A Study of the Variables Influencing Academic Library Staff's Attitudes Toward Marketing     

Carole Estall  Derek Stephens 《New Review of Academic Librarianship》2013,19(2):185-208

This article aims to present an insight into some of the factors influencing the attitudes of academic library staff in three UK university libraries toward marketing and how these factors could be incorporated into an existing model. An online questionnaire about attitudes to marketing and personality was completed by 54 academic library staff from three UK universities. Four academic library management staff were also selected for in-depth interviews. The results indicated that academic library staff have a positive attitude toward marketing and feel that it is vital in the current environment. The research found that personality factors such as extroversion and openness to change, experience and training influenced marketing attitudes. It also revealed that academic library staff were unclear of the definition of marketing, leading to a possible misunderstanding and mistrust of the terminology. The research discovered a gap in marketing knowledge and understanding that must be addressed for marketing success to be achieved. The findings supported the definition of marketing for individual academic libraries as a prerequisite to strategic marketing planning and the importance of considering the attitudes of staff when implementing marketing strategy.  相似文献   

You Call That Perpetual? Issues in Perpetual Access     

Derek Marshall  Chris Bulock 《期刊图书馆员》2013,64(1):72-75

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.  相似文献   

Apprenticeships,Collaboration and Scientific Discovery in Academic Field Studies     

Derek Scott Madden  Diane J. Grayson  Erinn H. Madden  Antoni V. Milewski  Cathy Ann Snyder 《International Journal of Science Education》2013,35(17):2667-2678

Teachers may use apprenticeships and collaboration as instructional strategies that help students to make authentic scientific discoveries as they work as amateur researchers in academic field studies. This concept was examined with 643 students, ages 14–72, who became proficient at field research through cognitive apprenticeships with the Smithsonian Institute, School for Field Studies and Earthwatch. Control student teams worked from single research goals and sets of methods, while experimental teams varied goals, methods, and collaborative activities in Kenya, Costa Rica, Panama, and Ecuador. Results from studies indicate that students who conducted local pilot studies, collaborative symposia, and ongoing, long-term fieldwork generated significantly more data than did control groups. Research reports of the experimental groups were ranked highest by experts, and contributed the most data to international science journals. Data and anecdotal information in this report indicate that structured collaboration in local long-term studies using apprenticeships may increase the potential for students' academic field studies contribution of new information to science.  相似文献   

Philosophy of Science,Science and Science Education     

Derek Hodson 《Studies in Science Education》2013,49(1):25-57

  相似文献   

A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study     

David W. Putwain  Derek Larkin  Paul Sander 《Contemporary educational psychology》2013

The control-value theory of achievement emotions proposes a bidirectional relationship between learning-related emotions and achievement goals. Studies to date, however, have only provided evidence that achievement goals predict future learning-related emotions. In this study we examined the reciprocal relations between learning-related emotions and achievement goals in 434 undergraduate students in their first year of academic study. Data were collected in three waves: near the beginning of the first and second semesters of first year study and lastly near the beginning of the first semester of the second year. Reciprocal effects were found between mastery goals and both activity- and outcome-focused emotions, whereas reciprocal effects for performance goals were only shown with outcome focused emotions. These were not always present between both first and second, and between the second and third waves of measurement, which may be related to the first year undergraduate context. Our models also demonstrated stability in achievement goals and learning-related emotions between waves of measurement, which tended to be lower between the first and third points of data collection. These findings provide support for the relations between learning-related emotions and achievement goals proposed in control-value theory and that mastery goals are not solely related to activity-focused emotions.  相似文献   

Shifting from Sexual Orientation to Relational Orientation: A Discursive Move with Theoretical and Pedagogical Benefits     

Derek Greenfield 《Equity & Excellence in Education》2013,46(4):309-319

In this article, I argue that the term “sexual orientation” serves as a mechanism for preserving heteronormative hegemony, with the proposed concept of “relational orientation” encouraging a richer theoretical analysis of the factors that shape identity. The relational orientation approach establishes a more holistic representation of lesbian, gay, and bisexual (LGB) individuals by granting primacy to romantic partnering choices, as opposed to the traditional emphasis on sexual behavior alone that ultimately functions to derogate this community. Furthermore, the model invites exploration of how the dynamics of all social relationships are profoundly and divergently shaped by one's “orientation.” By promoting greater understanding, this discursive framework offers educators a valuable epistemological and pedagogical tool that has the potential to lead to significant personal and societal transformation.  相似文献   

How can novel task constraints be used to induce acute changes in gaze behaviour?     

Derek Panchuk  Damian Farrow  Tony Meyer 《Journal of sports sciences》2013,31(12):1196-1201

Abstract

Quiet eye (QE) is a robust phenomenon in golf putting and expert players frequently demonstrate longer QE periods (i.e., the final fixation prior to the onset of the putting motion) relative to their less-skilled counterparts. In this experiment we used a pre-test/post-test design to determine whether we could use novel training aids and instructions to elicit acute changes in QE behaviour after a brief intervention. Three techniques were used: a marker under the ball, a hole-focus instruction, and a novel putting device – the putting box of science (PBoS). We compared gaze behaviour before and after 30 practice putts and found significant changes in QE duration in the absence of concomitant changes in putting performance. The control (?18 ms) and PBoS (+198 ms) groups did not change, the hole-focus group (?287 ms) had a decrease in QE duration, and the marker group (+366 ms) increased in QE duration. These finding are discussed relative to current QE training programs and the implications for development of evidence-based training aids with coach consultation.  相似文献   

Implicit overcompensation: The influence of negative self-instructions on performance of a self-paced motor task     

Derek de la Peña  Nicholas P. Murray  Christopher M. Janelle 《Journal of sports sciences》2013,31(12):1323-1331

Abstract

This study sought to compare the time course changes in oxidative state and glycemic behavior when glucose or glucose plus fructose are consumed before endurance and strength exercise. After two weeks on a controlled diet, 20 physically trained males ingested an oral dose of glucose or glucose plus fructose, 15 min before starting a moderate-intensity 30-min session of endurance or strength exercise. The combination resulted in four randomized interventions: glucose or glucose plus fructose + endurance exercise and glucose or glucose plus fructose + strength exercise, which were implemented consecutively in random order at 1-week intervals. Plasma concentration of lipoperoxides, oxidized LDL, reduced glutathione, catalase and glycemia were determined at baseline, during exercise and acute recovery. Following the ingestion of glucose plus fructose, lipoperoxides, catalase and reduced glutathione depletion were significantly higher than following consumption of glucose, for both endurance and strength exercise (P < 0.05). Oxidized LDL-c was higher after glucose plus fructose than after glucose alone in endurance exercise (P < 0.05). There was no difference in the glycemic peak between glucose plus fructose and glucose ingestion in endurance exercise trials. In strength exercise, the post-absorptive glycemic peak was less when the participants ingested glucose plus fructose than glucose (P < 0.05), and a second peak was found in the recovery phase of this group (P < 0.05). In conclusion, the addition of fructose to a pre-exercise glucose supplement triggers oxidative stress.  相似文献   

Less administration     

Professor Derek M. Jamieson  Dr. Larry P. Milligan 《Tertiary Education and Management》1995,1(1):102-106

  相似文献   

Towards a theory of moral development     

Derek Wright 《Higher Education Quarterly》1986,40(4):419-424

  相似文献