Standards in examinations: a matter of trust?

This paper is addressed to the international community of educators and educational policy makers who, it is argued, need to commit to joint research and creative action in respect of the challenge of Education for All (EFA). The first section, A Global Challenge for Teacher Development, sets out: the implications for teacher education of the Education For All agenda; the potential of new information and communication technologies (ICT) in addressing this problem; an overview of an applied research project exploring new models of teacher education using ICT in rural and resource challenged environments. In the second section Towards New Models of Professional Development, four categories of teacher professional knowledge from this model are used to interpret and explore the findings of the project and its impact on teacher knowledge and development. The paper concludes that ICT can no longer be viewed as some sort of optional pedagogic strategy available in ever increasing sophistication, as well as quantity, to only a small proportion of the world's teachers. They need to be seen as an essential aspect of teaching's cultural toolkit in the 21st century, affording new and transformative models of development that extend the nature and reach of teacher learning wherever it takes place. Such models must be experienced, shared and evaluated by educators world wide if the global commitment to achievement of the EFA targets is to become a reality.     

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

Abstract

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 < 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.     

Effect of combined carbohydrate-protein ingestion on markers of recovery after simulated rugby union match-play

Abstract

In this study, we investigated the effect of ingesting carbohydrate alone or carbohydrate with protein on functional and metabolic markers of recovery from a rugby union-specific shuttle running protocol. On three occasions, at least one week apart in a counterbalanced order, nine experienced male rugby union forwards ingested placebo, carbohydrate (1.2 g · kg body mass^?1 · h^?1) or carbohydrate with protein (0.4 g · kg body mass^?1 · h^?1) before, during, and after a rugby union-specific protocol. Markers of muscle damage (creatine kinase: before, 258 ± 171 U · L^?1 vs. 24 h after, 574 ± 285 U · L^?1; myoglobin: pre, 50 ± 18 vs. immediately after, 210 ± 84 nmol · L^?1; P < 0.05) and muscle soreness (1, 2, and 3 [maximum soreness = 8] for before, immediately after, and 24 h after exercise, respectively) increased. Leg strength and repeated 6-s cycle sprint mean power were slightly reduced after exercise (93% and 95% of pre-exercise values, respectively; P < 0.05), but were almost fully recovered after 24 h (97% and 99% of pre-exercise values, respectively). There were no differences between trials for any measure. These results indicate that in experienced rugby players, the small degree of muscle damage and reduction in function induced by the exercise protocol were not attenuated by the ingestion of carbohydrate and protein.     

Gamma heavy chain disease in a patient with rheumatoid arthritis – a laboratory evaluation

Introduction:

Heavy chain diseases (HCD) are neoplastic proliferations of B cells which secrete truncated immunoglobulin heavy chains without associated light chains. Being rare and probably underdiagnosed diseases the aim of this report is to show an additional case of gamma heavy chain disease in a 48 year old female patient with rheumatoid arthritis focusing on the laboratory presentation.

Materials and methods:

Laboratory work-up included agarose gel electrophoresis (AGE), capillary zone electrophoresis (CZE), immunofixation and nephelometrically determined immunoglobulin and immunoglobulin subclasses of the patient’s serum. Urine samples were also subjected to immunofixation and to a SDS-PAGE with consecutive immunoblot.

Results:

Nephelometrically measured elevated IgG concentrations were noted in combination with a decreased gamma globulin region and an increased beta globulin region on AGE. A definite monoclonal spike was not identified on AGE but at least suspected on CZE; finally serum and urine immunofixation demonstrated a monoclonal gamma heavy chain devoid of any corresponding light chains confirming the diagnosis of HCD. Analysis of the gamma heavy chain (HC) with means of SDS-PAGE revealed proteins of 40 kD and 80 kD most likely presenting a truncated HC in its monomeric and dimeric form and possibly leading to the failure of IgG-subclass typing with the applied IgG subclass antisera.

Conclusion:

This case report illustrates a new case of gamma HCD demonstrating variable laboratory manifestations and therefore the need for heightened awareness concerning this disease when confronted with abnormal and discrepant protein profiles in routinely applied laboratory tests.     

On pictures in educational research

A brief sketch of the last 20 years of research on instructional pictures is given with an emphasis on the effects of increasingly analytical approaches, changing conceptions, and changing research questions. Trends in recent picture research, last 10 years, are discussed in greater depth with emphasis on three groups of studies: pictures vs. pictures, pictures vs. words, and pictures plus words. Selected studies in each group are described along with recent theoretical explanations of the pictorial superiority effect and of other pictorial information processing effects. Some of the possible implications of these trends for educational research and practice are mentioned.