Body sensations of higher and lower anxiety sensitive speakers anticipating a public presentation

The purpose of this study was to determine if higher and lower anxiety sensitive speakers would exhibit differential levels of four types of body sensations (gastrointestinal, cardiopulmonary, disorientation, and numbness) while anticipating giving a public speech. The participants were eighty‐seven undergraduate students who gave five‐minute informative speeches. The Anxiety Sensitivity Index was used to measure anxiety sensitivity, and the Body Sensations Questionnaire was used to measure body sensations during the anticipatory period. The results showed a significant difference in body sensations between higher and lower anxiety sensitivity speakers for gastrointestinal, cardiopulmonary and numbness sensations. There were no significant differences found for disorientation between higher and lower anxiety sensitive speakers.     

6. FOREIGN AND INTERNATIONAL

TELECOM REFORM: PRINCIPLES, POLICIES AND REGULATORY PRACTICES by edited by William H. Melody (Lyngby, Denmark: Den private Ingeniørfond, Technical University of Denmark, 1997‐$39.00, paper, ISBN 7–7381–071–1, 557 pp., tables figures notes, index, glossary, appendix)

RADIO CANADA INTERNATIONAL: VOICE OF A MIDDLE POWER by James L. Hall (East Lansing: Michigan State University Press, “Canadian Series No. 7,”; 1997—$24.95, paper, ISBN 0–87013–420–5, 295 pp., photos, notes, appendices, bibliography, index)

BITS ACROSS BORDERS: POLICY CHOICES FOR INTERNATIONAL MULTIMEDIA AND DIGITAL SERVICES: A Report of the Second Annual Aspen Institute Roundtable on International Telecommunications, Berlin, Germany, June 19–22, 1996, by Kenneth G. Robinson and Charles M. Firestone (Queenstown, MD: The Aspen Institute, 1997—$10.00, ISBN 0–89843–208–1, 55 pp., appendix)

IT'S A WIRED WORLD by Anne C. Leer (Oslo: Scandinavian University Press [Universitetsforlaget], 1996—L27.50, ISBN 82–00–42310–7, 188 pp., figures, appendices, notes, glossary)

THE POLITICAL ECONOMY OF COMMUNICATION: RETHINKING AND RENEWAL by Vincent Mosco (Thousand Oaks, CA: Sage Publications, 1996—$39.95/13.95, ISBN 0–8039–8560–6 hard, 0–8039–8561–4 paper, 320 pp., figures, tables, notes, index)

EBU YEARBOOK 1997 (Geneva: European Broadcasting Union, 1997—free by contacting the EBU, no ISSN given, 52 pp., tables, charts, photos)

LIVE, DIRECT AND BIASED? MAKING TELEVISION NEWS IN THE SATELLITE AGE by Brent MacGregor (London: Arnold/New York: St. Martin's Press, 1997—prices not given, ISBN 0–340–66224–7 hard, 0–340–66225–5 paper, 234 pp., table, references, index)

GLOBAL INFORMATION AND WORLD COMMUNICATION: NEW FRONTIERS IN INTERNATIONAL RELATIONS by Hamid Mowlana (London: Sage, 1997 [2nd ed.] $29.95, ISBN 0–7619–5256‐X hard, ISBN 0–7619–5257–8 soft, 270 pp., figures, selected bibliography, index)     

Digital Humanities and Libraries: A Conceptual Model

ABSTRACT

Though there has been much discussion of the connection between libraries and digital humanities (on both sides), a general model of the two has not been forthcoming. Such a model would provide librarians with an overview of the diverse work of digital humanities (some of which they may already perform) and help identify pockets of activity through which each side might engage the other. This article surveys the current locations of digital humanities work, presents a cultural informatics model of libraries and the digital humanities, and situates digital humanities work within the user-centered paradigm of library and information science.     

You Call That Perpetual? Issues in Perpetual Access

At the Mississippi State University Libraries’ eResource & Emerging Technologies Summit in August 2013, Chris Bulock, Electronic Resources Librarian at Southern Illinois University Edwardsville, offered strategies on working through problems encountered with tracking and documenting access to electronic resources, with emphasis on the continuing challenge of perpetual access. He presented results of a survey he conducted to determine how institutions were doing in regard to access and preservation of electronic content.     

Knowledge and perceptions of sport psychology within English soccer

The aim of the present study was to examine knowledge and perceptions of applied sport psychology within English soccer. National coaches (n = 8), youth academy directors (n = 21) and academy coaches (n = 27) were surveyed using questionnaire and interview methods. Questionnaire results revealed a lack of knowledge of sport psychology that appeared to underpin some of the most significant barriers to entry for sport psychologists. These included lack of clarity concerning the services of a sport psychologist, problems fitting in and players' negative perceptions of sport psychology. Overall, however, lack of finance was the highest rated barrier. Six barrier dimensions emerged from the interview data: negative perceptions of psychology, lack of sport psychology knowledge, integrating with players and coaching staff, role and service clarity, practical constraints, and perceived value of sport psychology. These findings were broadly compatible with the survey data, with finance emerging as a major barrier and misconceptions of sport psychology being common. Our conclusions are discussed in relation to the practical implications of the study for both applied research and the provision of sport psychology services within English soccer.     

Fluctuations in running and skill-related performance in elite rugby union match-play

This study investigated end-game and transient changes in running activities and whether these were concomitantly associated with reductions in skill-related performance in senior international rugby union match-play. Altogether, 18 official matches were analysed (322 individual observations) using computerised video-based tracking and event coding (Amisco Pro^®, SUP, Nice, France). In forwards and backs, trivial to small reductions (% difference: ?2.1, ±1.3 to ?10.0, ±4.0%) in total distance and that covered at high speeds (>18.0?km?h^?1) occurred in the second- versus the first-half while there were trivial differences in skill-related performance measures (?2.3, ±4.5 to 7.5, ±14.0%). In both positions, small to moderate declines (?42, ±10 to ?21, ±7%) occurred in high-speed running in the final 10-min and 5-min periods versus mean values for all other 10-min and 5-min periods throughout the game while only small changes (?18, ±51 to 13, ±41%) in skill-related performance were observed. Trivial changes in running and skill-related performance (?11, ±74 to 7, ±39%) were observed in the 5-min period immediately following the most intense 5-minute periods of play compared to mean performance over the other 5-min periods. These findings suggest that international rugby union players were generally able to maintain skill-related performance over the course of match-play even when declines in running performance occurred.     

Celebrating the Contribution of Douglas Hamblin

This article celebrates the life of Douglas Hamblin, and his significant contribution to pastoral care, personal-social education and the lives of schools, teachers and pupils. From very incomplete information, it offers a brief account of his career, and lists his most relevant publications.     

Word Processing for All

Chris Abbott, deputy director of ILECC in London, writes about recent developments in software for word processors which should be helpful to pupils with learning difficulties.     

Quality relationships and quality practice in the nursery school

This article is based on research into effective relationships in a nursery school in an urban area. This research was part of a larger research project, between the Manchester Metropolitan University and a Local Authority. The project was concerned with identifying quality care and education (educare) for children under five in a range of educational, social services, voluntary and private establishments. The research was carried out between 1992 and 1994 and involved interviewing the parents of two cohorts of children as well as participants and non‐participant observation in the nursery classrooms. The research findings indicated four categories of practice which contributed towards effective relationships. Aspects of these categories are examined together with examples of questions which practitioners might like to consider in relation to their own school. In conclusion key factors contributing to quality relationships identified in this research are highlighted.