Report on the 171st National Meeting of the American Association for the Advancement of Science AAAS
Identifieur interne : 000069 ( Istex/Corpus ); précédent : 000068; suivant : 000070Report on the 171st National Meeting of the American Association for the Advancement of Science AAAS
Auteurs : Danielle Mihram ; G. Arthur Mihram ; Julia GelfandSource :
- Library Hi Tech News [ 0741-9058 ] ; 2005-04-01.
Abstract
Purpose To report on the Annual Meeting of the American Association for the Advancement of Science held in Washington, DC in February 2005. Designmethodologyapproach An overview of the seminars, symposia, workshops and presentations at the conference. Findings The theme of the meeting was The Nexus Where Science Meets Society. The meeting was attended by 4,000 registrants, 105 exhibitors and 900 members of the press. The meeting highlighted the academic role and infrastructure of technology in different science applications, including publishing, and national policy. Originalityvalue A report of interest to library and information management professionals.
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DOI: 10.1108/07419050510604611
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<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Report on the 171st National Meeting of the American Association for the Advancement of Science AAAS</title><author><name sortKey="Mihram, Danielle" sort="Mihram, Danielle" uniqKey="Mihram D" first="Danielle" last="Mihram">Danielle Mihram</name><affiliation><mods:affiliation>Assistant Dean and Director, Center for Excellence in Teaching at the University of Southern California, Los Angeles.dmihramusc.edu</mods:affiliation></affiliation></author><author><name sortKey="Arthur Mihram, G" sort="Arthur Mihram, G" uniqKey="Arthur Mihram G" first="G." last="Arthur Mihram">G. Arthur Mihram</name><affiliation><mods:affiliation>Independent Researcher who studies Science and Higher Education Policy.</mods:affiliation></affiliation></author><author><name sortKey="Gelfand, Julia" sort="Gelfand, Julia" uniqKey="Gelfand J" first="Julia" last="Gelfand">Julia Gelfand</name><affiliation><mods:affiliation>Sciences and Engineering Librarian at the University of California, Irvine Libraries, California, USA and coauthor of LHTN. jgelfanduci.edu</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:01F4092A45AA22CCAE0BEF6287B0B328D36C2041</idno><date when="2005" year="2005">2005</date><idno type="doi">10.1108/07419050510604611</idno><idno type="url">https://api.istex.fr/document/01F4092A45AA22CCAE0BEF6287B0B328D36C2041/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000069</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Report on the 171st National Meeting of the American Association for the Advancement of Science AAAS</title><author><name sortKey="Mihram, Danielle" sort="Mihram, Danielle" uniqKey="Mihram D" first="Danielle" last="Mihram">Danielle Mihram</name><affiliation><mods:affiliation>Assistant Dean and Director, Center for Excellence in Teaching at the University of Southern California, Los Angeles.dmihramusc.edu</mods:affiliation></affiliation></author><author><name sortKey="Arthur Mihram, G" sort="Arthur Mihram, G" uniqKey="Arthur Mihram G" first="G." last="Arthur Mihram">G. 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Arthur Mihram</name><affiliations><json:string>Independent Researcher who studies Science and Higher Education Policy.</json:string></affiliations></json:item><json:item><name>Julia Gelfand</name><affiliations><json:string>Sciences and Engineering Librarian at the University of California, Irvine Libraries, California, USA and coauthor of LHTN. jgelfanduci.edu</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>Conferences</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Information centres</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Sciences</value></json:item></subject><language><json:string>eng</json:string></language><originalGenre><json:string>e-viewpoint</json:string></originalGenre><abstract>Purpose To report on the Annual Meeting of the American Association for the Advancement of Science held in Washington, DC in February 2005. 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Do Not Edit! --><article dtd-version="1.0" xml:lang="en" article-type="e-viewpoint"><front><journal-meta><journal-id journal-id-type="publisher-id">lhtn</journal-id><journal-id journal-id-type="doi">10.1108/lhtn</journal-id><journal-title-group><journal-title>Library Hi Tech News</journal-title></journal-title-group><issn pub-type="ppub">0741-9058</issn><publisher><publisher-name>Emerald Group Publishing Limited</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1108/07419050510604611</article-id><article-id pub-id-type="original-pdf">2390220401.pdf</article-id><article-id pub-id-type="filename">2390220401</article-id><article-categories><subj-group subj-group-type="type-of-publication"><compound-subject><compound-subject-part content-type="code">e-viewpoint</compound-subject-part><compound-subject-part content-type="label">Viewpoint</compound-subject-part></compound-subject></subj-group><subj-group subj-group-type="subject"><compound-subject><compound-subject-part content-type="code">cat-LISC</compound-subject-part><compound-subject-part content-type="label">Library & information science</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-LLM</compound-subject-part><compound-subject-part content-type="label">Librarianship/library management</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-LTC</compound-subject-part><compound-subject-part content-type="label">Library technology</compound-subject-part></compound-subject></subj-group></subj-group><subj-group><compound-subject><compound-subject-part content-type="code">cat-LISE</compound-subject-part><compound-subject-part content-type="label">Library & information services</compound-subject-part></compound-subject></subj-group></subj-group></article-categories><title-group><article-title>Report on the 171st National Meeting of the American Association for the Advancement of Science (AAAS)</article-title></title-group><contrib-group><contrib contrib-type="author"><string-name><given-names>Danielle</given-names> <surname>Mihram</surname></string-name><aff>Assistant Dean and Director, Center for Excellence in Teaching at the University of Southern California, Los Angeles.(<italic>dmihram@usc.edu</italic>)</aff></contrib><x></x><contrib contrib-type="author"><string-name><given-names>G.</given-names> <surname>Arthur Mihram</surname></string-name><aff>Independent Researcher who studies Science and Higher Education Policy.</aff></contrib><x></x><contrib contrib-type="author"><string-name><given-names>Julia</given-names> <surname>Gelfand</surname></string-name><aff>Sciences and Engineering Librarian at the University of California, Irvine Libraries, California, USA and co‐author of <italic>LHTN</italic>. (<italic>jgelfand@uci.edu</italic>)</aff></contrib></contrib-group><pub-date pub-type="ppub"><day>01</day><month>04</month><year>2005</year></pub-date><volume>22</volume><issue>4</issue><fpage>3</fpage><lpage>9</lpage><permissions><copyright-statement>© Emerald Group Publishing Limited</copyright-statement><copyright-year>2005</copyright-year><license license-type="publisher"><license-p></license-p></license></permissions><self-uri content-type="pdf" xlink:href="07419050510604611.pdf"></self-uri><abstract><sec><title content-type="abstract-heading">Purpose</title><x> – </x><p>To report on the Annual Meeting of the American Association for the Advancement of Science held in Washington, DC in February 2005.