Copyright complicance in the electronic age: Conceptual issues

This article focuses on several conceptual and structural issues that are central to copyright compliance in the electronic age. It presumes the development of a national electronic network for storing, organizing, accessing, managing, and charging for information. The article first discusses the implications of constructing a comprehensive electronic “highway,” or Digital Library System (DLS), which would link information to the widespread community of users. It then presents the ramifications of a highly decentralized set of subsystems serving rights holders and users, linked by protocols established by the DLS. A discussion of the implications of digital interchangeability for copyright follows. The article ends with an analysis of alternatives to existing intellectual property rights conveyance systems, and concludes that current ownership structures, and systems for conveying rights and royalties, will remain the foundation for copyright in the electronic world. This article appeared in a slightly different form in theProceedings of the Twelfth National Online Meeting—1991, and is published here with the permission of Learned Information, Inc., Medford, N.J.     

Book Reviews

Zuckerman: Scientist Extraordinary by Bernard Donovan BioScientifica, Bristol, 2005, 555pp. ISBN 1‐901978249 £24.95 Negotiating licences for digital resources by Fiona Durrant Facet Publishing, 2006, ISBN 1 85604 586 2 Metadata for Information Management and Retrieval By David Haynes Facet Publishing, 2004, ISBN 1 85604 4890     

The role of academic journal publications in the UK Research Assessment Exercise

This article explores the evolution of the role of academic journal articles submitted to the UK's Research Assessment Exercise (RAE). By reviewing their role, it is possible to see how the changes from quantitative to qualitative assessment (and the resulting problems surrounding the definition of ‘quality’ journals) has impacted both on the journals selected by academics for publishing their research and the assessment of them. Although only one part of RAE submissions, the listing of published research outputs provides the primary evidence for research quality to most RAE panels, and is a significant driver of the final grade awarded, and thus the funding received by submitting institutions. The RAE, being a peer‐reviewed assessment exercise, mirrors in some ways the peer‐review process immured within scholarly publication. The developing role of journal publications as a vehicle for academic research output is examined via the chronology of the RAE, before assessing the current situation in which published journal output formed almost 70% of all output assessed by RAE panels in the latest exercise. The impact of this increased importance of academic journals in the assessment process is considered not only for academics but also for the wider community, i.e. publishers and libraries.     

‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education

Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.     

Adolescents' cognitive and emotional responses to marital hostility

Early adolescents' (11-14 years) responses to marital hostility were examined in a sample of 416 families. The cognitive-contextual perspective and emotional security hypothesis guided the study and 9 adolescent responses were identified. Prospective associations were examined in several structural equation models that included adolescent problems as outcomes. Self-blame and perceived threat uniquely mediated the association between Year 1 marital hostility and Year 3 adolescent externalizing problems (p<.05). Self-blame, lower constructive representations, internalization of feelings, avoidance, and emotional dysregulation uniquely mediated the association between Year 1 marital hostility and Year 3 internalizing problems. Specific cognitive and emotionally based responses are important to understanding how martial hostility affects youth and need to be considered within an integrated model.     

Philosophy: A Special Place in the Liberal Arts

Abstract

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.     

Book Reviews

Open Access: Key Strategic, Technical and Economic Aspects Edited by Neil Jacobs Chandos Publishing, 2006. 250 pp. ISBN 1‐84334‐203‐0, £39.95, pbk ISBN 1‐84334‐204‐9, £57.00, hbk Selling Rights, 5th edn Lynette Owen Routledge, 2006. 384 pp. ISBN 978‐0‐415‐36280‐1, £75.00 hbk ISBN 978‐0‐415‐38652‐4, £29.95 pbk Bound by Law? Tales from the Public Domain by Keith Aoki, James Boyle and Jennifer Jenkins Duke Law School Center for the Study of the Public Domain, 2006. 76 pp. ISBN 0‐974‐15531‐4, $5.95, pbk. Freely available online at http://www.law.duke.edu/cspd Digital Preservation Marilyn Deegan Simon Tanner Facet Publishing, 2006, Digital Futures Series. 288 pp. ISBN 978‐1‐85604‐485‐1, £39.95, hbk.     

Charging mechanisms for digitised texts

This article is an edited and condensed version of the report of a study carried out under the auspices of the Joint Information Systems Committee (JISC) and the Publishers Association (PA). It develops the conclusions of an earlier analysis (Bide, Oppenheim & Ramsden, 1997) and builds upon discussions between representatives of JISC and the PA held in the summer of 1997. The full report is available on the UKOLN server at www.ukoln.ac.uk/services/elib/papers/pa/charging/