Supporting Indigenous Studies Programs Through Sustainable Budget Allocation

ABSTRACT

This study assesses acquisitions budget allocation for sustainable support of Indigenous Studies (IS) and the challenge of addressing the needs of an emergent subject area. A survey of collections librarians provided context for library allocation practices of other Canadian institutions offering IS programs. An analysis of titles purchased before and after creating an IS subject fund was performed; results reveal that there was an increase in the number of IS titles purchased annually after the fund was created. A defined subject fund allowed flexibility beyond conventional library collections structures to address the unique needs of IS as an academic discipline.     

Exploring the Influence of Parasocial Relationships and Experiences on Radio Listeners’ Consumer Behaviors

The purpose of the present study was to explore the influence of radio listener experiences on radio listening behaviors, consumer perceptions and behaviors, and social media involvement. A national sample of listeners (N = 2,700) from a variety of small, medium, and large designated market areas (N = 9) throughout the United States revealed the presence of parasocial relationships (PSRs) and experiences of parasocial interaction (EPSI) with local and nationally syndicated radio personalities. Both PSRs and EPSI predicted radio listening, positive perceptions about, recall of, and purchasing of the brands, products, and services recommended by listeners’ favorite radio personalities. Results also show that PSRs and EPSI predicted listeners’ involvement with social media platforms.     

Knowing where we Stand: Mapping Teachers’ Conception of Reflection in Service-Learning

Innovative Higher Education - Reflection is fundamental in experiential pedagogies, and many studies have been carried out to investigate its impact and benefits on student learning outcomes....     

Influence of Mindfulness,Emotion Regulation,and Perceived Social Support on Burnout

We used canonical correlation analysis to examine the predictive nature of three facets of wellness (mindfulness, emotion regulation, and perceived social support) on burnout in counselors-in-training (N = 136). The cognitive reappraisal construct made a significant contribution to the wellness predictor variate. Implications for counselor training programs are discussed.     

Elite sprint swimming performance is enhanced by completion of additional warm-up activities

This study investigated the effect of completing additional warm-up strategies in the transition phase between the pool warm up and the start of a race on elite sprint swimming performance. Twenty-five elite swimmers (12 men, 20 ± 3 years; 13 women, 20 ± 2 years, performance standard ~807 FINA2014 points) completed a standardised pool warm up followed by a 30-min transition phase and a 100-m freestyle time trial. During the transition phase, swimmers wore a tracksuit jacket with integrated heating elements and performed a dry land-based exercise routine (Combo), or a conventional tracksuit and remained seated (Control). Start (1.5% ± 1.0%, P = 0.02; mean ± 90% confidence limits) and 100-m time trial (0.8% ± 0.4%, P < 0.01) performances were improved in Combo. Core temperature declined less (?0.2°C ± 0.1°C versus ?0.5°C ± 0.1°C, P = 0.02) during the transition phase and total local (trapezius) haemoglobin concentration was greater before the time trial in Combo (81 µM ± 25 µM versus 30 µM ± 18 µM, P < 0.01; mean ± standard deviation) than in Control. Combining swimmers traditional pool warm up with passive heating via heated jackets and completion of dry land-based exercises in the transition phase improves elite sprint swimming performance by ~0.8%.     

Problem Knowledge Couplers: reengineering evidence-based medicine through interdisciplinary development, decision support, and research.

The rapid growth of medical knowledge is creating a demand for new ways of providing information in support of evidence-based medical practice. Problem Knowledge Couplers are a clinical decision support software tool that offer a new approach to this growing problem. Couplers are developed through a collaboration among clinicians, informaticians, and librarians. They recognize that functionality must be predicated upon combining unique patient information, gleaned through relevant structured question sets, with the appropriate knowledge found in the world's peer-reviewed medical literature. Two pilot studies indicate that couplers can meet the gold standards of decision making within both a primary care and a specialty practice. Issues remain about how to best integrate Problem Knowledge Couplers into clinical practice and whether large-scale outcomes research will support the findings of pilot studies. However, Problem Knowledge Couplers represent a promising approach that might portend a new model for health care delivery in the next millennium.     

Marking out the pitch: a historiography and taxonomy of football fiction

Football, or soccer as it is more commonly referred to in Australia and the US, is arguably the world’s most popular sport. It generates a proportionate volume of related writing. Within this landscape, works of novel-length fiction are seemingly rare. This paper establishes and maps a substantial body of football fiction works, explores elements and qualities exhibited individually and collectively. In bringing together current, limited surveys of the field, it presents the first rigorous definition of football fiction and captures the first historiography of the corpus. Drawing on distant reading methods developed in conjunction with closer textual analyses, the historiography and subsequent taxonomy represent the first articulation of relationships across the body of work, identify growth areas and establish a number of movements and trends. In advancing the understanding of football fiction as a collective body, the paper lays foundations for further research and consideration of the works in generic terms.     

“You don’t have to travel the world”: accumulating experiences on the path toward globally competent teaching

As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural immersion, but these options are not always feasible. We sought to identify the various means by which teachers develop global competence. Through this qualitative case study of 10 global educators, we found that international travel, though present in some instances, was not always necessary. In fact, it was an accumulation of experiences that prompted teachers to incorporate global perspectives, lessons, and skill development throughout their careers. Thus, globally competent teaching may be better conceptualized as a path, rather than as an end goal.     

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science.