</p></sec><sec><title content-type="abstract-heading">Design/methodology/approach</title><x> – </x><p>An overview of the seminars, symposia, workshops and presentations at the conference.</p></sec><sec><title content-type="abstract-heading">Findings</title><x> – </x><p>The theme of the meeting was The Nexus: Where Science Meets Society. The meeting was attended by 4,000 registrants, 105 exhibitors; and 900 members of the press. The meeting highlighted the academic role and infrastructure of technology in different science applications, including publishing, and national policy.</p></sec><sec><title content-type="abstract-heading">Originality/value</title><x> – </x><p>A report of interest to library and information management professionals.</p></sec></abstract><kwd-group><kwd>Conferences</kwd><x>, </x><kwd>Information centres</kwd><x>, </x><kwd>Sciences</kwd></kwd-group><custom-meta-group><custom-meta><meta-name>peer-reviewed</meta-name><meta-value>no</meta-value></custom-meta><custom-meta><meta-name>academic-content</meta-name><meta-value>yes</meta-value></custom-meta><custom-meta><meta-name>rightslink</meta-name><meta-value>included</meta-value></custom-meta></custom-meta-group></article-meta></front><body><p>The theme of this year’s AAAS Annual Meeting was “The Nexus: Where Science Meets Society”. Held in Washington, DC from 17‐21 February 2005, it was attended by 4,000 registrants; 105 exhibitors and 900 members of the press.</p><p>The meeting of four full days (Thursday night through Monday) appears to have been composed of quite a few less “Symposia” (each typically with three to six authors’ presentations) than in previous years; e.g. when compared to 2003 and most earlier years, the symposia then filled most of a fifth day (a Tuesday). Possible reasons for such a reduction of the symposia may be shrinking budgets for conference travel or the stress accompanying the many security checks and delays currently in place at airports for travelers.</p><p>Yet, this apparent reduction in the AAAS’s program this year could hardly be the lack of scientific progress nation‐wide – or, just as importantly for the AAAS program, any reduction in engineering and/or technological products. </p><p>The 2005 Meeting was composed of one AAAS Presidential address and four plenary addresses, one presented daily. At lunch time, on each of the first three full days, there were three concurrent hour‐long “Topical Lectures”, including among the speakers one Assistant Professor, Erik Demaine (Electrical Engineering and Computer Science, MIT), whose lecture was “Mathematics Meets Origami, Art, Puzzles and Magic: Fun with Algorithms.”</p><sec><title>Seminars</title><p>The remaining 2005 program elements consisted of: workshops (12 sponsored by exhibitors, three by AAAS itself, and at least 25 career‐oriented workshops): three half‐day poster sessions (whose authors’ abstract appear in the meeting’s CD); one two‐day seminar; three one‐day seminars; and, the usual number of subject‐oriented sessions, each either 90 minutes or three hours in length, including five sessions termed collectively “World Year of Physics”, ostensibly to recall the centenary of a 1905 paper of Einstein. Obviously, this was the year of the physicist and there were many of them in attendance and many themed sessions reflected this anniversary.</p></sec><sec><title>Librarians at the AAAS meeting</title><p>This year the programme contained far fewer sessions/symposia of interest to information specialists and librarians than has been the case for each of the past 15 or 20 years. However, there was a two‐hour special event, an “Orientation Meeting for Librarians” open to all registrants.</p><p>This special event, offered for the first time at AAAS, was arranged by Julia Gelfand (Applied Sciences Librarian, University of California, Irvine Library). It was designed to be a general orientation both to the conference and to the organizational structure of the AAAS. The session attracted a small audience (five individuals): one library school student from Rutgers University; two community college librarians affiliated in biotechnology departments; a dean of a library school; and, one former librarian now working in technical communications. Not surprisingly, each of these people find the AAAS a valuable compliment to their professional affiliations and try and attend the AAAS whenever it is regionally accessible. Librarians tend to affiliate with Section T: Information, Computing and Communication as one of their primary membership options in the AAAS.</p></sec><sec><title>The Symposia at AAAS 2005</title><p>The bulk of the information content at a AAAS Annual Meeting is organized in a series of 90‐minute or three‐hour “Symposia”. Unfortunately, the meeting’s organizers position a pair of the 90‐minute symposia, back‐to‐back, yet these concur with one of the three‐hour symposia, leaving one bewildered whenever one discovers that, midway through a three‐hour Symposium, he/she may have missed the introductory papers in one of the many concurrent 90‐minute symposia, one of even greater interest. The AAAS would be well advised to consider, say, having only 90‐minute symposia in the mornings, then three‐hour symposia in each afternoon, or vice‐versa.</p><p>We report on several of the symposia, then one of the AAAS demonstrations, and conclude with comments regarding both the 2006 AAAS Meeting and an opportunity to increase awareness among scientists of a few information‐technology conferences whose proceedings have already indicated that the resolution of a number of contentious issues can be achieved.</p><sec><title>Changing scientific publishing: open access and implications</title><p>This Symposium, organized by Bonnie C. Carroll, Executive Director, CENDI[1] (<ext-link ext-link-type="uri" xlink:href="http://cendi.dtic.mil/history.html">http://cendi.dtic.mil/history.html</ext-link>), dealt with the increasingly adopted practice of “open‐access,” a concept which Carroll deems to be “technical, economic, philosophical, and political” in character. The increasing costs of journal subscriptions have challenged libraries and, even with licensing arrangements, facile accessing and archival difficulties have led to new “economic” models by which electronic publishers are offering their journals.</p><p>Two papers in the Symposium seemed rather pertinent. The first, by Sir John Enderby of the Royal Society’s editorial board, expressed concern that those “open‐access” journals, which require that each author pay a fee for his/her paper to be published, will prove to be “unsustainable”. He gave a rather concise description of why scientists publish, e.g. to be part of the scientific endeavour; to allow readers to apply tests of consistency in their report/model so as to establish responsibility; to allow others to infer applications (technology; engineering) and thus increase the common‐wealth; and, to allow synthesis with other published works so as to provide a coherent view. Of course, he may well have more explicitly added the motivation for providing a record of an individual scientist’s contribution to the advancement of human knowledge.