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• 1. [Article] Content Aware Request Distribution for High Performance Web Service: A Performance Study

  The World Wide Web is becoming a basic infrastructure for a variety of services, and the increases in audience size and client network bandwidth create service demands that are outpacing server capacity. ...

  Citation × Citation Citation Abstract Copy Title: Content Aware Request Distribution for High Performance Web Service: A Performance Study Author: Jones, Robert M. Year: 2002 The World Wide Web is becoming a basic infrastructure for a variety of services, and the increases in audience size and client network bandwidth create service demands that are outpacing server capacity. Web clusters are one solution to this need for highperformance, highly available web server systems. We are interested in load distribution techniques, specifically Layer-7 algorithms that are content-aware. Layer- 7 algorithms allow distribution control based on the specific content requested, which is advantageous for a system that offers highly heterogenous services. We examine the performance of the Client Aware Policy (CAP) on a Linux/Apache web cluster consisting of a single web switch that directs requests to a pool of dual-processor SMP nodes. We show that the performance advantage of CAP over simple algorithms such as random and round-robin is as high as 29% on our testbed consisting of a mixture of static and dynamic content. Under heavily loaded conditions however, the performance decreases to the level of random distribution. In studying SMP vs. uniprocessor performance using the same number of processors with CAP distribution, we find that SMP dual-processor nodes under moderate workload levels provide equivalent throughput as the same number of CPU’s in a uniprocessor cluster. As workload increases to a heavily loaded state however, the SMP cluster shows reduced throughput compared to a cluster using uniprocessor nodes. We show that the web cluster’s maximum throughput increases linearly with the addition of more nodes to the server pool. We conclude that CAP is advantageous over random or round-robin distribution under certain conditions for highly dynamic workloads, and suggest some future enhancements that may improve its performance. Title: Content Aware Request Distribution for High Performance Web Service: A Performance Study Author: Jones, Robert M. Year: 2002 The World Wide Web is becoming a basic infrastructure for a variety of services, and the increases in audience size and client network bandwidth create service demands that are outpacing server capacity. Web clusters are one solution to this need for highperformance, highly available web server systems. We are interested in load distribution techniques, specifically Layer-7 algorithms that are content-aware. Layer- 7 algorithms allow distribution control based on the specific content requested, which is advantageous for a system that offers highly heterogenous services. We examine the performance of the Client Aware Policy (CAP) on a Linux/Apache web cluster consisting of a single web switch that directs requests to a pool of dual-processor SMP nodes. We show that the performance advantage of CAP over simple algorithms such as random and round-robin is as high as 29% on our testbed consisting of a mixture of static and dynamic content. Under heavily loaded conditions however, the performance decreases to the level of random distribution. In studying SMP vs. uniprocessor performance using the same number of processors with CAP distribution, we find that SMP dual-processor nodes under moderate workload levels provide equivalent throughput as the same number of CPU’s in a uniprocessor cluster. As workload increases to a heavily loaded state however, the SMP cluster shows reduced throughput compared to a cluster using uniprocessor nodes. We show that the web cluster’s maximum throughput increases linearly with the addition of more nodes to the server pool. We conclude that CAP is advantageous over random or round-robin distribution under certain conditions for highly dynamic workloads, and suggest some future enhancements that may improve its performance. Close

• 2. [Article] Factors Associated with Inclusion of Spirituality in Secular Social Work Education

  In a diverse society, social work practitioners must be able to work with and respect people from a wide variety of cultures and ethnicities and with different value systems and ideological perspectives, ...

