Building a miniMEDLINE database: which journals to choose?

Scott Memorial Library (SML) at Thomas Jefferson University has installed the Library Information System (LIS) developed by Georgetown University Medical Center Library. One component of the system is miniMEDLINE, a system for searching an inhouse database derived from NLM MEDLINE tapes. This paper describes the process involved in determining which journals should be included in SML's miniMEDLINE file; the number of titles and years covered; the balance between research and clinical titles; the representation of allied health fields; and the level of faculty involvement.     

The acute effects of vibration training on balance and stability amongst soccer players

Acute whole body vibration training (WBVT) is a tool used amongst coaches to improve performance prior to activity. Its effects on other fitness components, such as balance and stability, along with how different populations respond are less well understood. The aim of the current research is to determine the effect of acute WBVT on balance and stability amongst elite and amateur soccer players. Forty-four healthy male soccer players (22 elite and 22 amateur) were assigned to a treatment or control group. The intervention group then performed 3 × 60 seconds static squat on vibration platform at 40 Hz (±4 mm) with Y balance test (YBT) scores and dynamic postural stability index (DPSI) measured pre and post. DPSI was significantly lower in the elite players in the acute WBVT compared to amateur players (F_{1, 40}= 6.80; P = 0.013). YBT anterior reach distance showed a significant improvement in both amateur and elite players in the acute WBVT group (F_{1, 40}= 32.36; P < 0.001). The improvement in DPSI amongst the elite players indicates a difference in responses to acute high frequency vibration between elite and amateur players during a landing stability task. The results indicate that acute WBVT improves anterior YBT reach distances through a possible improvement in flexibility amongst both elite and amateur players. In conclusion, acute WBVT training appears to improve stability amongst elite soccer players in comparison to amateur players, the exact reasoning behind this difference requires further investigation.     

IRUS-UK: Improving Understanding of the Value and Impact of Institutional Repositories

Institutional repositories (IRs) are important research management tools that can give increased visibility to the institution’s scholarly outputs. Although statistics were previously available through the various repository interfaces, without an agreed standard it was not possible to measure usage across a range of IRs accurately. IRUS-UK is a national aggregation service, containing details of all content downloaded from participating IRs in the United Kingdom. Through collecting raw usage data and processing them into item-level usage statistics IRUS-UK provides comparable and authoritative standards-based data and also acts as an intermediary between UK repositories and other agencies.     

An exploration of teachers’ agency and social relationships within dyslexia‐support provision in an English secondary school

This article explores teachers’ experiences of dyslexia and classroom interventions via lesson observations and semi‐structured interviews. These experiences were analysed through a Bourdieusien lens, based on Jenkins's ‘levels of interaction’, to delineate power relationships inherent in classroom interactions, teachers’ interactions with professionals and institutions, and mechanisms present in teachers’ conceptualisation of ‘self’. Through their conceptualisation of ‘self’ as ‘teachers of dyslexic young people’, it was found that teachers’ classroom interactions acted to reduce social distance between themselves and students. Internally and interactionally, teachers enacted agency and constructed their own social space, through their framing of young people with dyslexia and use of inclusive language with students. Institutionally, teachers were found to be subject to other professions and Government policy, lacking autonomy and capacity to distribute resources, despite their ‘symbolic capital’ as teachers. The ‘level of interaction’ determined teachers’ capacity to act autonomously and freely navigate their own social space.