</p><p>He also noted that there are several points of agreement between scientists and publishers: research cannot be considered complete until published; peer review is the preferred option (though, he added, peer review is not a fraud‐protection insurance policy); someone must pay for publishing; and, there must be sustainability of the business model being applied by the publisher.</p><p>In a second paper in this Symposium, Helen Doyle of the Public Library of Science (PLoS) reported on their thus‐far quite successful open‐access publishing, one which wishes to make the world’s scientific literature a public resource. Under the title, “A New Model for Scientific Publishing,” she noted their quite solid economic backing via the Wellcome Trust[2] (<ext-link ext-link-type="uri" xlink:href="http://www.wellcome.ac.uk/">www.wellcome.ac.uk/</ext-link>) and added that PLoS views their effort as a set of “community journals”, quite analogous to the long‐established professional societies’ journals.</p><p>The PLoS journals: provide free, immediate access online; allow unrestricted distribution; and, place each “published” paper in their publication archive. Each submitted electronic manuscript is subjected to professional review, quite like the process employed by a professional society’s journal’s editor. However, PLoS’s journals, there is also a PLoS MEDICINE, e.g. adopt an attitude that publication expense should be viewed as simply a part of a scientist’s “research costs” and therefore ask for an up‐front payment at the time of a manuscript’s submittal. She noted that any negotiation regarding the amount of this pre‐publication payment is being held quite separate from the editorial reviewing process.</p><p>Hopefully, this procedure can be maintained, since it is quite possible that a publisher could refuse to accept a submittal on, say, some political ground unrelated to the manuscript’s content, so that this new “economic factor” attending an author’s submittal could add to difficulties. Probably this would not likely result from such a well‐established publishing sponsor such as the Wellcome Foundation, but surely, if the procedure were to become widespread among publishers, more and more rejected authors would tend to become suspicious as to the reason for their manuscript’s rejection (based, e.g. on economic concerns, rather than content)?</p><p>For the present, Helen Doyle added the PLoS journals seem to become more and more widely accepted among biologists and persons in the medical professions. It remains unclear whether, historically, the maintenance of long‐term archival repositories can be assured if it is to be the open‐access electronic publishers themselves who are maintaining their own archives. The very pertinent role of institutional and/or governmental/national libraries must not be dismissed in the aura of enthusiasm surrounding present‐day open‐access publishing. We return to this matter in the Conclusion, noting increasing concerns which are appearing in academia regarding this matter.</p></sec><sec><title>Briefing on scientific research and intellectual property protection</title><p>This session was sponsored by the AAAS Science and Intellectual Property in the Public Interest (SIPPI) initiative (<ext-link ext-link-type="uri" xlink:href="http://sippi.aaas.org/">http://sippi.aaas.org/</ext-link>).</p><p>The SIPPI project is a multi‐year initiative created in 2002 by AAAS’s Directorate for Science and Policy Programs (<ext-link ext-link-type="uri" xlink:href="http://www.aaas.org/spp/">www.aaas.org/spp/</ext-link>) so as to: bring a public interest perspective to science and intellectual property issues; examine the scope of the public domain in science; examine equity in access to the benefits of science; and encourage broad participation in public policy. Through this perspective, the project examines the scope of the public domain in science, emphasizes equity in access to the benefits of science, and encourages broad participation in deliberations on matters of intellectual property policy. The project involves the scientific community and partners from other disciplines in shaping public policy on intellectual property issues which affect scientific research and access to the benefits of science.</p><p>One presentation of interest in this Session was that of Cara S. Kaufman (Partner in the firm Kaufman‐Wills Group, LLC): “Variations on Open Access – A Study of the Impact of Alternative Business Models on Financial and Non‐Financial Aspects of Scholarly Journals.”</p><p>“Open access” journal publishing means (to Cara Kaufman) that there is no charge for access to primary research papers. Though such a model is strongly endorsed by its supporters, many learned societies and other publishers are worried about its effects: Will they be forced to go down this path? And, if they do, what will the consequences be?</p><p>There are variations of open access: delayed open access (making backfiles available after a – relatively short – period); partial or hybrid open access (where some primary research articles, but not all, are immediately freely available); and full, immediate open access. Some publishers are “testing the waters” before deciding whether or not to go all the way. Whichever variant is chosen, the costs of publication have to be, to a greater or lesser extent, funded from sources other than subscriptions – either by payments on behalf of authors (e.g. from research or institutional funds) or from third‐party sources such as grants.</p><p>The Kaufman‐Wills Group, LLC conducted a survey of the open access publishing of three publishers: the Association of Learned and Professional Society Publishers (ALPSP – the international trade association for not‐for‐profit publishers, <ext-link ext-link-type="uri" xlink:href="http://www.alpsp.org/default.htm">www.alpsp.org/default.htm</ext-link>); the HighWire Press (Stanford University Libraries – <ext-link ext-link-type="uri" xlink:href="http://highwire.stanford.edu/">http://highwire.stanford.edu/</ext-link>); and, the AAAS. The survey included 38 questions (five of which permitted open‐ended responses) and the response rate was 46 per cent.</p><p>Aside from the various financial aspects (sources of financial support, revenue trends, surplus or deficit) relating to the open access of publications available through these three publishers, the survey included multiple areas of focus such as: journal profile; peer review; copy editing; author services; copyright and pre‐ and post‐publishing rights; permission policies; and, access to content.