  Citation × Citation Citation Abstract Copy Title: Factors Associated with Inclusion of Spirituality in Secular Social Work Education Author: Wuest, Leslie Grace Year: 2009 In a diverse society, social work practitioners must be able to work with and respect people from a wide variety of cultures and ethnicities and with different value systems and ideological perspectives, including spiritual or religious beliefs. Accordingly, social work education has begun to incorporate the topic of spirituality. This study builds upon previous studies by Dudley and Helfgott (1990) and Sheridan et al. (1994) which focused on views of faculty members regarding spirituality in social work education and support for a course on spirituality in the social work curriculum. This study goes on to examine inclusion of spirituality in general social work courses. The study involved a survey of social work faculty members who teach courses in direct practice, human development, and diversity, with a response rate of 52% (N = 222). The 40-item web survey replicated items regarding faculty views about spirituality and social work, and measures of personal experience with spirituality from Sheridan's (1994) survey. Items regarding faculty and student inclusion of spirituality, classroom management strategies, and discussion outcomes were original to this study.Results showed that in addition to 9 faculty who teach courses in spirituality, 75.1% of faculty members surveyed report a moderate or substantial discussion of spirituality in half of the courses they teach. Multiple regression analyses showed an association of faculty inclusion of spirituality to student inclusion and constructive discussions of spirituality, the school offering a separate course on spirituality, female gender, and full time status (p < .001). Faculty-reported student inclusion of spirituality was associated with faculty inclusion, conflictual discussions, constructive discussions, and use of classroom rules (p < .001). Constructive discussions of spirituality were associated with use of modeling and facilitation, faculty inclusion, and student inclusion of spirituality (p < .001). Several path models were compared using AMOS software. Results suggest that when faculty members include spirituality, students are more likely to discuss the topic. Faculty members report frequently including the topic of spirituality in the content of general social work courses. Classroom rules are related to increased student participation, and modeling and facilitation promote constructive discussion of spirituality. Title: Factors Associated with Inclusion of Spirituality in Secular Social Work Education Author: Wuest, Leslie Grace Year: 2009 In a diverse society, social work practitioners must be able to work with and respect people from a wide variety of cultures and ethnicities and with different value systems and ideological perspectives, including spiritual or religious beliefs. Accordingly, social work education has begun to incorporate the topic of spirituality. This study builds upon previous studies by Dudley and Helfgott (1990) and Sheridan et al. (1994) which focused on views of faculty members regarding spirituality in social work education and support for a course on spirituality in the social work curriculum. This study goes on to examine inclusion of spirituality in general social work courses. The study involved a survey of social work faculty members who teach courses in direct practice, human development, and diversity, with a response rate of 52% (N = 222). The 40-item web survey replicated items regarding faculty views about spirituality and social work, and measures of personal experience with spirituality from Sheridan's (1994) survey. Items regarding faculty and student inclusion of spirituality, classroom management strategies, and discussion outcomes were original to this study.Results showed that in addition to 9 faculty who teach courses in spirituality, 75.1% of faculty members surveyed report a moderate or substantial discussion of spirituality in half of the courses they teach. Multiple regression analyses showed an association of faculty inclusion of spirituality to student inclusion and constructive discussions of spirituality, the school offering a separate course on spirituality, female gender, and full time status (p < .001). Faculty-reported student inclusion of spirituality was associated with faculty inclusion, conflictual discussions, constructive discussions, and use of classroom rules (p < .001). Constructive discussions of spirituality were associated with use of modeling and facilitation, faculty inclusion, and student inclusion of spirituality (p < .001). Several path models were compared using AMOS software. Results suggest that when faculty members include spirituality, students are more likely to discuss the topic. Faculty members report frequently including the topic of spirituality in the content of general social work courses. Classroom rules are related to increased student participation, and modeling and facilitation promote constructive discussion of spirituality. Close

• 3. [Article] Heard on the Net: What Library Practices are Scalable?

  This column explores OCLC Web-scale Management Services (WMS).

  Citation × Citation Citation Abstract Copy Title: Heard on the Net: What Library Practices are Scalable? Author: Emery, Jill Year: 2009 This column explores OCLC Web-scale Management Services (WMS). Title: Heard on the Net: What Library Practices are Scalable? Author: Emery, Jill Year: 2009 This column explores OCLC Web-scale Management Services (WMS). Close

• 4. [Article] Mobile Learning: The Teacher In Your Pocket

  Mobile computing has exploded around the world over the past several years. Morgan Stanley suggests that mobile Internet use will exceed the use from fixed devices, and Ericsson projects that 80 percent ...

