Steps to Global Licensing Success     

Tracey Armstrong 《Publishing Research Quarterly》2012,28(1):23-26

The impact of evolving technology on those who create content and those who use it has raised many interesting copyright-related challenges that legislators, copyright experts, authors, publishers and licensing organizations around the world are looking to address. Several international initiatives underway highlight the evolving global copyright landscape, including a report commissioned by the UK government calling for the creation of a “Digital Copyright Exchange.” Through such international efforts—and through the content licensing experience of collective management organizations—the best solutions to the copyright challenges of our time can deliver efficiency to everyone involved.  相似文献   

The BASES expert statement on emotion regulation in sport   总被引：1，自引：1，他引：0  

Lane AM  Beedie CJ  Jones MV  Uphill M  Devonport TJ 《Journal of sports sciences》2012,30(11):1189-1195

Emotions experienced before and during sports competition have been found to influence sports performance. Emotion regulation is defined as the automatic or deliberate use of strategies to initiate, maintain, modify or display emotions (Gross & Thompson, 2007) and is proposed to occur when a discrepancy exists between current and desired emotions. Two distinct motivations to regulate emotion - hedonic and instrumental (in short, for pleasure or for purpose) - have been proposed (Tamir, 2009). The instrumental approach might provide a more fruitful area of investigation for sports researchers as some athletes hold beliefs that supposedly pleasant emotions such as happiness and calmness associate with poor performance and supposedly unpleasant emotions such as anxiety and anger associate with good performance (Hanin, 2010). Athletes are more likely to try to regulate an emotion if they believe that doing so will facilitate performance. Strategies that encourage re-appraisal of factors that trigger emotions are proposed to be preferable. In this British Association of Sport and Exercise Sciences (BASES) expert statement, a summary of the key theoretical issues are offered leading to evidence-based recommendations for practitioners and researchers.  相似文献   

Book reviews     

Gary Nixon  Brad Hagen  Tracey Peters 《Instructional Science》1988,17(1):97-100

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The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications   总被引：1，自引：0，他引：1  

Tracey Clarke  Paul Ayres  John Sweller 《Educational technology research and development : ETR & D》2005,53(3):15-24

According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction, the sequence in which students learn to use the technology and learn the relevant subject matter may have cognitive load implications, and should interact with their prior knowledge levels. An experiment, using spreadsheets to assist studient learning of mathematics, indicated that for studients with little knowledge of spreadsheets, sequential instruction on spreadsheets followed by mathematics instruction was superior to a concurrent presentation. The reverse was found for studients with more knowledge of spreadsheets. These results are explained in terms of cognitive load theory.  相似文献   

Problem- Versus Case-based Approaches in Teaching Medical Students about Eating Disorders: A controlled comparison     

Mary Katsikitis  Phillipa J. Hay  Robert John Barrett  Tracey Wade 《教育心理学》2002,22(3):277-283

Fourth-year medical students were allocated randomly to either problem-based learning (PBL) or case-based learning (CBL) tutorials on the topic of eating disorders during their 6-week psychiatry attachment. All students were evaluated in terms of their tutorial performance and the factual knowledge they had acquired. In turn, students evaluated the performance of the tutors in both the PBL and the CBL process. No significant differences were found between the student groups with respect to their performance or acquired knowledge. Furthermore, there were no significant differences when comparing the PBL format with the CBL format with regard to group functioning or oral interaction between students. Finally, student ratings for tutor performance on feedback, group management skills and personal qualities showed no differences. Implications for education are discussed.  相似文献   

Microfluidic culture platform for studying neuronal response to mild to very mild axonal stretch injury     

Yiing C. Yap  Tracey C. Dickson  Anna E. King  Michael C. Breadmore  Rosanne M. Guijt 《Biomicrofluidics》2014,8(4)

A new model for studying localised axonal stretch injury is presented, using a microfluidic device to selectively culture axons on a thin, flexible poly (dimethylsiloxane) membrane which can be deflected upward to stretch the axons. A very mild (0.5% strain) or mild stretch injury (5% strain) was applied to primary cortical neurons after 7 days growth in vitro. The extent of distal degeneration was quantified using the degenerative index (DI, the ratio of fragmented axon area to total axon area) of axons fixed at 24 h and 72 h post injury (PI), and immunolabelled for the axon specific, microtubule associated protein-tau. At 24 h PI following very mild injuries (0.5%), the majority of the axons remained intact and healthy with no significant difference in DI when compared to the control, but at 72 h PI, the DI increased significantly (DI = 0.11 ± 0.03). Remarkably, dendritic beading in the somal compartment was observed at 24 h PI, indicative of dying back degeneration. When the injury level was increased (5% stretch, mild injury), microtubule fragmentation along the injured axons was observed, with a significant increase in DI at 24 h PI (DI = 0.17 ± 0.02) and 72 h PI (DI = 0.18 ± 0.01), relative to uninjured axons. The responses observed for both mild and very mild injuries are similar to those observed in the in vivo models of traumatic brain injury, suggesting that this model can be used to study neuronal trauma and will provide new insights into the cellular and molecular alterations characterizing the neuronal response to discrete axonal injury.  相似文献   

Effect of ischemic preconditioning on repeated sprint ability in team sport athletes     

Neil Gibson  Ben Mahony  Claire Tracey  Samantha Fawkner  Andrew Murray 《Journal of sports sciences》2015,33(11):1182-1188

This study investigated whether ischemic preconditioning (IPC) in a trained population affected repeated sprint performance. A secondary aim was to assess responses according to gender. Sixteen (nine females and seven males) well trained team sport athletes took part in a randomised crossover study design. Participants underwent an IPC and placebo treatment involving three periods of 5 min occlusion applied unilaterally (3 × 5 min occlusion to each leg) at either 220 mmHg or 50 mmHg. Each period of occlusion was followed by 5 min reperfusion. Following treatment 5 × 6 s maximal effort sprints were undertaken on a cycle ergometer against 7.5% body mass, each interspersed by 24 s recovery. Measured parameters included peak power, total power, percentage decrement, post-exercise blood lactate and ratings of perceived exertion. Nor within subject main effect for IPC was observed, neither was there an interaction effect with gender. Effect sizes were trivial (ES < 0.2) with the exception of a moderate (ES < 1.2) change in post-exercise blood lactate in the female cohort (1.6 ± 0.4 mmol^?1 lower following IPC). Results suggest no benefit to team sport players in utilising IPC as a means of enhancing repeated sprint performance. A lower blood lactate response in female participants following IPC may suggest improved blood flow through vasodilation.  相似文献   

Anatomy, medical education, and human ancestral variation     

Strkalj G  Spocter MA  Wilkinson AT 《Anatomical sciences education》2011,4(6):362-365

It is argued in this article that the human body both in health and disease cannot be fully understood without adequately accounting for the different levels of human variation. The article focuses on variation due to ancestry, arguing that the inclusion of information pertaining to ancestry in human anatomy teaching materials and courses should be carried out and implemented with care and in line with latest developments in biological anthropology and related sciences. This seems to be of particular importance in the education of health professionals, as recent research suggests that better knowledge of human variation can improve clinical skills. It is also argued that relatively small curricular changes relating to the teaching of human variation can produce significant educational gains.  相似文献   

Early Head Start Teachers’ Perception of Coaching Experiences     

Heilmann  John  Moyle  Maura  Sparrow  Tracey  Meurer  John 《Early Childhood Education Journal》2022,50(7):1233-1245

Early Childhood Education Journal - A rich literature describes the efficacy of coaching programs for early care and education (ECE) teachers. ECE teachers can provide unique insights into the...  相似文献   

The anatomy of agency: Improving academic performance in first-year university students     

Izaak Rutenberg  Louise Ainscough  Kay Colthorpe  Tracey Langfield 《Anatomical sciences education》2022,15(6):1018-1031

The transition from secondary to tertiary education can be challenging, as students must adapt to independent learning. For students in the allied health and nursing disciplines, this transition may coincide with compulsory first-year courses in anatomy, which are traditionally difficult to master. Students' agency—their capacity to make intentional choices to alter the path of their learning—may play a role in their successful completion of first-year anatomy courses. This study aimed to develop a measure for agency and to determine whether agency is associated with academic achievement. First-year students (n = 131) completed open-ended questions measuring each aspect of agency. Student responses were quantified using rubrics and then combined to create an overall agency score. Three factors of agency were determined: action, metacognition, and self-efficacy. Students with higher agency scores were significantly more likely to have higher academic achievement in anatomy compared to students with lower agency scores. The relationship between agency and academic achievement was strongest for action. These results suggest that encouraging students to be active participants in their learning may help them to achieve at university.  相似文献