</p><p>Kaufman’s presentation (the survey’s preliminary report) was filled with facts and data; the completed report, once published, should provide a most interesting overview of the current financial and non‐financial effects of open access for scholarly journals. Among the predictions generated by the survey: open access in some form is here to stay. Though the preliminary report was not available at time of presentation, it should be available by mid‐March 2005 via the Kaufman Wills Group, LLC (<ext-link ext-link-type="uri" xlink:href="http://www.kaufmanwills.com/index.cfm">www.kaufmanwills.com/index.cfm</ext-link>).</p></sec><sec><title>Cyberinfrastructure for social sciences, humanities and education (organized by Christine Borgman, University of California, Los Angeles)</title><p>This three‐hour Symposium continued the full‐day Symposium on “Cyberinfrastructure: Revolutionizing Environmental Science in the Twenty‐first Century” held last year at the 2004 AAAS meeting. While that Symposium focused only on the most advanced areas of the development and application of Cyberinfrastructure (CI) in the sciences and technology, this year’s Symposium extended the discussion of CI’s technical, content, and policy issues into equally essential areas such as: the humanities and the social sciences; and education, particularly the potential of CI to make content (developed for research purposes, in any discipline) also useful for educational applications, from kindergarten through graduate school.</p><p>With regard to the humanities and the social sciences, this year’s Symposium’s abstract notes the potential of CI:</p><disp-quote><p>… to expand their research horizons via information technologies to create large collections of complex digital objects and to develop methods to represent complex knowledge environments. Computational power and new digital tools are being applied to such age‐old problems as deciphering ancient languages, recording multiple layers of archeological sites in ways that enable new interrogations of data while protecting the authenticity of the record, and, through GIS, enabling place‐based research in collections as diverse as historical maps of land ownership and biological specimen collections.</p></disp-quote><p>The first speaker, Daniel E. Atkins (University of Michigan School of Information and CSE Department) gave an overview of the cyberinfrastructure movement and its implication for knowledge communities. He noted that terms such as “e‐science” and “cyberscience” are being used to describe our current era, and the term “cyberinfrastructure” is being used to describe the infrastructure layer (facilities, people, institutions, policy) on which e‐science is built.</p><p>This topic is indeed at the core of <italic>Revolutionizing Science and Engineering through Cyberinfrastructure</italic> (January 2003), a report authored by Atkins as Chair of the US National Science Foundation’s Blue Ribbon Advisory Panel (<ext-link ext-link-type="uri" xlink:href="http://www.nsf.gov/cise/sci/reports/toc.jsp">www.nsf.gov/cise/sci/reports/toc.jsp</ext-link>).</p><p>The Executive Summary of the report notes that:</p><disp-quote><p>… a new age has dawned in scientific and engineering research, pushed by continuing progress in computing, information, and communication technology, and pulled by the expanding complexity, scope, and scale of today’s challenges. The capacity of this technology has crossed thresholds that now make possible a comprehensive “cyberinfrastructure” on which to build new types of scientific and engineering knowledge environments and organizations and to pursue research in new ways and with increased efficacy. </p></disp-quote><p>The report advocates for large‐scale investments to develop the shared technological infrastructure that will support ever‐greater capacities such as, for example, the development and deployment of new tools; the rapid adoption of best practices; interoperability; long‐term storage of, and access to, important data; secure sharing of facilities; the availability of comprehensive services over the network, including ready access to expertise and assistance.</p><p>Definitions are provided:</p><disp-quote><p>The term infrastructure has been used since the 1920s to refer collectively to the roads, power grids, telephone systems, bridges, rail lines, and similar public works that are required for an industrial economy to function. Although good infrastructure is often taken for granted and noticed only when it stops functioning, it is among the most complex and expensive things that a nation creates. The newer term cyberinfrastructure refers to infrastructure based on distributed computer, information and communication technology. If infrastructure is required for an industrial economy, then we could say that cyberinfrastructure is required for a knowledge economy (p. 5).</p></disp-quote><p>At the Symposium, Atkins stated that CI offers new options for what is done, how it is done, and who participates. The concept of CI‐enabled knowledge communities is now being contemplated by societies in the humanities and the social sciences, as well as by US National Academies and the 30‐nation Organization for Economic Co‐operation and Development (OECD) in the context of information technology and the future of higher education, especially the research university. Atkins noted the series of publications from the National Academies (<ext-link ext-link-type="uri" xlink:href="http://www.nas.edu/">www.nas.edu/</ext-link>) as well as Google’s (Carlson and Young, 2004)) announcement regarding the digitization of the holdings of five research libraries including his own (the University of Michigan).</p><p>In this very context, one would do well to note Mark Y. Herring’s (Dean of Library Services, Winthrop University) reaction (Herring, 2005) to the Google announcement, his reaction bringing to mind a fundamental aspect (Mihram <italic>et al.</italic>, (1999): namely, its archival responsibility, especially in the presence of the “frailty” of digital recordings.</p><p>Part of the cyberinfrastructure noted by Atkins is the concept of the “Grid”, a computing and data management infrastructure that is widely used in science and engineering. Advances in science and engineering seem to be driven increasingly by collaborations that focus on sharing data, computing code, and access to experimental facilities. Network‐driven computers, storage, data collections and scientific instruments are now central to the day‐to‐day practice of many research disciplines. The concept of the Grid brings together computation, collaboration, visualization, and smart storage. It has a strong industrial support and has a large community of developers and users (Worthington, 2005).</p><p>Atkins encouraged the audience to take a look at Ian Foster and Carl F. Kesselman’s book <italic>The Grid 2 Blueprint for a New Computing Infrastructure</italic> (Foster and Kesselman, 2003). The book’s “Preface” notes:</p><disp-quote><p>The Grid is an emerging infrastructure that will fundamentally change the way we think about – and use – computing. The word Grid is used by analogy with the electric power grid, which provides pervasive access to electricity and has had a dramatic impact on human capabilities and our nation. Many believe that by allowing all components of our information technology infrastructure – computational capabilities, databases, sensors, and people – to be shared flexibly as true collaborative tools the Grid will have a similar transforming effect, allowing new classes of applications to emerge.</p></disp-quote><p>Carl F. Kesselman (Associate Professor of Computer Science, University of Southern California (USC)) is the Director of the Center for Grid Technologies Research at USC’s Information Science Institute (ISI), a partner organization of the Grid Research Integration Development and Support (GRIDS) Center (<ext-link ext-link-type="uri" xlink:href="http://www.grids-center.org/grids/index.asp">www.grids‐center.org/grids/index.asp</ext-link>).</p><p>GRIDS is a partnership of the University of Southern California’s ISI, the National Center for Supercomputing Applications (NCSA) at the University of Illinois at Urbana‐Champaign, the University of Chicago (U of C), the San Diego Supercomputer Center (SDSC) at the University of California‐San Diego, and the University of Wisconsin‐Madison.</p><p>The primary goal of GRIDS (according to their web site) is “to define, develop, deploy and support an integrated national middleware infrastructure supporting twenty‐first century science and engineering applications.” For example, the NSF‐funded George E. Brown Network for Earthquake Engineering Simulation (NEES) (<ext-link ext-link-type="uri" xlink:href="http://it.nees.org/">http://it.nees.org/</ext-link>) is revolutionizing seismology via network‐enabled access to experimental facilities, data, and simulations. The National Science Foundation’s GriPhyN project (<ext-link ext-link-type="uri" xlink:href="http://www.griphyn.org/">www.griphyn.org/</ext-link>) uses an international network of computational systems and data collections to address next‐generation particle physics experiments at the Large Hadron Collider (LHC). The International Virtual date Grid Laboratory (<ext-link ext-link-type="uri" xlink:href="http://www.ivdgl.org/">www.ivdgl.org/</ext-link>), with its computing, storage and networking resources in the USA, Europe, Asia and South America, provides a unique laboratory that will test and validate Grid technologies at international and global scales. Sites in Europe and the USA will be linked by a multi‐gigabit per second transatlantic link funded by the European DataTAG (<ext-link ext-link-type="uri" xlink:href="http://datatag.web.cern.ch/datatag/project">http://datatag.web.cern.ch/datatag/ project</ext-link>).</p><p>GRIDS was created through the NSF Middleware Initiative (NMI) (<ext-link ext-link-type="uri" xlink:href="http://www.nsf-middleware.org/">www.nsf‐middleware.org/</ext-link>) to define, develop, deploy, and support an integrated national middleware infrastructure in support of twenty‐first century science and engineering applications. NMI began as an effort to lead the way toward next‐generation infrastructure for large‐scale, flexible resource‐sharing on national and international scales.</p><p>According to Atkins, the development of a viable CI will require global‐scale collaboration among domain specialists. Among other things the concept requires a shift in the balance between competition and cooperation by individuals and organizations. There are technological, social, behavioral, and economic aspects to be considered. As a result, for CI to support “knowledge communities” around the globe, a complex set of stakeholders will need to develop a common vision as well as coordinated complementary activities. For example, the matter of preserving the academic motivation for “awarding” the priority of discovery must be kept in mind.</p><p>Building on Atkins’s overview of the CI, the presentation by Christine L. Borgman (University of California, Los Angeles and Oxford internet Institute, 2004‐2005) was titled “Cyberinfrastructure for Learning: Building Bridges Between Research and Teaching”.</p><p>According to Borgman, CI promises to facilitate scientific and scholarly collaborations around the world by providing access to a huge volume of common data repositories, tools, and services. Once these data are captured and curated (to avoid “data deluge”), they can be shared via the CI. But, as was also noted by Atkins, Borgman did underscore the fact that the sharing of data between collaborators is a complex social process involving matters of trust, incentives, disincentives, risks, intellectual property, and technical standards. Furthermore, scientists who share data tend to have similar disciplinary knowledge and analytical skills: if these same data can be made available for other applications, such as teaching and learning, such similarities cannot be assumed to exist whenever attempts to share scientific data with teachers and students are undertaken.</p><p>Borgman gave a brief overview of two projects that explore ways to bridge these communities in two large NSF‐funded research projects: the work on data management and learning at the Center for Embedded Networked Sensing (CENS, established in 2002) (<ext-link ext-link-type="uri" xlink:href="http://www.cens.ucla.edu/">www.cens.ucla.edu/</ext-link>)) in the fields of ecology and seismology (currently under development); and the research from the Alexandria Digital Earth Prototype (ADEPT, 1999‐2004) in the field of geography (<ext-link ext-link-type="uri" xlink:href="http://is.gseis.ucla.edu/adept/">http://is.gseis.ucla.edu/adept/</ext-link>).</p><p>Information on the web site of CENS describes this project as follows:</p><disp-quote><p>CENS, a NSF Science & Technology Center, is developing Embedded Networked Sensing Systems and applying this revolutionary technology to critical scientific and social applications. Like the internet, these large‐scale, distributed, systems, composed of smart sensors and actuators embedded in the physical world (e.g. plankton colonies, endangered species, soil and air contaminants, medical patients, as well as buildings, bridges and other man‐made structures), will eventually infuse the entire world, but at a physical level instead of virtual.</p></disp-quote><p>Researchers in CENS are investigating fundamental properties of Embedded Networked Systems, developing new enabling technologies, and exploring novel scientific and educational applications. CENS is projected to receive $40 million in core funding from the NSF over ten years, and it has successfully competed for substantial supplementary funding from both the NSF and other federal agencies to support new research activities generated within the Center. An interdisciplinary venture, CENS has also received institutional funding to support the activities of the more than 25 UCLA faculty, 20 graduate and 65 undergraduate students from disciplines across campus, as well as faculty and students from UC Merced, UC Riverside, the University of Southern California, California State University, Los Angeles, the James Reserve, the Jet Propulsion Laboratory and California Institute of Technology.</p><p>For a list of research projects, go to: <ext-link ext-link-type="uri" xlink:href="http://deerhound.ats.ucla.edu:7777/portal/page?_pageid=54,31825,54_80983&_dad=portal&_schema=PORTAL">http://deerhound.ats.ucla.edu:7777/portal/page?