InfoFair: an annual computer and information event

Since 1983, the Spencer S. Eccles Health Sciences Library has presented InfoFair, an annual event featuring presentations, exhibits, demonstrations, and workshops on computer and information topics of interest to health professionals and health information providers at the University of Utah Health Sciences Center and throughout Utah. The first InfoFair was held in response to an increasing number of inquiries from library users on how to search MEDLINE from their home or office computers. The focus of InfoFair has expanded and changed over the past nineteen years to reflect changes in library users' computer and information needs, concerns, and interests. While themes and programs have changed, a definite set of trends, guidelines, and procedures have developed based on the experience gained each year. The purpose of this paper is to review and evaluate the changes in InfoFair from 1983 to 2001 and to present information for use by other libraries for planning and presenting similar events.     

Joint opening statement before the house republican research committee, 19 May 1987

The speakers are respectively, technical staff members of the Lawrence Livermore National Laboratory and the Los Alamos National Laboratory. They are not appearing in any official capacity from either of the Laboratories, and the opinions they express are not necessarily those of anyone other than themselves.     

The effects of cued interaction and ability grouping during cooperative computer-based science instruction

The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. We blocked 231 eighth graders in a required science class by ability and randomly assigned them to homogeneous lower-ability, homogeneous higher-ability, or heterogeneous mixed-ability dyads. Each dyad was randomly assigned to a computer program that either did or did not contain verbal interaction cues designed to facilitate summarizing and explaining between partners. Results indicated that students using the cued version of the program performed significantly better on the posttest than students using the noncued version. Direct observation of student interaction indicated that students in cued dyads exhibited significantly more summarizing and helping behaviors than noncued students. Furthermore, higher-ability dyads exhibited significantly less off-task behavior than the other dyads. Implications for designing computer-based instruction for cooperative settings are provided.     

How students pay for college: temporal and individual variation

College students' finances are of considerable public interest student finances influence student choices. and student choice, have public consequences. Moreover much public money is spent to assist students financially. Yet remarkably little is known about student finances, particularly as they vary on overtime or among individuals. This study provides, some results in this area. Based on two sources of data yearly surveys of college freshmen, and a longitudinal survey of one high-school class nationwide it decomposes student expenditures on college according to the source of funds. It then examine, file resulting distribution as it varies overtime and among students who live in different places, who performed differently in high school, and who come from backgrounds of different affluence. The ditribution does vary with these variables, but the author concludes there is little evidence that current public aid programs are misdirected.     

Integrated Advanced Information Management Systems: a twenty-year history at the University of Cincinnati

The University of Cincinnati (UC) has been active in the National Library of Medicine''s Integrated Advanced Information Management Systems (IAIMS) program since IAIMS'' inception in 1984. UC received IAIMS planning and modeling grants in the 1980s, spent the 1990s practicing its own form of “iaims” and refining its vision, and, in May 2003, received an IAIMS operations grant in the first round of awards under “the next generation” program. This paper discusses the history of IAIMS at UC and describes the goals, methods, and strategies of the current IAIMS program. The goals of UC''s IAIMS program are to: improve teaching effectiveness by improving the assessment of health professional students and residents in laboratory and clinical teaching and learning environments; improve the ability of researchers, educators, and students to acquire and apply the knowledge required to be more productive in genomic research and education; and increase the productivity of researchers and administrators in the pre-award, post-award, and compliance phases of the research lifecycle.