  Citation × Citation Citation Abstract Copy Title: Mobile Learning: The Teacher In Your Pocket Author: Farkas, Meredith G. Year: 2013 Mobile computing has exploded around the world over the past several years. Morgan Stanley suggests that mobile Internet use will exceed the use from fixed devices, and Ericsson projects that 80 percent of people will access the web from a mobile device by 2015 (Ingram 2010; Ericsson Corporate Public & Media Relations 2010). Mobile devices are being used for content creation, communication, information seeking, and so much more. The notion that mobile devices would be used only for quick and simple tasks has been challenged by research showing that a growing portion of the population—especially low-income and minority mobile users—use their phones as the primary means of accessing the web (Smith 2010). This growth in the usage of mobile devices in all aspects of people’s lives has led educators to look to it as an ideal mechanism for delivering content and improving interactivity in learning. In 2011, mobile learning was named a top trend with an adoption horizon of less than a year in K–12 and in higher education in the NMC Horizon Reports (Johnson et al. 2011; Johnson, Adams, and Haywood 2011). Mobile phones and other handheld devices have become valuable learning tools that can be capitalized on inside and outside of the classroom. This chapter focuses on how libraries can take advantage of mobile learning in the classroom. Title: Mobile Learning: The Teacher In Your Pocket Author: Farkas, Meredith G. Year: 2013 Mobile computing has exploded around the world over the past several years. Morgan Stanley suggests that mobile Internet use will exceed the use from fixed devices, and Ericsson projects that 80 percent of people will access the web from a mobile device by 2015 (Ingram 2010; Ericsson Corporate Public & Media Relations 2010). Mobile devices are being used for content creation, communication, information seeking, and so much more. The notion that mobile devices would be used only for quick and simple tasks has been challenged by research showing that a growing portion of the population—especially low-income and minority mobile users—use their phones as the primary means of accessing the web (Smith 2010). This growth in the usage of mobile devices in all aspects of people’s lives has led educators to look to it as an ideal mechanism for delivering content and improving interactivity in learning. In 2011, mobile learning was named a top trend with an adoption horizon of less than a year in K–12 and in higher education in the NMC Horizon Reports (Johnson et al. 2011; Johnson, Adams, and Haywood 2011). Mobile phones and other handheld devices have become valuable learning tools that can be capitalized on inside and outside of the classroom. This chapter focuses on how libraries can take advantage of mobile learning in the classroom. Close

• 5. [Article] Technology in Practice. Guided by Barcodes

  The article explores the application of Quick Response (QR) barcodes in library settings, with particular focus given to their possible use in library orientation. It notes that QR codes can be scanned ...

  Citation × Citation Citation Abstract Copy Title: Technology in Practice. Guided by Barcodes Author: Farkas, Meredith G. Year: 2010 The article explores the application of Quick Response (QR) barcodes in library settings, with particular focus given to their possible use in library orientation. It notes that QR codes can be scanned and read by camera-enabled mobile telephones, directing the user to a predetermined location which could include Web sites, telephone numbers, or images. Public service applications of QR codes are examined and the use of QR codes in Japan is discussed. Title: Technology in Practice. Guided by Barcodes Author: Farkas, Meredith G. Year: 2010 The article explores the application of Quick Response (QR) barcodes in library settings, with particular focus given to their possible use in library orientation. It notes that QR codes can be scanned and read by camera-enabled mobile telephones, directing the user to a predetermined location which could include Web sites, telephone numbers, or images. Public service applications of QR codes are examined and the use of QR codes in Japan is discussed. Close

• 6. [Article] Technology in Practice. A Library in Your Pocket

  The article discusses the development of library Web pages designed for viewing on mobile devices and cell phones. The use of smartphones and cell phones to access internet content, library services that ...

  Citation × Citation Citation Abstract Copy Title: Technology in Practice. A Library in Your Pocket Author: Farkas, Meredith G. Year: 2010 The article discusses the development of library Web pages designed for viewing on mobile devices and cell phones. The use of smartphones and cell phones to access internet content, library services that can be made accessible through the mobile Web, and population assessment options for libraries developing mobile Web sites are examined. Services designed for mobile use including reference services, library instruction, and catalog access are also discussed. Title: Technology in Practice. A Library in Your Pocket Author: Farkas, Meredith G. Year: 2010 The article discusses the development of library Web pages designed for viewing on mobile devices and cell phones. The use of smartphones and cell phones to access internet content, library services that can be made accessible through the mobile Web, and population assessment options for libraries developing mobile Web sites are examined. Services designed for mobile use including reference services, library instruction, and catalog access are also discussed. Close

• 7. [Article] Research Guide Technologies

  Research guides (also known as subject guides, course guides, or pathfinders) provide targeted information on a particular topic to support student or faculty research in that area. Similar instructional ...

  Citation × Citation Citation Abstract Copy Title: Research Guide Technologies Author: Farkas, Meredith G Year: 2012 Research guides (also known as subject guides, course guides, or pathfinders) provide targeted information on a particular topic to support student or faculty research in that area. Similar instructional tools have been around since before the birth of the web, but are now almost exclusively provided by libraries online as part of the library’s web presence. Research guide software enables librarians without web design skills to quickly and easily create and update web content. The technologies for creating research guides run the gamut from proprietary and open source software specifically designed for creating guides to open source and third-party-hosted applications that can be repurposed to create guides. Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Title: Research Guide Technologies Author: Farkas, Meredith G Year: 2012 Research guides (also known as subject guides, course guides, or pathfinders) provide targeted information on a particular topic to support student or faculty research in that area. Similar instructional tools have been around since before the birth of the web, but are now almost exclusively provided by libraries online as part of the library’s web presence. Research guide software enables librarians without web design skills to quickly and easily create and update web content. The technologies for creating research guides run the gamut from proprietary and open source software specifically designed for creating guides to open source and third-party-hosted applications that can be repurposed to create guides. Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Close

• 8. [Article] Web Conferencing Software

  Web conferencing software -- also known as webinar, videoconferencing, online meeting, and virtual classroom software -- is a web-­based technology that allows groups to synchronously communicate online. ...

  Citation × Citation Citation Abstract Copy Title: Web Conferencing Software Author: Farkas, Meredith G. Year: 2013 Web conferencing software -- also known as webinar, videoconferencing, online meeting, and virtual classroom software -- is a web-­based technology that allows groups to synchronously communicate online. Most web conferencing software offers collaboration through text, voice and video chat, screen-­sharing, collaborative whiteboards, and file-­sharing. Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Title: Web Conferencing Software Author: Farkas, Meredith G. Year: 2013 Web conferencing software -- also known as webinar, videoconferencing, online meeting, and virtual classroom software -- is a web-­based technology that allows groups to synchronously communicate online. Most web conferencing software offers collaboration through text, voice and video chat, screen-­sharing, collaborative whiteboards, and file-­sharing. Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Close

• 9. [Article] Twitter and Facebook for User Collection Requests

  Libraries are offering more services through social media Web sites like Twitter and Facebook, and this presence online is encouraging more conversation between libraries and patrons, including collection ...

  Citation × Citation Citation Abstract Copy Title: Twitter and Facebook for User Collection Requests Author: Petit, Joan Year: 2011 Libraries are offering more services through social media Web sites like Twitter and Facebook, and this presence online is encouraging more conversation between libraries and patrons, including collection development requests. A review of popular Twitter and Facebook library profiles reveals the most successful accounts to be those where the library actively engages its users online. Through these media, libraries can have direct, immediate conversations with patrons that result in patron-initiated material requests. Title: Twitter and Facebook for User Collection Requests Author: Petit, Joan Year: 2011 Libraries are offering more services through social media Web sites like Twitter and Facebook, and this presence online is encouraging more conversation between libraries and patrons, including collection development requests. A review of popular Twitter and Facebook library profiles reveals the most successful accounts to be those where the library actively engages its users online. Through these media, libraries can have direct, immediate conversations with patrons that result in patron-initiated material requests. Close

• 10. [Article] Testing the Effectiveness of Healthy Start-Healthy Families Oregon: Outcomes and Cost-Benefits

  Objectives. This study was designed to achieve several specific objectives: (1) to conduct a large-scale randomized study of the impact of the Healthy Families Oregon (HFO) program, a home visitation program ...