_pageid=54,31825,54_80983&_dad=portal&_schema=PORTAL</ext-link></p><p>The goal of ADEPT, the second project noted by Borgman, is to build a distributed digital library (DL) of personalized collections of geospatially referenced multimedia information, including dynamic simulation models of spatially distributed processes. Near‐term objectives for ADEPT are to build prototype collections that support undergraduate learning in physical, human, and cultural geography and related disciplines, and then to evaluate whether using such resources will help students learn to reason scientifically. Collections and services developed by ADEPT researchers migrate to ADL as they mature.</p><p>In her abstract, Borgman notes:</p><disp-quote><p>These projects are identifying the issues that must be addressed if scientific data are to be repurposed for educational applications. These include incentives to invest effort in technologies that are specific to teaching, differences in faculty behavior for gathering and managing their research and teaching resources, differences in levels and types of description of data, and differences in tools required to filter and analyze the data.</p></disp-quote><p>Indeed, new forms of scholarship, criticism, and creativity have proliferated in the arts, in the letters, and in the social sciences, resulting in significant new works accessible and meaningful only in digital form. Many of these technology‐driven projects in these areas have become enormously complex and at the same time indispensable for teaching and research by enabling a fueling of the creation of new “knowledge”.</p><p>In 2004, with support from the Andrew W. Mellon Foundation, the American Council of Learned Societies (ACLS) appointed a national commission on CI in the humanities and social sciences. In its charge to the commission, ACLS notes:</p><disp-quote><p>As the importance of technology‐enabled innovation grows across all fields, scholars are increasingly dependent on sophisticated systems for the creation, curation, and preservation of information. They are also dependent on a policy, economic, and legal environment that encourages appropriate and unimpeded access to both digital information and digital tools. It is crucial for the humanities and the social sciences to join scientists and engineers in defining and building this infrastructure so that it meets the needs and incorporates the contributions of humanists and social scientists … The Commission expects to publish its findings and recommendations early in 2005.</p></disp-quote><p>The full text of the charge of the commission can be found at the following: <ext-link ext-link-type="uri" xlink:href="http://www.acls.org/cyberinfrastructure/cyber_charge.htm">www.acls.org/cyberinfrastructure/cyber_charge.htm</ext-link></p><p>In the next presentation, titled “Results from the ACLS Commission on Cyberinfrastructure for Humanities and Social Sciences,” John Unsworth (University of Illinois, Urbana‐Champaign), Chair of the commission, spoke about the current status of the work of the commission. A first draft of the report is expected in March 2005. The draft will be made available for public comment in April 2005, with an anticipated date of June 2005 for the completion of the final report.</p><p>Unsworth cautioned that the humanities and social sciences presented problems arising from the nature of those disciplines. For example, data have more complexity because they are recorded by humans rather than by tools/instruments. Furthermore the privacy of much data in the social sciences is a challenge. Such data is generally collected with the assurance that identities of sources will be kept confidential.</p><p>In the humanities, copyright can become a hurdle. Currently, it is in effect for the life of the author plus 70 years. This means that the works of the twenty‐first century will remain inaccessible for a long period of time if we cannot access their content. Issues of human interpretation are also problematic.</p><p>Unsworth concluded by noting that emerging trends in digital humanities and social sciences as well as technology and policy issues specifically relating to these disciplines will demand resolution in order for CI to support “knowledge communities” around the globe.</p><p>Next, Clifford A. Lynch (Coalition for Networked information), in his presentation, “Cyberinfrastructure: Technology and Policy Issues for Access to Networked Information,” invited the audience to reflect on a very simple yet quite complex question: What kind of infrastructure is needed to be developed at the level of the institution?</p><p>He reminded us that, while scholars are struggling with the prospects, needs, and promises of e‐science, e‐scholarship, e‐learning … institutional support remains problematic. Institutional repositories face issues of access, management, long‐term stewardship, and curatorship of data.</p><p>With regard to the digitization of literature, copyright is indeed an issue but so is the balkanization (Lynch’s term) of scholarship by publishers as we begin to use sophisticated data mining tools in contents that are scattered among many different publishers. Entire contents of our university museums and special collections should, he feels, be digitized and made available.</p><p>With the emergence of learning management systems (such as Blackboard and WebCat) over the past five years, we have a parallel electronic universe in which many sense that “teaching” occurs outside of the classroom. How does one merge these learning management systems into the cyber‐environment? The boundaries have become incredibly porous. A whole new genre of policy problems arise around issues of course content and student work, including questions such as “Who owns a faculty member’s work in this electronic environment?” and “Will student contributions (in a particular university course) need to become an integral part of scholarly discussions?”</p></sec></sec><sec><title>Science NetLinks</title><p>For science teachers, the AAAS offered during this year’s Meeting (at its headquarters, 1200 New York Avenue, NW) a three‐hour tutorial on the use of Science NetLinks (tickets required). In addition, a half‐hour demonstration of Science NetLinks (open to all participants) was also offered at the Meeting itself.</p><p>Science NetLinks (<ext-link ext-link-type="uri" xlink:href="http://www.sciencenetlinks.org/resource_index.htm">www.sciencenetlinks.org/resource_index.htm</ext-link>) is part of the MarcoPolo Education Foundation (MPEd) (<ext-link ext-link-type="uri" xlink:href="http://www.marcopolo-education.org/about/mpef.aspx">www.marcopolo‐education.org/about/mpef.aspx</ext-link>) which was launched in 2002 by the MCI Foundation in 2002, to broaden the base of support for the MarcoPolo program (The MCI Foundation is the philanthropic arm of MCI, a global communications company (<ext-link ext-link-type="uri" xlink:href="http://www.marcopolo-education.org/about/mci_foundation.aspx">www.marcopolo‐education.org/about/mci_foundation.aspx</ext-link>).