The new production of legitimacy: STI policy discourses beyond the contract metaphor

Science, technology and innovation (STI) policy is borne by a set of historically contingent concepts, models, and metaphors. From around 1950 to 1980, its language was dominated by the contract metaphor and the linear model of innovation, both of which have catered for beliefs in stability, orderliness, and distinct social roles for scientists and policymakers. While prominent new models of the 1990s (mode 2, post-normal science, triple helix) had challenged the old contract metaphor, they remained experts’ brainchildren. After 2000, in contrast, we observe the emergence and pluralization of several new and powerful concepts. Building on conceptual history and cognitive linguistics, we analyze three of these new concepts: “frontier research,” “grand challenges,” and “responsible research and innovation” (RRI). Whereas the “frontier” and “grand challenges” convey many layered historical meanings, a distinct metaphorical appeal, and have become popularized beyond expert’s communities, the RRI discourse, though the most ambitious one, has not yet shaken off its roots in the bureaucratic structures of the European Commission. Finally, we discuss which conceptual and metaphorical properties enable the career of STI policy discourses in the 21st century.     

Activity and recovery cycles and skill involvements of successful and unsuccessful elite rugby league teams: A longitudinal analysis of evolutionary changes in National Rugby League match-play

We investigated changes in activity and recovery cycles and skill involvements: (1) during National Rugby league (NRL) match-play from 2004 to 2014 and (2) among successful and unsuccessful teams over the same period. Teams were divided into 4 tiers according to final ladder position: (A) 1st–4th, (B) 5th–8th, (C) 9th–12th and (D) 13th–16th. Total, mean and maximum ball-in-play time decreased, while recovery time increased from 2004 to 2014. Offensive and defensive skill involvements changed differentially over time with moderate to large reductions in the number of play-the-balls, offloads and missed tackles, and moderate to large increases in the number of passes, tackles made and ineffective tackles. The gap between Tier A and Tier D decreased for mean activity time and the proportion of short (<45 s) ball-in-play periods. Conversely, the gap between Tier A and Tier D increased for skill involvements, with Tier A completing more play-the-balls, and Tier D performing a greater number of offloads, and total, missed and ineffective tackles. Our results demonstrate the decreasing ball-in-play demands of NRL competition over 11 seasons. However, our data also highlight the narrowing gap in ball-in-play demands, and increasing gap in skill involvements between the top tier and bottom tier teams.     

Carbohydrate intake and training efficacy – a randomized cross-over study

Carbohydrate (CHO) availability during endurance exercise seems to attenuate exercise-induced perturbations of cellular homeostasis and might consequently diminish the stimulus for training adaptation. Therefore, a negative effect of CHO intake on endurance training efficacy seems plausible. This study aimed to test the influence of carbohydrate intake on the efficacy of an endurance training program on previously untrained healthy adults. A randomized cross-over trial (8-week wash-out period) was conducted in 23 men and women with two 8-week training periods (with vs. without intake of 50g glucose before each training bout). Training intervention consisted of 4x45 min running/walking sessions/week at 70% of heart rate reserve. Exhaustive, ramp-shaped exercise tests with gas exchange measurements were conducted before and after each training period. Outcome measures were maximum oxygen uptake (VO_2max) and ventilatory anaerobic threshold (VT). VO_2max and VT increased after training regardless of CHO intake (VO_2max: Non-CHO 2.6 ± 3.0 ml*min^?1*kg^?1 p = 0.004; CHO 1.4 ± 2.5 ml*min^?1*kg^?1 p = 0.049; VT: Non-CHO 4.2 ± 4.2 ml*min^?1*kg^?1 p < 0.001; CHO 3.0 ± 4.2 ml*min^?1*kg^?1 p = 0.003). The 95% confidence interval (CI) for the difference between conditions was between +0.1 and +2.1 ml*min^?1*kg^?1 for VO_2max and between ?1.2 and +3.1 for VT. It is concluded that carbohydrate intake could potentially impair the efficacy of an endurance training program.     

Effects of inter-limb asymmetries on physical and sports performance: a systematic review

The prevalence of inter-limb asymmetries has been reported in numerous studies across a wide range of sports and physical qualities; however, few have analysed their effects on physical and sports performance. A systematic review of the literature was undertaken using the Medline and SPORT Discus databases, with all articles required to meet a specified criteria based on a quality review. Eighteen articles met the inclusion criteria, relating participant asymmetry scores to physical and sports performance measures. The findings of this systematic review indicate that inter-limb differences in strength may be detrimental to jumping, kicking and cycling performance. When inter-limb asymmetries are quantified during jumping based exercises, they have been primarily used to examine their association with change of direction speed with mixed findings. Inter-limb asymmetries have also been quantified in anthropometry, sprinting, dynamic balance and sport-specific actions, again with inconsistent findings. However, all results have been reported using associative analysis with physical or sport performance metrics with no randomised controlled trials included. Further research is warranted to understand the mechanisms that underpin inter-limb differences and the magnitude of performance changes that can be accounted for by these asymmetries.     

