Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

     

I agree to sit next to you. Does that mean I like you? Measuring using the wrong tapeline – the lack of ‘Social Distance’ measures for inclusive school development and research – a review of the literature

This review provides an overview of definitions and measurements of ‘Social Distance’ and attitudes children without disabilities carry towards children with disabilities. Measures include explicit and implicit approaches but clearly, the ‘Bogardus Social Distance Scale’ (A Social Distance Scale, 1933, 14 May 2014) is the most used scale in research, yet it is outdated. For a deeper look into what impacts children's ‘Social Distance’ in inclusive school settings and in order to find measurable constructs, relevant attitude questionnaires are discussed. To bring long‐used measures and attitudes together, a comprehensive model of ‘Social distance’ is introduced. This model integrates the classical view on ‘Social Distance’ as interaction willingness with feelings associated with this interaction and includes attitudes children carry towards individuals and towards the group the interaction partner is believed to belong to. In summary, this paper shows the need for a more comprehensive and precise measure on how school children really engage with one another.     

The Appraisement of Antioxidant and Oxidant Status in Women Undergoing Surgical Menopause

The present study was undertaken to study the impact of surgical menopause on oxidant and antioxidant status in relation to estrogen levels after 3 months of surgery. Total 130 women who had undergone total hysterectomy (TH) with or without bilateral salpingo-oophorectomy (BSO) were included in this study. The oxidant status was assessed by measuring plasma levels of malondialdehyde and antioxidant status was assessed by measuring superoxide dismutase, catalase, glutathione, glutathione peroxidase, estrogen, and Vitamin A, E and C levels. The malondialdehyde level was significantly increased (p < 0.05) in all women who underwent TH with or without BSO. Significant increased levels of superoxide dismutase were observed in women who underwent TH with BSO. The blood glutathione levels were significantly decreased in women after TH only but significantly increased in women who had undergone TH with BSO. The levels of estrogen, vitamin E and vitamin C were significantly decreased in women who underwent TH with BSO. The catalase, GPx and vitamin A did not differ significantly in all groups. The result suggests that surgical menopause is associated with oxidative stress which reiterates the fact that ovaries retain some function even after menopause.     

Match-related fatigue reduces physical and technical performance during elite rugby league match-play: a case study

Abstract

This study examined the influence of match-related fatigue on physical and technical skill performance in ball playing positions at two different levels of rugby league competition. Time-motion analyses were performed using global positioning systems from 6 elite National Rugby League (NRL) and 11 junior elite National Youth Competition (NYC) players from 45 matches. A standardised 5-point technical coding criteria was used to qualitatively assess skill involvements during match-play. The distance travelled in the 0–5 and 40–45 min period were significantly higher compared to the 30–35, 35–40, 70–75 and 75–80 min periods (P < 0.001). Skill rating and involvements were higher in the 0–5 and 40–45 min compared to 70–75 and 75–80 min periods (P < 0.001 and P < 0.001, respectively).There was no significant difference in the number of physical collisions between the 5-min periods (P = 0.051). Following the peak 5-min bout of exercise intensity there were reductions in distance (P < 0.001), quality of skill involvements (P < 0.001), number of involvements (P < 0.001) and collisions (P < 0.001). Elite NRL and NYC “ball players” exhibit reductions in physical performance towards the end of matches and following brief periods of intense exercise. There also appears to be a reduction in technical performance for NRL and NYC ball players, which may be attributable to match-related fatigue.     

A systematic review on test anxiety in children and young people with learning difficulties

This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the systematic search. It was found that CYP with learning difficulties can experience test anxiety. There are a variety of internal and external factors which have an interactional relationship with test anxiety. A model was developed to illustrate these factors including characteristics of tests, perceptions of support, self-belief and cognition and learning skills. This can be used to explore potential reasons for test anxiety in CYP with learning difficulties and to provide subsequent support.