Activity profile and physiological demands of top-class soccer assistant refereeing in relation to training status

To determine the movement patterns and physiological demands of top-class soccer assistant referees, we performed computerized time-motion analysis and measured heart rate and blood lactate concentration in 15 assistant referees during 22 competitive matches in the top Danish league. To relate match performance to the physical capability of the assistant referees, they performed a 3 x 30 m sprint protocol before and after matches and a laboratory treadmill test within 3 weeks of the games. The mean total distance covered by the top-class assistant referees was 7.28 (range 5.78-8.16) km, of which 1.15 (0.86-1.44) km was high-intensity running and 1.16 (0.12-2.34) km was sideways running. The amount of high-intensity running during a game was correlated with performance of repeated sprints (r = 0.80, P < 0.05). Mean heart rate was 137 (117-159) beats x min(-1), corresponding to 73% (60-88%) of maximal heart rate and 65% (53-80%) of maximal oxygen uptake. Blood lactate concentration was 4.7 (1.6-11.0) and 4.8 (1.1-13.7) mmol x 1(-1) after the first and second half, respectively. Sprinting performance was poorer (P < 0.05) after than before the games. The peak distance to the offside line was greater (P < 0.05) in the second than the first half (7 +/- 1 vs 5 +/- 0 m). Our results show that: (1) top-class assistant soccer refereeing is characterized by brief intense bouts of forward and sideways running interspersed with long periods of low activity; (2) top-class soccer assistant referees have moderate aerobic energy production during games with episodes of high aerobic and anaerobic energy turnover; (3) assistant referees' performance of repeated sprints correlates with the amount of high-intensity running performed in a game; and (4) sprint performance decreases towards the end of a game, which appears to affect assistant referees' ability to keep up with play.     

Genauigkeit von Aufwandssch?tzungen in Reengineering-Projekten – Erfahrungen aus einer Sprachumstellung von Assembler nach COBOL

Die Sch?tzung des Aufwands für die Erstellung oder die überarbeitung von grossen Softwaresystemen stellt immer noch ein betr?chtliches Risiko dar. Dieses versch?rft sich noch weiter, wenn wie im vorliegenden Fall das Projekt auf Festpreisbasis, d.h. ohne M?glichkeit zu Budgetnachforderungen w?hrend des Projekts selbst, abzuwickeln ist. Dieser Beitrag beschreibt die Erfahrungen mit der Sch?tzung und vor allem der Nutzung der detailliert ermittelten Produktivit?tsmasse in einem grossen Konversionsprojekt, bei dem 350 Assembler-Programme aus dem Wertpapierbereich einer Bankorgansiation mit unver?nderter Funktionalit?t nach COBOL zu konvertieren waren. Dabei wurden w?hrend des Projekts die bereits vorliegenden Produktivit?tszahlen genutzt, um neben einer weiteren Optimierung der Verfahren und Abl?ufe auch die Sch?tzung bez. der noch zu bearbeitenden Arbeitspakete weiter zu verbessern. Es hat sich auch in diesem Projekt gezeigt, dass auch einfachere Sch?tzans?tze tragen, wenn sie denn auf den Erfahrungen der eigenen Projektorganisation basieren. Allgemeine algorithmische Ans?tze sind zwar als grober Anhaltspunkt brauchbar, ersetzen aber nicht die eigenen Zahlenbasen. Diese in jedem Projekt immer wieder konsequent und detailliert zu ermitteln, bleibt die vorrangige Aufgabe zur Unterstützung der Sch?tzung weiterer Projekte.     

Body_machine? Encounters of the human and the mechanical in education,industry and science

This paper unveils the body_machine as a key element of dynamic mental maps that have come to shape both educational praxis and research. It traces and analyses instances in which the human and the mechanical encountered each other in metaphorical, material and visual forms, thereby blurring to some extent the boundaries between them while capturing and mobilising specific forms of knowing and acting. The paper studies, first, how certain ‘orienting frames of reference’ and associated ‘experimental systems’ managed to materialise around the body_machine and penetrate theory and praxis; and, second, what visual and textual sources related to a vocational school may reveal about where and how the body_machine has come to operate in education, industry and science. The paper centres on early twentieth-century photographs and analyses these not only as media presenting, representing and interrogating common thought and practice but also as agents of meaning-making around the body_machine.     

Professional field in the accreditation process: examining information technology programmes at Dutch Universities of Applied Sciences

In this paper, we analyse 53 Dutch accreditation reports in the field of information technology to assess the mechanisms of the reported involvement of the professional field in the undergraduate programmes of universities of applied sciences. The results of qualitative content analysis reveal a coupling effect in reporting on mechanisms of interaction. Although the involvement of the professional field is tightly coupled with the undergraduate programmes at universities of applied sciences at the strategic level, there is an under-representation of university-industry interaction on an operational level, which suggests the need to explore the actual interaction taking place between the professional field and the programmes. Simultaneously, our results indicate that accreditation reports are not able to provide a holistic picture of professional field engagement in the curriculum of undergraduate programmes at the operational level, which questions their role in acknowledging the role of industry in shaping and achieving intended learning outcomes. Perhaps policymakers should consider introducing other tools or standards for addressing the outcome of the engagement and the responsiveness of the programmes at universities of applied sciences to the professional field.     

