DSpace at SUNY Buffalo https://ubir.buffalo.edu:443/xmlui The UB repository system captures, stores, indexes, preserves, and distributes digital research material. Tue, 19 May 2020 11:31:10 GMT 2020-05-19T11:31:10Z The Shapes of Fancy: Reading for Queer Desire in Early Modern Literature http://hdl.handle.net/10477/81907 The Shapes of Fancy: Reading for Queer Desire in Early Modern Literature Varnado, Christine Shapes of Fancy offers a powerful new method of accounting for ineffable and diffuse forms of desire, mining early modern drama and prose literature to describe new patterns of affective resonance. It stages an impassioned defense of the inherently desirous nature of reading, making a case for readerly investment and identification as vital engines of meaning making and political insight. Includes bibliographical references and index.; This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)—a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries—and the generous support of the University at Buffalo Libraries. Learn more at the TOME website, available at: openmonographs.org. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/10477/81907 2020-01-01T00:00:00Z Teaching Copyright Law through Participatory Involvement in an Unconference Setting http://hdl.handle.net/10477/81807 Teaching Copyright Law through Participatory Involvement in an Unconference Setting McCormick, Amanda; Adams, Stephanie A.; Dunbar, Hope; Mclean-Plunkett, Sarah An “unconference” is an attempt by librarians and other professionals to work outside of the traditional conference model. Presenters are encouraged to break out of traditional modes of presentation and try new methods of engaging with the participants. We submitted an idea for a session focused on demystifying domestic and international copyright law and discussing how the law affects libraries and archives. Modern librarianship demands at least a basic understanding of copyright and intellectual property issues, and librarians have reported that they lack training and knowledge in this area. We determined that we did not want to present a formal lecture on copyright in libraries, especially given the freedom and intellectual experimentation encouraged by an unconference setting. Instead, we determined that the best way to present copyright principles would be to share examples of real-life scenarios with the participants and assist them in applying the principles of copyright law to those situations. We hoped that participants would build confidence in their ability to respond when copyright issues arose at the workplace. This paper outlines the approach we took to prepare and present this unconventional session, and it includes an assessment of the results. Originally published in the Journal of Copyright in Education and Librarianship, Vol. 4, Issue 1: https://www.jcel-pub.org. Wed, 22 Apr 2020 00:00:00 GMT http://hdl.handle.net/10477/81807 2020-04-22T00:00:00Z Citation Databases for Legal Scholarship http://hdl.handle.net/10477/81767 Citation Databases for Legal Scholarship Beatty, John Traditional citation sources, such as Web of Science, index limited numbers of law journals. Consequently, although not designed for generating scholarship citation metrics, many law scholarship citation studies use law-specific databases like Westlaw or LexisNexis to gather citations. This article compares citation metrics derived from Web of Science and Westlaw to metrics derived from Google Scholar and HeinOnline’s citation tools. The study finds that HeinOnline and Westlaw generate higher metrics than Web of Science, and Google Scholar generates higher metrics than both. However, metrics from all four sources are highly correlated, so rankings generated from any may be very similar. Thu, 19 Mar 2020 00:00:00 GMT http://hdl.handle.net/10477/81767 2020-03-19T00:00:00Z Clinical Tools Used for Evaluation of Competency Levels and Expectations of Student Registered Nurse Anesthetists by Certified Registered Nurse Anesthetists & the Anesthesia Care Team Members http://hdl.handle.net/10477/81651 Clinical Tools Used for Evaluation of Competency Levels and Expectations of Student Registered Nurse Anesthetists by Certified Registered Nurse Anesthetists & the Anesthesia Care Team Members Zaid, Foaad Student Registered Nurse Anesthetist (SRNA) evaluations are an important component of clinical competency and requirements set by the Council on Accreditation (COA). A literature search clearly identified a lack in the development and use of a standardized universal clinical evaluation tool for anesthesia programs throughout the country. The purpose of this study was to survey clinical preceptors on their views of the current Daily Progress Report Evaluation Tool (DPRET) used to assess SRNA clinical competency based on where they are in the anesthesia program, and identify whether improving the clinical evaluation tool by including a completed didactical breakdown would lead to increased preceptor ability to assess SRNA competency levels based on the semester they are in the anesthesia program and increase preceptor understanding of what material is covered in each semester in accordance to each course number listed on the DPRET leading to an improved didactical transference into the clinical setting. Patricia Benner’s Novice to Expert Theory served as the theoretical framework for this project. A quantitative methods quasi experimental design utilizing a 4-part question survey was used for this project. Survey responses were assessed by grouping variables and analyzing them using a Pearson’s Chi Square (X²) test. Additional, analyses looked at open ended responses for additional participant clarification & explanation. A future implication of this project is the use of a revised tool assessing student didactical transference ability while identifying areas of needed reinforcement and improvement. UB SON, DNP Research Project Mon, 01 Jun 2020 00:00:00 GMT http://hdl.handle.net/10477/81651 2020-06-01T00:00:00Z
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