Do CD4(+) T Cell Functional Responses to Epstein–Barr Virus Provide Protective Immunity Against CNS Lymphoma in AIDS?

Jacobson discusses a new study addressing the question of whether an EBV antigen-specific T cell response might be a critical component of protective immunity that is lost as part of the pathogenesis of AIDS-related primary CNS lymphoma

A Lesson Of Lost Political Capital In Public Higher Education: Leadership Challenges In A Time Of Needed Organizational Change

All higher education institutions are struggling with a rapidly changing market and financial landscape. Here is a management-centered analysis of what happened when a college president, recognizing the need to make a radical adaptation to those changes, tried moving a campus community to a new organizational model, without collegial consensus, and too quickly. The result was that the president lost political capital and the college underwent a change in leadership. Yet the need for a new management model still remains

Teaching Anxious Students Skills for the Electronic Library

Some students immediately feel at home in today\u27s technology-saturated library, but many others have difficulty navigating the myriad of electronic sources in most academic libraries. It is estimated that as many as one-third of the college students in the United States suffer from technophobia and are anxious about using computers. In addition to coping with computer technology, many first-year college students are intimidated by the size and complexity of academic libraries (Mellon 1986). In short, just when students most need to become competent users of information technology, anxieties can cause them to avoid the library altogether (Warmkessel 1992). Breaking the anxiety barrier enables students to move beyond technical concerns to grapple with the information itself. Teachers and librarians can facilitate this progression by designing sessions in which students learn to use CD-ROM or other computer databases. Using active learning methods, the students can increase their understanding of searching concepts and techniques for evaluating information (Tyckoson and Jacobson 1993)

Separating Wheat from Chaff: Helping First-year Students become Information Savvy

Many traditional first-year students arrive on college and university campuses with a great deal of experience in searching the Internet. In fact, they can find prodigious amounts of information with relative ease—as evidenced by the lists of Web sites used to document many of their research papers. Most of these students, however, lack the critical-thinking skills and database-searching proficiency necessary for them to fine-tune their information searches. They need to know how to focus their topics, where (in addition to the Internet) to search, and how to evaluate and use the information they retrieve—skills commonly encompassed in the phrase “information literacy” (Commission on Higher Education of the Middle States Association of Colleges and Schools[CHE], 1996, p. 15). As Ernest and Paul Boyer (1996) have observed, college students need help “becom[ing] savvy consumers of information” (p. 126). The Boyers believe that, in partnership with faculty, librarians have the expertise to instruct students in information retrieval and evaluation (pp. 130–131)