</p><p>MarcoPolo has developed partnerships with several professional groups (the AAAS, the National Endowment for the Humanities, the Council of the Great City Schools, the National Council on Economic Education, the National Geographic Society, the National Council of Teachers of Mathematics, and the John F. Kennedy Center for the Performing Arts) to provide free, internet‐based content across academic disciplines.</p><p>MPEd aims to meet the needs of teachers and students through the ongoing development and delivery of a broad base of educational technology products and services. Grants from the public and private sector allow MPEd to provide focused and customized professional development programs (including training and materials) in select school districts and regions.</p><p>Science NetLinks’ (SNL’s) role is to provide a wealth of resources for K‐12 science educators, including lesson plans and reviewed internet resources (reviewed according to a rigorous set of criteria) that can be selected according to specific benchmarks and grade ranges. Each lesson is tied to at least one learning goal and uses research‐based instructional strategies that support student learning. The lessons are written for the teacher, but include materials for students to use.</p><p>The site’s contents are updated regularly. To help educators integrate SNL’s resources into a standards‐based curriculum, all site content is organized around benchmarks for science literacy. These benchmarks are a set of science literacy goals developed by Project 2061, AAAS’s long‐term initiative to reform K‐12 science education nationwide.</p><p>Teachers also have access to “Science Updates”: 90‐second radio programs presenting current science research, as well as responses to questions directed (via phone) to the “Science Update” hotline (1‐800‐WHY‐ISIT). SNL’s Science Update lessons include suggestions for using the research in the K‐12 classroom, as well as the transcript and Real Audio file for playback. </p><p>The exhibits and family days over the weekends as usual attracted many families with school‐age children to see science in the making and learn about different paths a scientist takes in their work. There were also a range of poster sessions by high school, undergraduate and graduate students who demonstrated research partnerships and work they have engaged in that spanned all disciplines of science and promoted several interdisciplinary intersections.</p></sec><sec><title>Career and exhibitor workshops</title><p>Each year the AAAS plans some informal sessions that have a practical orientation that supports the training and practice of scientists, science education and captures new opportunities in the scientific marketplace. There were several such sessions at the 2005 meeting.</p><p>A particularly interesting session was Hinari, Agora and TEEAL: Bridging the Scientific Information Divide in the Developing World, organized by Barbara Aronson, Librarian at the World Health Organization (WHO) in Geneva and the architect of the well documented program that encourages science and medical publishers to donate content to institutions in the Third and Developing World so that they have access to the latest literature. The primary aim is to look and reduce publishing gaps and resource collections and to improve the quality of locally produced research and to connect the developing world of science so that there is a long term impact on three programs of this magnitude evolved and now function as sister programs and they all incorporate many partners. They were described by Barbara Aronson; Morris Long of the Publishers Association in the UK; Mary Ochs from Cornell University; Gracian Chimwaza of the TEEAL Africa Office in Zimbabwe and Kim Parker from Yale University Libraries. Currently 65 publishers participate, WHO and the Food and Agriculture Organization (FAO) administer the program, and Yale and Cornell Libraries serve as the site architecture programs, and the TDR and Africa Office provide outreach and training to participating libraries; and the National Library of Medicine creates Medline links to included content and the Johns Hopkins and Liverpool Universities provide the evaluation. Access is available in 1400 institutions in 114 participating countries. It was a very interesting program.</p><p>Another captivating session was “Science Writers on Science Writing” where three science journalists and authors shared their experiences at becoming established writers and how they balance many writing assignments. One was a freelance writer who writes novels and scientific pieces, another was an experienced journalist at Newsweek and the third was a member of the staff at the AAAS Public Information Department. They shared how they got started, what their training was and fielded many questions. All of them had an academic science background and built on that. It was an inspiring session for people considering that kind of work</p></sec><sec><title>Conclusions: the 2006 Annual Meeting</title><p>The 2006 AAAS Annual meeting will be held in St Louis, MO (16‐20 February 2006). The theme is “Grand Challenges, Great Opportunities for Advancing Science and Serving Society, both Nationally and Globally.” The “Call for Papers” is available at: <ext-link ext-link-type="uri" xlink:href="http://www.aaas.org/meetings/Annual_Meeting/2006_St_Louis/2006_PE_08_Sym_Home.shtml">www.aaas.org/meetings/Annual_Meeting/2006_St_Louis/2006_PE_08_Sym_Home.shtml</ext-link>, though the AAAS office has for years “controlled” the content of the program quite severely. The AAAS has 24 Sections (disciplinary in character) (<ext-link ext-link-type="uri" xlink:href="http://www.aaas.org/aboutaaas/organization/sections/index.shtml">www.aaas.org/aboutaaas/organization/sections/index.shtml</ext-link>) and each is itself encouraged to suggest themes for Symposia at each upcoming Meeting. Most sections encourage authors – who need not be AAAS members – to submit proposals directly to them, though each typically must file with the AAAS Headquarters Office their Section’s Symposia proposals rather early (before 2 May 2005 for the upcoming February 2006 Meeting) (<ext-link ext-link-type="uri" xlink:href="http://www.aaas.org/meetings/Annual_Meeting/2006_St_Louis/2006_PE_08_Sym_Inst.shtml">www.aaas.org/meetings/Annual_Meeting/2006_St_Louis/2006_PE_08_Sym_Inst.shtml</ext-link>).</p><p>It would seem to these reporters that this year might be an ideal opportunity to organize Symposia pertinent to information specialists and librarians for the AAAS meetings. So many of the “issues’ dealing with authorization, authentication, privacy, and copyright protection seem to have been essentially resolved (Mihram <italic>et al.</italic>, 1999)) merely by implementing technologically available procedures and protocols throughout the internet nationwide. Recent publications (Greenemeier, 2005; Stoss, 2005) are confirming this earlier call for a Congressional recognition of its responsibility to provide, now that we have arrived into our Age of Tele‐communications, for “(electronic) post‐offices and (electronic) post‐roads.”</p><p>The establishment of such a “National Electronic Postal Service” would facilitate, via its nationally‐secured “electronic postmarking,” the copyright protection still awaiting digital publications (Mihram <italic>et al.