  Citation × Citation Citation Abstract Copy Title: Testing the Effectiveness of Healthy Start-Healthy Families Oregon: Outcomes and Cost-Benefits Author: Green, Beth L., Tarte, Jerod, Sanders, Mary Beth, Waller, Mark S. Year: 2016 Objectives. This study was designed to achieve several specific objectives: (1) to conduct a large-scale randomized study of the impact of the Healthy Families Oregon (HFO) program, a home visitation program using the Healthy Families America model, on child welfare system involvement, access to self-sufficiency resources, and use of preventive and other medical services; (2) to conduct a comprehensive and detailed cost-benefit study of the HFO program; and (3) to develop and disseminate a web-based tool to support home visiting program managers, funders, and others to better understand and develop readiness for conducting program cost analysis and cost-benefit research. Approach. 2,727 eligible first-time parents were randomly assigned to receive the HFO program or a community services-as-usual control group. The research team obtained 2 years of postenrollment follow-up data on all study participants from Oregon’s child welfare system, selfsufficiency services, and medical assistance programs. Additionally, a 1-year post-enrollment telephone interview was conducted with a random sample of 803 study participants (403 program, 400 control). Analyses were also conducted to examine whether program impacts varied for subgroups of families with different demographic and baseline risk characteristics, and to explore the relationship of program fidelity and dosage to outcomes. Finally, a detailed program cost analysis was conducted and administrative data outcomes were used in a cost-benefit analysis. Results/Benefits. 1-year follow-up interviews with parents found that HFO families were significantly more likely (compared to controls) to read to their young children frequently, to provide developmentally supportive activities, and to report lower parenting-related stress as measured by the Parent Stress Inventory (PSI). These effects appeared to be strongest for families with four or more risk factors (two factors more than the threshold for “at risk”). Administrative data outcomes at 2 years post enrollment found that families were no more likely to have a founded child abuse report than were controls (6.3% vs. 6.0%), but were significantly more likely to have an unfounded report (9.7% vs. 7.9%). HFO families, compared to controls, were also significantly more likely to have been enrolled in TANF services for the first time, received more days of Supplemental Nutrition Assistance Program (SNAP), and were more likely to be enrolled in substance abuse treatment services. There were no significant differences between groups in terms of use of or access to publicly funded health insurance or health-related services. Consistent with other cost-benefit analyses of home visiting and early childhood programs, results of the cost-benefit analyses did not support short-term cost savings associated with receipt of the HFO program. A web-based tool, The Home Visiting Cost Tool, was posted to the following web address: www.homevisitcosts.com. Title: Testing the Effectiveness of Healthy Start-Healthy Families Oregon: Outcomes and Cost-Benefits Author: Green, Beth L., Tarte, Jerod, Sanders, Mary Beth, Waller, Mark S. Year: 2016 Objectives. This study was designed to achieve several specific objectives: (1) to conduct a large-scale randomized study of the impact of the Healthy Families Oregon (HFO) program, a home visitation program using the Healthy Families America model, on child welfare system involvement, access to self-sufficiency resources, and use of preventive and other medical services; (2) to conduct a comprehensive and detailed cost-benefit study of the HFO program; and (3) to develop and disseminate a web-based tool to support home visiting program managers, funders, and others to better understand and develop readiness for conducting program cost analysis and cost-benefit research. Approach. 2,727 eligible first-time parents were randomly assigned to receive the HFO program or a community services-as-usual control group. The research team obtained 2 years of postenrollment follow-up data on all study participants from Oregon’s child welfare system, selfsufficiency services, and medical assistance programs. Additionally, a 1-year post-enrollment telephone interview was conducted with a random sample of 803 study participants (403 program, 400 control). Analyses were also conducted to examine whether program impacts varied for subgroups of families with different demographic and baseline risk characteristics, and to explore the relationship of program fidelity and dosage to outcomes. Finally, a detailed program cost analysis was conducted and administrative data outcomes were used in a cost-benefit analysis. Results/Benefits. 1-year follow-up interviews with parents found that HFO families were significantly more likely (compared to controls) to read to their young children frequently, to provide developmentally supportive activities, and to report lower parenting-related stress as measured by the Parent Stress Inventory (PSI). These effects appeared to be strongest for families with four or more risk factors (two factors more than the threshold for “at risk”). Administrative data outcomes at 2 years post enrollment found that families were no more likely to have a founded child abuse report than were controls (6.3% vs. 6.0%), but were significantly more likely to have an unfounded report (9.7% vs. 7.9%). HFO families, compared to controls, were also significantly more likely to have been enrolled in TANF services for the first time, received more days of Supplemental Nutrition Assistance Program (SNAP), and were more likely to be enrolled in substance abuse treatment services. There were no significant differences between groups in terms of use of or access to publicly funded health insurance or health-related services. Consistent with other cost-benefit analyses of home visiting and early childhood programs, results of the cost-benefit analyses did not support short-term cost savings associated with receipt of the HFO program. A web-based tool, The Home Visiting Cost Tool, was posted to the following web address: www.homevisitcosts.com. Close