University of Iowa School of Library and Information Science newsletter. 1995-1996, no. 37.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. 1996-1997, no. 38.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. 1998-1999, no. 40.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Spring 2000, no. 41.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Spring 2001, no. 42.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Spring 2002, no. 43.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2007, no. 46.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2009, no. 47.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2010, no. 48.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2011, no. 49.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2012, no. 50.

Newsletter from the University of Iowa School of Library and Information Science.

Investigation of Warm-Mix Asphalt for Iowa Roadways, TR-635, 2013

Phase II of this study further evaluated the performance of plant-produced warm-mix asphalt (WMA) mixes by conducting additional mixture performance tests at a broader range of temperatures, adding additional pavements to the study, comparing virgin and recovered binder properties, performing pavement condition surveys, and comparing survey data with the Mechanistic Empirical Pavement Design Guide (MEPDG) forecast for pavement damage over 20 years of service life. Further objectives detailing curing behavior, quality assurance testing, and hybrid technologies were as follows: * Compare the predicted and observed field performance of existing WMA trials produced in the previous Phase I study to that of hot-mix asphalt (HMA) control sections to determine if Phase I conclusions are translating to the field; * Identify any curing effect (and timing of the effect) of WMA mixtures and binders in the field; * Determine how the field-compacted mixture properties and recovered binder properties of WMA compare to those of HMA over time for technologies common to Iowa; * Identify the protocols for WMA sample preparation for volumetric and performance testing that best simulate field conditions. The findings of this study indicate that WMA additives do show statistical differences in mixture properties in some of the mixes tested. These differences will not always be statistically different from mixture to mixture. Multiple factors, such as WMA additive type, amount of recycled asphalt material, construction conditions, and mixture variability all play a role in determining the extent of which WMA and HMA mixes differ. Other significant findings of this study include effects of curing, aging in recovered binders from HMA and WMA cores, and the influence of recycled asphalt shingles (RAS) used with WMA. These findings will be of interest to owner agencies and contractors utilizing WMA technologies.

Medical residents' feedback on needs and acquired skills following a short course on cross-cultural competence

Objectives The purpose of this study is to assess short and long term changes in knowledge, attitudes, and skills among medical residents following a short course on cultural competency and to explore their perspectives on the experience. Methods Eighteen medical residents went through a short training programme comprised of two seminars lasting 30' and 60' respectively over two days. Three months later, we conducted three focus groups, with 17 residents to explore their thoughts, perspectives and feedback about the course. To measure changes over time, we carried out a quantitative sequential survey before the seminars, three days after, and three months later using the Multicultural Assessment Questionnaire. Results Residents expressed a wide variety of perspectives on the main themes related to the content of the training - culture, trialogue, stereotypes, status, epidemiology, history and geopolitics - and related to its organization - relevance, volume, timing, target audience, training tools, and working material. Using the MAQ, we observed a higher global performance score (n=16) at three days (median=38) compared to results before the training (median=33) revealing a median difference of 5.5 points (z=2.4, p=0.015). This difference was still present at three months (∆=4.5, z=2.4, p=0.018), mainly due to knowledge acquisition (∆=3) rather than attitudes (∆=0) or skills (∆=1). Conclusions Cross-cultural competence training not only brings awareness of multicultural issues but also helps participants understand their own cultures, perception of others and preconceived ideas. Physicians' education should however also focus on improving implementation of acquired knowledge in cross-cultural competence.

Brain Injury Quick Guide: Information and Resources for Teachers and School Staff, July 2013

The Brain Injury Quick Guide was developed as a resource tool for educators and school staff. Functional challenges (including social, physical, communication, and cognitive) are common following brain injury. This booklet serves as a resource outlining common challenges students may face in the classroom as well as strategies for addressing these challenges. Case studies outlining common challenges with possible strategies are provided with suggestions for IEP/504 plan accommodations. Basic brain anatomy and brain injury statistics are also reviewed.