Manchester Metropolitan University

About: Manchester Metropolitan University is a education organization based out in Manchester, Manchester, United Kingdom. It is known for research contribution in the topics: Population & Context (language use). The organization has 5435 authors who have published 16202 publications receiving 442561 citations. The organization is also known as: Manchester Polytechnic & MMU.

Can angiogenesis be exploited to improve stroke outcome? Mechanisms and therapeutic potential.

Abstract: Recent developments in our understanding of the pathophysiological events that follow acute ischaemic stroke suggest an important role for angiogenesis which, through new blood vessel formation, results in improved collateral circulation and may impact on the medium-to-long term recovery of patients. Future treatment regimens may focus on optimization of this process in the ischaemic boundary zones or 'penumbra' region adjacent to the infarct, where partially affected neurons exposed to intermediate perfusion levels have the capability of survival if perfusion is maintained or normalized. In this review, we present evidence that angiogenesis is a key feature of ischaemic stroke recovery and neuronal post-stroke re-organization, examine the signalling mechanisms through which it occurs, and describe the therapeutic potential of treatments aimed at stimulating revascularization and neuroprotection after stroke.

The role of effort in influencing the effect of anxiety on performance : testing the conflicting predictions of processing efficiency theory and the conscious processing hypothesis

Abstract: The aim of this study was to test the conflicting predictions of processing efficiency theory (PET) and the conscious processing hypothesis (CPH) regarding effort's role in influencing the effects of anxiety on a golf putting task. Mid-handicap golfers made a series of putts to target holes under two counterbalanced conditions designed to manipulate the level of anxiety experienced. The effort exerted on each putting task was assessed though self-report, psychophysiological (heart rate variability) and behavioural (pre-putt time and glances at the target) measures. Performance was assessed by putting error. Results were generally more supportive of the predictions of PET rather than the CPH as performance was maintained for some performers despite increased state anxiety and a reduction in processing efficiency. The findings of this study support previous research suggesting that both theories offer useful theoretical frameworks for examining the relationship between anxiety and performance in sport.

Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice

Abstract: This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts.