly information that is free, online, and free of most copyright and licensing restrictions. This makes it easier for people to find and use reliable information on a myriad of subjects, such as health information, educational materials, or business resources. Knowledge of Open Access is important for all librarians to help us best serve our communities and stretch our dwindling budgets. Your tour guides will give an overview of Open Access, discuss legislative issues, demonstrate how to find open access resources, and explain how librarians can get involved.
Presented at the SDLA/NDLA/MPLA Tri-conference 2013
Objectives: This pilot study analyzes citation patterns of international health (IH) research. The authors hypothesize that researchers use journal articles more than other resources as other public health literature mapping projects have shown. This study's objective is to identify key journals in IH and unique or common citation patterns in IH in comparison to areas like infectious disease or environmental health.
Methods: The authors selected research articles published in January 2013 issues of four IH journals: Bulletin of the World Health Organization (BWHO), Health Policy and Planning (HPP), Lancet Infectious Diseases (LID), and the Journal of Health, Population and Nutrition (JHPN). The criteria for journal selection were based on Core Public Health Journals Project version 2.0, Journal Citation Reports (JCR), and Scopus. Data were collected by compiling all citations used by research articles. In addition to journals, books, and other published sources, this study identifies cited sources of gray literature in IH and the extent to which Internet sources are used in formal IH research. With open data trends in mind, this study looks for the citation of data sets.
Results: Out of 1,246 total citations, 817 (66%) were journal articles, 210 (17%) were miscellaneous, 205 (16%) were books/monographs, and 14 (1%) were government documents. The most highly cited journal titles were Lancet (86 citations) and BWHO (33 citations). Two journals that the authors expected to have high citations, but did not, were Lancet: Infectious Disease and American Journal of Public Health. The poster will also include:
1. Cited journals by subject.
2. Publication date of citations.
3. Examination of the miscellaneous category for data set citations.
Conclusions: Journal articles remain the most highly cited source type for public health research, seconded by gray literature and web resources; then monographs and United States government documents. Gray literature and web resources represent information provided by governments throughout the world, including 5 examples of government data sets. Compared to previous public health journal studies with journal article citation close to 90%, this study shows a lower percentage of journal articles (66%) relative to other source types. While recent articles are cited most, cited journal articles greatly range in age at citation. This study also showed lower citations of typically highly cited public health journal titles and major medical journals. There is a need for older journals. Librarians may want to focus on clinical journals that are relevant to their programs. Citation of data sets does not seem common yet, but this is something to monitor regarding public health data sources. Future studies could look at whether availability of global online government sources and online translation tools may be resulting in greater use of multiple language sources.
Objective: to explore currently available Open Educational Resources related to Health Sciences programs to increase available options for free, high quality, online educational materials to support Health Sciences faculty, researchers, and students in online, hybrid, and in-person courses at Arizona State University.
Background/Methods: Following the successful Open Access movement, the Open Education movement is expanding free, online access to Open Educational Resources (OERs), beyond research published in scholarly journals. Similar to the Open Access movement, Open Educational resources are of high quality, available for free, online, with minimal or no licensing restrictions. They include, but are not limited to: syllabi and course modules, open textbooks, and massive open online courses (MOOCs). Arizona State University (ASU) has many fully online degree programs from undergraduate to graduate level, as well as supplemental and continuing education certificates. ASU also has many hybrid programs and in-person courses that include online components. Instructors are often searching for online videos or other high quality, online educational materials that they can incorporate in their courses. OERs may provide some useful options. ASU Libraries became involved in Open Education Week in March 2013. To expand on our involvement and increase resource options at ASU, the presenters decided to begin identifying useful OERs for health sciences. To do so, the presenters searched for and evaluated 2-3 sources for OERs each and noted the advantages and/or disadvantages of each, as well as any highly useful specific OERs.
Results: The presenters will discuss the advantages and/or disadvantages of evaluated sources for Open Educational Resources and any highly useful specific OERs identified. We will also provide a brief overview of open source tools related to citation management.
Conclusion: Come to this presentation to explore the Open Education movement: hear about one research university library system's start with Open Education Week, and get an overview of free, online options for high quality Open Educational Resources in the Health Sciences.
Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.
As health information professionals we are familiar with specialized resources such as PubMed and CINAHL but less familiar with general freely available tools such as Google, Google Scholar, and other open Google tools. We wondered:
1. What Google tools are Health Sciences Researchers and Healthcare Professionals using, and how are they using them?
2. How effective are Google and/or Google Scholar for literature searching?
3. What other research is needed in this area?
Methods:
We searched for: ‘Google’ across five health sciences and health sciences related databases (CINAHL, Cochrane, PsycInfo, PubMed, Web of Science) and in Google Scholar (*For Google Scholar we searched: health AND google). We reviewed the first 100 citations from each database and selected results that: 1. Mentioned use of a Google tool, or 2. Discussed the effectiveness of Google or Google Scholar in scholarly literature searching. Out of the second group, we selected and read the 10 most relevant articles discussing the effectiveness of Google and/or Google Scholar for literature searching. We tried out recommended best practices to search for topics we had previously searched only in subject specific databases.
Results:
Health Sciences Researchers and Healthcare Professionals use many Google tools for a variety of purposes. Each tool was used in different ways by authors writing in the Health Sciences (see pie charts and examples in poster). Regarding literature searching the poster includes Google Scholar content sources, Top Search Strategies for Google Scholar, and Considerations for using Google Scholar for literature searching.
Conclusions:
Health Science researchers use a variety of Google tools to gather and manipulate data, and to visualize and disseminate results. Health care professionals use Google tools to facilitate interventions and for interactive educational materials. For Literature searching our results encourage using Google Scholar to complement subject specific databases. Its unique content makes it a valuable resource for finding additional documents.
A poster presentation on resources and strategies from Arizona State University Libraries to encourage understanding of and participation in Open Access practices, including promotional materials (flyers, library guides, videos, and more) and persuasive talking points.
Methods: "a student's education is only as valuable as the information that a student has access to" Matt Cooper (president of the National Association of Graduate and Professional Students, 2012). Evidence-based practice is no longer a new concept in health professions or education, but its integration into allied health higher education curricula and its inclusion by health professionals in everyday, lifelong practice still presents challenges. One challenge is affordable access to research study findings and data, and to resources that index such information. A librarian from a public, research-1 university will draw from experiences and practices at her institution, and from a review of such at similar institutions. She will present methods to promote: use of open access and open educational resources, greater participation in these movements, and curriculum-related applications.
Results: This flipped presentation will include an overview of top overall and health sciences-related open access and open educational resources: how to find them and suggestions for evaluation criteria. It will also include options to promote and use Creative Commons search and licensing for discovering and sharing materials licensed for others to use, reuse, and adapt. Methods for promoting open access and open educational resources in higher educational and other settings will follow, with a final overview of newly expanding options for do-it-yourself and open science initiatives including opportunities for involvement in health research and innovation.
Conclusions: Join us, and bring your laptop, tablet, or mobile device! This presentation will be a "flipped presentation," with a brief (ten-to-fifteen minutes) voice-over PowerPoint presentation sent out ahead of time. The in-person session will offer a hands-on approach with opportunities to delve into using one or more major sources of open access or open educational resources to discover resources to recommend for supporting curricula, professional development, or training. You will also have a chance to collaborate with colleagues and explore ideas for promotional events and materials to build awareness of open access and open education initiatives. Leave with first-hand knowledge of new resources and an action plan for an event to promote these important initiatives within your community.
As a Health Sciences Librarian at a large public research university, requests for one off library sessions, or online how-to support, to teach evidence-based practice (EBP) research skills are common. Having mastered brief 'hands-on' activities to practice skills learned, I was ready to branch out, and so were some faculty with whom I work, especially in the fields of Nutrition, Exercise, and Wellness. For Spring 2013 I worked with faculty to try pre-class time assignments followed by participatory, hands-on, student reporting (flipped) class sessions on:
1. Finding the source of research reported in health news articles.
2. Identifying high level EBP research studies on a nutrition topic.
3. Exploring career and research tools in Kinesiology.
This session will include a brief overview of each case study with discussion opportunities.