bluuebunny/crossref_metadata_2025_split huggingface dataset:
Global Energetics of Solar Flares. X. Petschek Reconnection Rate and Alfvén Mach Number of Magnetic Reconnection Outflows
Authors: Aschwanden Markus J. 
Published: June 2020

Abstract
We investigate physical scaling laws for magnetic energy dissipation in solar flares, in the framework of the Sweet–Parker model and the Petschek model. We find that the total dissipated magnetic energy E
diss in a flare depends on the mean magnetic field component B

f
associated with the free energy E

f
, the length scale L of the magnetic area, the hydrostatic density scale height λ of the solar corona, the Alfvén Mach number M
A = v
1/v
A (the ratio of the inflow speed v
1 to the Alfvénic outflow speed v
A), and the flare duration τ

f
, i.e.,

, where the Alfvén speed depends on the nonpotential field strength B
np and the mean electron density n

e
in the reconnection outflow. Using MDI/Solar Dynamics Observatory (SDO) and AIA/SDO observations and 3D magnetic field solutions obtained with the vertical-current approximation non-linear force-free field code we measure all physical parameters necessary to test scaling laws, which represents a new method to measure Alfvén Mach numbers M
A, the reconnection rate, and the total free energy dissipated in solar flares.
Des « impériales grecques » aux « provinciales romaines ». Un concept ancien réinventé
Authors: Amandry Michel 
Published: June 2020

Résumé : Les monnaies émises par les cités grecques à l’époque impériale étaient connues sous le vocable d’« impériales grecques ». La nouvelle terminologie adoptée – celle de monnayage provincial romain – met l’accent sur le rôle qu’ont joué ces monnayages à côté du monnayage impérial. Ce vocable unificateur recouvre toutefois des réalités diverses : monnayages locaux de cités grecques sur lesquels figure ou non un portrait impérial (dans ce cas, ces monnayages sont fréquemment appelés « pseudo-autonomes »), monnayages de ligues, de koina , de colonies ou de municipes romains.
Quelques spécificités des monnayages médiévaux. Le seigneuriage et autres innovations au temps de Philippe le Bel
Authors: Bompaire Marc 
Published: June 2020

Résumé : Parmi les spécificités monétaires valables sur l’ensemble de la période médiévale le régime de la frappe libre a influé sur l’utilisation du monnayage par les autorités émettrices à des fins essentiellement financières. Le régime de la renovatio monetae avec décri et refonte de la totalité des monnaies en circulation est rapidement évoqué et l’apparition du seigneuriage au temps de Philippe le Bel en liaison avec le développement des mutations monétaires apparaît comme une forme originale de politique monétaire affirmée comme telle.
Du monnayage au crypto-monnayage
Authors: Desmedt Ludovic , Lakomski-Laguerre Odile 
Published: June 2020

Résumé : Récemment, les procédures traditionnelles d’émission et de transfert d’instruments de paiement ont été perturbées par l’irruption des cryptomonnaies. Depuis 10 ans, la prolifération de ces circuits de règlements numériques et alternatifs attire l’attention. Nous revenons dans cet article sur l’assimilation souvent pratiquée entre les cryptomonnaies et les monnaies métalliques : après avoir évoqué les fondements idéologiques et techniques, nous exposons les raisons pour lesquelles la référence aux métaux est omniprésente. Pour finir, nous détaillons les opérations de monnayage, les processus de marquage et la question du seigneuriage.
Inventer de la monnaie pour les pauvres. Ou comment créer la monnaie fiduciaire (France, XVI e -XVII e siècle)
Authors: Jambu Jérôme 
Published: June 2020

Résumé : Jusque dans les années 1570, la monnaie, en France, contenait l’un ou l’autre des deux métaux précieux, or ou argent. L’augmentation de leur prix ne permettant plus de produire de petites espèces, on inventa la monnaie de cuivre qui, au regard du prix du métal, ne valait intrinsèquement pratiquement rien et doit être considérée comme la première monnaie fiduciaire du royaume. Les piécettes de quelques deniers qui furent créées au cours des xvi e et xvii e siècles répondaient officiellement à un besoin : l’aumône aux pauvres qui souffrait du manque de numéraire, comme les petits échanges quotidiens. En réalité, elles devinrent un produit financier qui déséquilibra le bimétallisme.
Disaster Aftermath Interprofessional Simulation: Promoting Nursing Students' Preparedness for Interprofessional Teamwork
Authors: Glauberman Gary H.R. , Wong Lorrie C.K. , Bray Michele L. , Katz Alan R. 
Published: June 2020

Background:
Nurses are members of interprofessional cadres of health care professions with vital roles as disaster shelter volunteers and leaders for recovery efforts. Nurses must be equipped with the skills needed to care for communities postdisaster. Providing students with opportunities to engage in interprofessional simulated disaster experiences is an effective method for preparing them to work in leadership roles during disasters. This article describes a case study in the use of simulation to enhance health care students' knowledge and interprofessional collaboration roles in disaster management.

Method:
The Disaster Aftermath Interprofessional Simulation (DAIS) tabletop exercise was developed by nursing and public health faculty.

Results:
Students prioritized health interventions and investigated a foodborne outbreak in an emergency shelter. Students applied knowledge from their respective disciplines, collaborating to develop plans to protect populations.

Conclusion:

The DAIS is an innovative method for preparing nursing students to work as interprofessional team members in disaster response and recovery.

[
J Nurs Educ
. 2020;59(6):353–356.]
Flavonoid concentration in milling fractions of Tartary and common buckwheat
Authors: Vombergar Blanka , Škrabanja Vida , Germ Mateja 
Published: June 2020

Common buckwheat (Fagopyrum esculentum Moench) and Tartary buckwheat (F. tataricum Gaertn.) samples were used in milling, sieving and analysing experiments. Flavonoids were analysed in buckwheat samples, in milling and sieving fractions and after the contact of flour particles with water, to simulate conditions in dough.
In Tartary buckwheat, there was even more than 100-times higher content of flavonoids flour in comparison to respective fractions of common buckwheat flour. The highest concentration of flavonoids in milling fractions of Tartary buckwheat flour (granulation over 100 |im up to including 1000 |im) was established as 3.5-4.5% flavonoids/DM.
Immediately after the direct contact of flour particles of common and Tartary buckwheat with water the apparent concentration of flavonoids rose (even for 100% or more) in the first 5-30 minutes of contact. After one hour, due to the degradation of flavonoids, their concentration decreased. Concentration of flavonoids are after 24 hours of contact of flavonoids with water in all milling fractions lower in comparison to the value after first 5 minutes of contact with water.
Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time
Authors: Potteiger Kelly , Brown Christopher David , Kahanov Leamor 
Published: June 2020

Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise.
Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model.
Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace.
Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum.
Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation.
Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored.
Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
The Nature of Coupling with Intercollegiate Athletic Departments: Undergraduate Atheletic Training Education Program Directors' Perceptions
Authors: Roiger Trevor C. , Card Karen A. 
Published: June 2020

Context: Coupling theory, based on a tight-loose continuum, describes the nature of a connection, relationship, or interaction between entities. Understanding the nature of an ATEP's relationship with intercollegiate athletic departments is important to their growth and responsiveness to environmental change.
Objective: To determine program directors' general perceptions of coupling, as well as perceptions of coupling relative to personnel, physical resources, and financial resources.
Design: Descriptive, exploratory.
Setting: CAATE accredited undergraduate ATEPs.
Participants: The participants were 151 program directors from CAATE accredited undergraduate ATEPs.
Data Collection and Analysis: Program directors were queried regarding their perceptions of coupling between the ATEP and the host institution's athletic department relative to 5 subscales: general perceptions, personnel, equipment, facilities, and financial resources.Descriptive statistics were used to provide institutional and program director profiles. Composite means were used to determine the perceived degree of coupling relative to the 5 subscales. ANOVA (post-hoc analysis, p &lt; 0.05) and independent paired samples t tests determined differences in program directors' perceptions of coupling based on individual and institutional characteristics.
Results: Program directors perceived moderate generalized, equipment, and personnel coupling, and slight coupling relative to facilities and financial resources. Significant differences were related to years of program direction experience, role orientation, institutional athletic affiliation, school or college affiliation, and funding source.
Conclusions: Program directors perceive a tighter degree of generalized coupling than coupling specific to equipment, facilities, personnel, or financial resources. Institutional and program director characteristics may influence perceptions of coupling.
Leadership is Positively Related to Athletic Training Students' Clinical Behaviors
Authors: Kutz Matthew R. 
Published: June 2020

Context: Leadership development by health professionals positively affects patient outcomes.
Objective: To 1) determine if there is any relationship between demonstrated leadership behaviorsandclinical behaviors among entry-level AT students (ATS); 2) to explore if the level of leadership behavior changes between ATS level; and 3) to determine if preceptors and students rate leadership and clinical behaviors differently.
Design: Non-parametric quantitative, non-experimental exploratory.
Setting: Assessments of ATS in an entry level undergraduate AT education program.
Participants: Preceptors and Athletic Training Students.
Main Outcome Measures: Archived AT Student Leadership and Clinical Skills Evaluations (ATSLCSE) were analyzed from 2008 to 2010. After the ATSLCSE was assessed for internal consistency and validity, Spearman rho correlations were use to measure the relationship between leadership and clinical behaviors, Mann-Whitney U tests to measure differences between gender and preceptor and ATS ratings, and Kruskal-Wallistests to assess the differences between ATS levels.
Results: ATSLCSE had satisfactory internal consistency (α = .91), with criterion-related predictive validity established with correlations ranging from r=.61 to .83(p&lt;.01). The data showed a positive relationship between leadership and clinical behaviors(r = .80,P&lt;.01),significant differences in clinical behaviors and demonstrates leadership behaviors between ATS levels (χ2(2, N=442)=24.66, P=&lt;.001 and χ2(2, N=442)=41.00, P=&lt;.001, respectively), that preceptors rated students'clinical behaviors higher than the students rated themselves (U=20924.500, Z=−.2.424, P=.015),and that females had higher attendance than males (U = 21095.000, Z =−2.08, P=.037).
Conclusions: Leadership has a positive relationship to clinical behaviors, with demonstrated behaviors increasing as the ATS progressed through the program. There was also a significant difference between preceptorand student ratings in terms of the students' clinical behaviors. Therefore, educators should consider leadership an important aspect of clinical preparation.
Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter
Authors: Paloncy Kristin Ann 
Published: June 2020

Context
Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed.

Objective
The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance.

Design
Quantitative quasi-experimental cohort design with repeated measures study.

Patients or Other Participants
Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest.

Intervention(s)
Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation.

Main Outcome Measure(s)
Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware.

Results
There was a statistically significant interaction between groups (F1,10 = 18.70, P &lt; .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05).

Conclusions
The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.
Applying Brain-Based Learning Principles to Athletic Training Education
Authors: Craig Debbie I. 
Published: June 2020

Objective: To present different concepts and techniques related to the application of brain-based learning principles to Athletic Training clinical education.
Background: The body of knowledge concerning how our brains physically learn continues to grow. Brain-based learning principles, developed by numerous authors, offer advice on how to facilitate learning in students. Implementing these principles into clinical instruction lessons, whatever the instructional strategy being used, may potentially increase the retention of student knowledge and their ability to transfer that knowledge to different contexts.
Description: A review of brain-based learning literature was conducted through searches in Medline, ERIC, SPORTDiscus, and DAI. Common themes from the literature are described. Concepts to use when creating lessons and examples of techniques are then presented to aid the athletic training instructor in implementing some of the brain-based learning principles in clinical education. Examples using different athletic training proficiencies are offered.
Application: The profession of athletic training lends itself well to many of the brain-based learning principles. Specifically, the clinical education component of athletic training education is full of possibilities for incorporation of these principles. Many techniques are offered to enhance the athletic training instructor's ability to facilitate student learning through thoughtful incorporation of brain-based learning principles.
Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning
Authors: Peer Kimberly S. 
Published: June 2020

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs.
Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement.
Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings.
Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.
Defining, Valuing, and Teaching Clinical Outcomes Assessment in Professional and Post-Professional Athletic Training Education Programs
Authors: Snyder Alison R. , Valovich McLeod Tamara C. , Sauers Eric L. 
Published: June 2020

Objective: To provide a basic introduction for athletic training educators about the importance of clinical outcomes measures and to recommend strategies for implementing clinical outcomes assessment education in professional and post-professional athletic training education programs.
Background: Outcomes is a frequently used term amongst healthcare professionals; in the contexts of both education and clinical practice. Clinical outcomes assessment refers to the end result of healthcare services taking into account the patient's experiences and expectations. Clinical outcomes assessment education and implementation are critical to the successful implementation of evidence-based practice in athletic training.
Description: Clinical outcomes assessments are categorized as either clinician- or patient-based measures. Clinician-based measures are often referred to as objective measures and include things such as range of motion (ROM) and strength, whereas patient-based measures are obtained via questionnaires and interviews that address the patient's perspective on his/her health status. Athletic training education programs should incorporate instruction on the use of both types of measures into their curricula.
Clinical Advantages: Educating athletic training students to use clinical outcomes assessment will enable students to practice patient-centered care and provide them with an understanding of how to critically evaluate the evidence to determine optimal patient care. In addition, efforts to educate athletic training students about clinical outcomes assessment may support more widespread implementation of outcomes data collection and strengthen collaborations between clinicians and researchers to determine the effectiveness of athletic training clinical practice.
Four-Corner Model for Curricular Development in Athletic Training Education
Authors: Kutz Matthew , Scialli Joan 
Published: June 2020

Objective: To present a model for an educational continuum that identifies entry-level to advance practice competencies and content for athletic training education.
Background: Specific degree-level purposes within the context of higher education, in conjunction with professional needs should be addressed in athletic training education. Post-certification (graduate) programs in athletic training should offer increased depth of knowledge and prepare students as clinical experts, scholars, and leaders. To this end, curricular content, based on the athletic training job analysis (i.e., Role Delineation Study), institutional missions, and degree-level specific purposes need to be considered.
Description: Graduate athletic training education programs are primarily left to the purview of individual institutions. Using existing curricular development models (i.e., DACUM model and participatory approach) and predictive methods (i.e., Delphi Technique) within the context of higher education, athletic training educators can identify specific competencies and associated content. Then educators can determine the levels of importance of those competencies and content according to the types of athletic training education.
Clinical advantages: The proposed framework does not violate institutional and faculty autonomy, but helps to delineate important content for development in graduate athletic training education.