A Competence-Oriented Approach to Models and Modelling in Lower Secondary Science Education: Practices and Rationales Among Danish Teachers

A new science curriculum, with a significant emphasis on modelling, was recently adopted in Danish lower secondary education. The theoretical intentions behind the new curriculum include substantial changes to how teachers should address models and modelling in their practice. The purpose of this study is to analyse the alignment between the intentions and arguments for integrating models and modelling into science education, on the one hand, and teachers’ practices and rationales for integrating models and modelling into their teaching practice, on the other. First, this study outlines a theoretical competence-oriented modelling framework. This framework describes what kind of knowledge and practice of models and modelling needs to be integrated into teaching to accomplish a competence-oriented approach in this regard. Second, against the background of this framework, we conducted an empirical study of three teacher-teams’ talk about modelling and their practice of integrating models and modelling in their teaching. Our findings suggest that the participating teachers’ practices and rationales for integrating models and modelling into their teaching are characterised by a product-oriented approach that is not well aligned with competence-oriented teaching. Finally, we provide ideas for improving the alignment between theoretical intentions and teachers’ practice, targeted at science educators and curriculum designers.

     

Nullifying quality: the marketisation of higher education

The increasing dominance of educational markets means that quality of higher education has the character of open signifiers of periodic occurrence, embedded institutionally as ways of consensual communication on how to go on as smoothly as possible. This promotes the growth of context dependent and local interpretations of how to meet in agreement regarding quality in everyday practices. All interpretations are contextualised and as a result are nullified outside the context in which they occur. Discourses on quality promote flexibility and create periodic legitimacy through discursive nullification processes. On the other hand, institutions have to adopt standards in education as a measure of outcome indicators for benchmarking. When quality is replaced by standards and if standards are equivalent to labour market relevance this might signal the beginning of overall external control over higher education. In the long run it will hardly benefit educational programmes if institutions of higher educations fail to ‘stand for’ quality that, in the very least, can supplement the fulfilment of politically determined targets and standards. In this way the market will have not only graduates who are going into employment but also engaged citizens who can transform and challenge the market.     

The industrial dynamics of Open Innovation—Evidence from the transformation of consumer electronics

This paper addresses how the Open Innovation concept, as recently coined by Henry Chesbrough, can be analyzed from an industrial dynamics perspective. The main proposition of the paper is that the specific modes in which different companies manage Open Innovation in regard to an emerging technology reflect their differential position within the innovation system in question, the nature and stage of maturity of the technological regime, and the particular value proposition pursued by companies. The proposition is analyzed through an in-depth study of the current transformation of sound amplification from linear solid state technology to switched or digital technology within the consumer electronics system of innovation. The analysis especially addresses the complex interplay between technology entrepreneurs and incumbents, and demonstrates that Open Innovation sometimes has to be conducted under conditions of high transaction costs.     

The making of scientific butter: injecting scientific reasoning into agriculture

Both Danish and English agriculture underwent fundamental restructuring during the second half of the 19th century, and in both cases the dairy sector made great advances. However, the two agricultural industries differed in aims and strategies, and crucially in the extent to which new technologies and scientific methods were implemented. Economic historical analysis is insufficient to explain why the Danish and English dairy industries developed in different ways, and how Danish butter achieved success in the competitive English market. However, with a focus on the role of science and a scientific understanding of the development of these two dairy industries, all becomes clear.     

Pre-service Physics Teachers and Conceptual Difficulties on Temperature and Heat

In this article the ‘lesson preparation method’ was used to investigate pre-service teachers’ pedagogical content knowledge, in particular their knowledge of pupils’ conceptual difficulties on temperature and heat. A relation is found between the conceptual difficulties pre-service teachers expect their pupils to have and the conceptual difficulties they themselves have or have had. The discussion considers what pedagogical content knowledge teacher educators should include in the initial or inservice teacher education curriculum.     

Software-Sicherheitsprüfung mit VALSOFT

Zusammenfassung. Die Physikalisch-Technische Bundesanstalt mu? alle eichpflichtigen Me?ger?te prüfen. Da heute fast jedes Me?ger?t durch Software gesteuert wird, mu? sichergestellt werden, da? der Datenpfad vom Sensoreingang zur Anzeige (Eichpfad) nicht durch externe Faktoren beeinflu?t werden kann. Das VALSOFT-Werkzeug erkennt, analysiert und visualisiert Beeinflussungen der Eichpfade. Grundlage der Analyse sind Program-Slicing und Constraint-Solving. Zu beliebigen Programmpunkten (z. B. Me?wertausgaben) k?nnen diejenigen Anweisungen bestimmt werden, die diesen Punkt beeinflussen (sog. Slice). Zus?tzlich k?nnen genaue Bedingungen berechnet werden, unter denen verd?chtige Datenflüsse stattfinden (sog. Pfadbedingungen). Anwendungen in anderen sicherheitskritischen Bereichen sind ohne weiteres m?glich. Eingegangen am 3. November 1998 / Angenommen am 23. M?rz 1999