</italic>, 2000).</p><p>Indeed, as we were preparing this report, to our attention came the publication of Herring’s “Point of View” relating to the archival “responsibility” of academic institutions (and nations):</p><list list-type="bullet"><list-item><label>•</label><p>new copyright laws may inhibit the digitization of any material until it be at least 70 years old; </p></list-item><list-item><label>•</label><p>the preservation of the books themselves (as the sources of Google’s digitized “archive”); and</p></list-item><list-item><label>•</label><p>the “ecological concerns” relating to the massive demands for paper as a result of all the anticipated “print” calls made by students and professors accessing the “Google Collection”.</p></list-item></list><p>We would add: Where will be situated, outside the Google Headquarters, the national and scientifically responsible archives (both institutions and national libraries) which will meet the mandate to ensure that every digitized item in its collection has been electronically (magnetically?) restored and re‐formatted in time to meet the most current electronic medium (cards, tapes, floppy disks, zip disks, CD‐ROMs).</p><p>These are topics for which an organization such as AAAS should locate the technological experts who are capable of resolving these archival issues (at, say, the 2006 Annual Meeting) in tandem with the ongoing efforts of organizations such as the Coalition for Networked Information.</p></sec><sec><title>Notes</title><list list-type="order"><list-item><label>1. </label><p> 1. CENDI traces its roots to the Committee on Scientific and Technical Information (COSATI) of the Federal Council on Science and Technology. COSATI was established in the early 1960s to coordinate the management of the results from the US government’s increasing commitment to scientific research and technology development. The scientific and technical information (STI) managers of the government’s major research and development (R&D) agencies worked within COSATI to standardize guidelines for cataloging and indexing technical reports. COSATI ceased formal operations in the early 1970s. In 1985 CENDI (the Commerce, Energy, NASA, Defense Information Managers Group) was established. From this small core of STI managers, CENDI has grown to its current membership (<ext-link ext-link-type="uri" xlink:href="http://cendi.dtic.mil/members.html">http://cendi.dtic.mil/members.html</ext-link>) which represents the major science agencies, the national libraries, and agencies involved in the dissemination and long‐term management of scientific and technical information.</p></list-item><list-item><label>2. </label><p> 2. The Wellcome Trust is an independent charity funding research to improve human and animal health. Established in 1936 and with an endowment of around £10 billion, it is the UK’s largest non‐governmental source of funds for biomedical research.</p></list-item></list></sec></body><back><ref-list><title>References</title><ref id="B1"><mixed-citation><person-group person-group-type="author"><string-name><surname>Carlson</surname>, <given-names>S.</given-names></string-name></person-group> and <person-group person-group-type="author"><string-name><surname>Young</surname>, <given-names>J.R.</given-names></string-name></person-group> (<year>2004</year>), “<article-title><italic>Google will digitize and search millions of books from five leading research libraries</italic></article-title>”, <source><italic>The Chronicle of Higher Education</italic></source>, 14 December, available at: <ext-link ext-link-type="uri" xlink:href="http://chronicle.com/free/2004/12/2004121401n.htm">http://chronicle.com/free/2004/12/2004121401n.htm</ext-link></mixed-citation></ref><ref 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contentType="CDATA"><title>Report on the 171st National Meeting of the American Association for the Advancement of Science AAAS</title></titleInfo><name type="personal"><namePart type="given">Danielle</namePart><namePart type="family">Mihram</namePart><affiliation>Assistant Dean and Director, Center for Excellence in Teaching at the University of Southern California, Los Angeles.dmihramusc.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">G.</namePart><namePart type="family">Arthur Mihram</namePart><affiliation>Independent Researcher who studies Science and Higher Education Policy.</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Julia</namePart><namePart type="family">Gelfand</namePart><affiliation>Sciences and Engineering Librarian at the University of California, Irvine Libraries, California, USA and coauthor of LHTN. jgelfanduci.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="e-viewpoint"></genre><originInfo><publisher>Emerald Group Publishing Limited</publisher><dateIssued encoding="w3cdtf">2005-04-01</dateIssued><copyrightDate encoding="w3cdtf">2005</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract>Purpose To report on the Annual Meeting of the American Association for the Advancement of Science held in Washington, DC in February 2005. Designmethodologyapproach An overview of the seminars, symposia, workshops and presentations at the conference. Findings The theme of the meeting was The Nexus Where Science Meets Society. The meeting was attended by 4,000 registrants, 105 exhibitors and 900 members of the press. The meeting highlighted the academic role and infrastructure of technology in different science applications, including publishing, and national policy. Originalityvalue A report of interest to library and information management professionals.</abstract><subject><genre>keywords</genre><topic>Conferences</topic><topic>Information centres</topic><topic>Sciences</topic></subject><relatedItem type="host"><titleInfo><title>Library Hi Tech News</title></titleInfo><genre type="journal">journal</genre><subject><genre>Emerald Subject Group</genre><topic authority="SubjectCodesPrimary" authorityURI="cat-LISC">Library & information science</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LLM">Librarianship/library management</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LISE">Library & information services</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LTC">Library technology</topic></subject><identifier type="ISSN">0741-9058</identifier><identifier type="PublisherID">lhtn</identifier><identifier type="DOI">10.1108/lhtn</identifier><part><date>2005</date><detail type="volume"><caption>vol.</caption><number>22</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>3</start><end>9</end></extent></part></relatedItem><identifier type="istex">01F4092A45AA22CCAE0BEF6287B0B328D36C2041</identifier><identifier type="DOI">10.1108/07419050510604611</identifier><identifier type="filenameID">2390220401</identifier><identifier type="original-pdf">2390220401.pdf</identifier><identifier type="href">07419050510604611.pdf</identifier><accessCondition type="use and reproduction" contentType="copyright">© Emerald Group Publishing Limited</accessCondition><recordInfo><recordContentSource>EMERALD</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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