The effect of playing formation on high-intensity running and technical profiles in English FA Premier League soccer matches

The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance.     

‘Sitting on embers’: a phenomenological exploration of the embodied experiences of inclusion of newly arrived students in Sweden

What can we learn from and with the body in order to understand more about the (lived) experiences of newly arrived students in schools? This question has hitherto been given little attention in relation to the field of migration and education. Using the perspective of Ahmed's critical feminist phenomenology, this article aims to explore the embodied experiences of the different contexts that newly arrived students encounter in a rural monolingual school in Sweden. The empirical data are based on participant observation conducted in introductory and mainstream classrooms, as well as interviews undertaken with newly arrived students during a year of fieldwork. The findings of our study show how close attention to newly arrived students' embodied experiences can help to dispel prevailing myths surrounding inclusion, bringing to light thereby how the current lived conditions of inclusion in fact carry with them lines of exclusion.     

Twenty years behind bars: reading aloud in Prison Reading Groups

ABSTRACT

This article describes some of the methodology, practice and effect of reading groups run by Prison Reading Groups (PRG), which currently operates in 60 prisons across the UK, and is supported by the charity Give A Book. Groups choose what they want to read together and how they will read it. Reading aloud can aid literacy as well as being a force for collaboration and pleasure. Poetry can thrive in this environment, despite initial wariness, and Shakespeare has found some new and enthusiastic readers.     

White on White: Researcher Reflexivity and the Logics of Privilege in White Schools Undertaking Reform

I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we be able to begin to dismantle it. Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of race on research and teaching.     

Report of a trial with lyophilised QC sera in the CMCH/ACBI EQAS programmes in India

2000 vials of lyophilized QC of two different levels (low and high) were donated by Roche Diagnostics GmbH, through the IFCC and received by CMCH in June 2001. A total of 240 la boratories were enrolled for this 6 month pilot study. In addition to the 12 analytes in the liquid QC programme, six additional analytes, LDH, triglyceride, urate, total bilirubin, phosphate and amylase were included. It was also possible to measure sodium and potassium by ion selective electrode (ISE) methods in the QC for the first time. The performance of the laboratories for the existing 12 analytes using liquid stabilized QC was compared to the performance using lyophilized QC. Using a statistical comparison of the methodwise mean variance index score (MVIS) values, five assays viz glucose, albumin, cholesterol, and SGOT and SGPT performance was the same in liquid QC and lyophilized QC. Three assays viz urea, calcium and creatinine were significantly better, and 4 assays total protein, sodium, potassium and ALP were significantly worse. However the overall VIS (OMVIS) for the laboratories was the same and the ranking pattern of this 6 month OMVIS was also unaltered. The lyophilized QC scheme highlighted a negative bias between flame and ISE methods for sodium and potassium, and a definite standardization problem in reporting LDH and amylase results, but triglyceride, urate and total bilirubin assays were performing well. It was concluded that the introduction of lyophilized QCs will not cause any deterioration of performance to participating laboratories. Stability of the material seems to be good and the laboratories are generally using a good reconstitution technique.     

Interference in autoanalyzer analysis

This paper presents certain simple procedures for assessing the most common types of interference, due to haemolysis, icterus or lipaemic serum in 19 routine Clinical Chemistry tests and suggests steps to overcome the problem in some tests. A change in the measured concentration, to be analytically significant, had to exceed 2.8 X % coefficient of variation (cv) of the intra-assay analytical variation of each assay. Haemolysis caused interference in 10 of the 19 assays investigated. A haemolysate haemoglobin concentration of 0.29 g/dl, visible to the eye, caused an analytically significant increase in creatinine kinase MB subunit (CKMB), lactate dehydrogenase (LDH), total protein, triglyceride, uric acid and urea, and a significant decrease in alkaline phosphatase (ALP), and total bilirubin. A higher concentration of haemoglobin (0.68 g/ dl) caused an additional significant increase in CK, and a decrease in direct bilirubin. Addition of bilirubin caused interference in all the peroxidase linked reactions as well as in the creatinine assay. At a serum concentration of 5.2 mg/dl it caused a decrease in creatinine, glucose, triglyceride and uric acid. At a higher concentration (15.9 mg/dl) it also decreased cholesterol. Lipaemia interference affected the least number of assays. An added triglyceride of 537–561 mg/dl caused an increase in glucose, uric acid, and amylase. At a level of 1122 mg/dl it also increased CKMB, and at a value of 2244 mg/dl it increased total and direct bilirubin. At the highest levels of haemolysis and lipaemia, the serum glutamate oxaloacetate transaminase (GOT) and giutamate pyruvate transaminase (GPT) gave erratic results. Overall uric acid and CKMB were the analytes most susceptible to interference, while serum caicium and phosphate did not suffer from any. The interference depends on the exact assay conditions used and the susceptibility of each individual laboratory's tests should be determined by them. The reasons for the interferences described are discussed.     

Do new information and communications technologies have a role to play in the achievement of education for all?

Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community.     

Students' perfectionistic profiles: Stability,change, and associations with achievement goal orientations

In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role.     

Drivers of learning for the low skilled

The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy.