Questionnaire surveys to discover academic staff and library staff perceptions of a National Union catalogue

During the feasibility study into a National Union catalogue for the UK (UKNUC), a questionnaire survey was undertaken of the needs of both academic staff in higher education and library staff. A response rate of 40-50 per cent was achieved, 846 questionnaires being returned for academics and 724 for librarians. The analysis suggests that a UKNUC would be highly valued and heavily used by all categories. Academics felt it would have a positive effect on their information searching, and wished to include the holdings of the British Library, and libraries of both the major research universities and the ``traditional’’ universities. They wanted it to be comprehensive and easy to use, to include locations of both books and journals, and to facilitate subject collection searching. Library staff have similar priorities to academics, although there are more variations by sector and a recognition of a UKNUC’s value as a potential source of bibliographic records

Home-based exercise rehabilitation in addition to specialist heart failure nurse care: design, rationale and recruitment to the Birmingham Rehabilitation Uptake Maximisation study for patients with congestive heart failure (BRUM-CHF): a randomised controlled trial

BACKGROUND: Exercise has been shown to be beneficial for selected patients with heart failure, but questions remain over its effectiveness, cost-effectiveness and uptake in a real world setting. This paper describes the design, rationale and recruitment for a randomised controlled trial that will explore the effectiveness and uptake of a predominantly home-based exercise rehabilitation programme, as well as its cost-effectiveness and patient acceptability. METHODS/DESIGN: Randomised controlled trial comparing specialist heart failure nurse care plus a nurse-led predominantly home-based exercise intervention against specialist heart failure nurse care alone in a multiethnic city population, served by two NHS Trusts and one primary care setting, in the United Kingdom. 169 English speaking patients with stable heart failure, defined as systolic impairment (ejection fraction ≤ 40%). with one or more hospital admissions with clinical heart failure or New York Heart Association (NYHA) II/III within previous 24-months were recruited. Main outcome measures at 1 year: Minnesota Living with Heart Failure Questionnaire, incremental shuttle walk test, death or admission with heart failure or myocardial infarction, health care utilisation and costs. Interviews with purposive samples of patients to gain qualitative information about acceptability and adherence to exercise, views about their treatment, self-management of their heart failure and reasons why some patients declined to participate. The records of 1639 patients managed by specialist heart failure services were screened, of which 997 (61%) were ineligible, due to ejection fraction>40%, current NYHA IV, no admission or NYHA II or more within the previous 2 years, or serious co-morbidities preventing physical activity. 642 patients were contacted: 289 (45%) declined to participate, 183 (39%) had an exclusion criterion and 169 (26%) agreed to randomisation. DISCUSSION: Due to safety considerations for home-exercise less than half of patients treated by specialist heart failure services were eligible for the study. Many patients had co-morbidities preventing exercise and others had concerns about undertaking an exercise programme

Praxial music education: A critical analysis of critical commentaries

Since its publication in 1995, a significant literature has developed around David J. Elliott’s praxial philosophy of music education, as explained in Music Matters: A New Philosophy of Music Education. This literature includes a range of commentaries in journals, books, edited books, and dissertations. Although Elliott has replied to some positive and negative commentaries since 1995, he has not addressed several adverse discussions by leading music education philosophers. Accordingly, we posit that there is an important gap in music education’s philosophical discourse that may cause some music education students and researchers to accept or reject important criticisms of Elliott’s praxialism without sufficient information or reflection. In this article we analyze several critiques of Elliott’s praxialism. Our discussion divides into three sections related to major topics presented in the praxial philosophy particularly and music education generally: music making, music listening and musical works, and musical values. Each section presents (a) critics’ evaluations of Elliott’s position on a given topic, and (b) Elliott’s stated position on that topic, as explained in Music Matters. Where pertinent, we consult the views of other scholars on specific topics. We end each section with brief reflections on critics’ claims, reserving our final evaluations for the concluding section