Adapting,correcting and sequencing movements: does working-memory capacity play a role?

Interest in the role of working-memory capacity in everyday abilities has recently extended to the acquisition of motor skills. This review article examines the role of working-memory capacity in two areas of motor skill acquisition: (1) adapting and correcting movements in response to errors, and (2) sequencing movement patterns. Across a number of studies it was evident that individuals with low or underdeveloped working-memory capacity experienced diminished learning when the practice contexts placed high demands on working memory. Verbal working-memory capacity was associated with the ability to correct movement errors, while several studies revealed the importance of spatial abilities, including spatial working-memory capacity, when learning movement adaptations. Visuo-spatial working-memory capacity correlated with movement sequence learning, either explicitly or implicitly, but old age affected this relationship. Despite these correlations, however, our understanding of the relationship between working-memory capacity and motor skill acquisition is clouded by inconsistent results and a reliance on correlational analyses. To extend understanding of the role of working-memory capacity in motor skill acquisition, researchers should seek to explore novel experimental paradigms that bear closer resemblance to everyday tasks.     

Science of rugby league football: a review

The purpose of this paper is to provide a comprehensive review of the science of rugby league football at all levels of competition (i.e. junior, amateur, semi-professional, professional), with special reference to all discipline-specific scientific research performed in rugby league (i.e. physiological, psychological, injury epidemiology, strength and conditioning, performance analysis). Rugby league football is played at junior and senior levels in several countries worldwide. A rugby league team consists of 13 players (6 forwards and 7 backs). The game is played over two 30 - 40 min halves (depending on the standard of competition) separated by a 10 min rest interval. Several studies have documented the physiological capacities and injury rates of rugby league players. More recently, studies have investigated the physiological demands of competition. Interestingly, the physiological capacities of players, the incidence of injury and the physiological demands of competition all increase as the playing standard is increased. Mean blood lactate concentrations of 5.2, 7.2 and 9.1 mmol . l(-1) have been reported during competition for amateur, semi-professional and professional rugby league players respectively. Mean heart rates of 152 beats . min(-1) (78% of maximal heart rate), 166 beats . min(-1) (84% of maximal heart rate) and 172 beats . min(-1) (93% of maximal heart rate) have been recorded for amateur, semi-professional and junior elite rugby league players respectively. Skill-based conditioning games have been used to develop the skill and fitness of rugby league players, with mean heart rate and blood lactate responses during these activities almost identical to those obtained during competition. In addition, recent studies have shown that most training injuries are sustained in traditional conditioning activities that involve no skill component (i.e. running without the ball), whereas the incidence of injuries while participating in skill-based conditioning games is low. Collaborative research among the various sport science disciplines is required to identify strategies to reduce the incidence of injury and enhance the performance of rugby league players. An understanding of the movement patterns and physiological demands of different positions at all standards of competition would allow the development of strength and conditioning programmes to meet the precise requirements of these positions. Finally, studies investigating the impact of improvements in physiological capacities (including the effect of different strength and conditioning programmes) on rugby league playing performance are warranted.     

A first class knowledge service: developing the National electronic Library for Health

With the introduction of clinical governance and the move towards evidence-based practice, there is a growing need to provide health professionals and patients, and the public, with high quality information. Developments in the health service have added weight and urgency to this need. The National electronic Library for Health (NeLH) has a key role to play in providing health professionals with a core knowledge base of accredited and evaluated information. The Pilot NeLH was launched in November and this article outlines the progress and achievements made during this time. The NeLH is based around a central website featuring core resources and links to commissioned specialist collections. Over 70 information resources, including bibliographic databases and full text publications, are accessible via the NeLH, which aims to act as a one-stop shop to support evidence-based decision-making. Much work has been undertaken on national procurement and licensing, particularly in partnership with National Health Service (NHS) libraries. Partnerships as a whole are crucial to ensure true seamless access for health professionals. Key partners include NHS libraries, NHS Direct Online and the electronic Library for Social Care. A short glossary is included for those readers less familiar with current health service developments in the UK.     

A ‘Multimodal Ecology of Text’ in Advanced Level English Language examinations? The incorporation of graphology and ‘embodied’ facsimile texts in unit test papers and their assessment since 2001

In this paper we compare the representation of texts in a sample of Advanced Level English Language examination papers set over the past decade in order to explore the changes in ‘what constitutes English and its assessment’. Prior to the year 2000, texts used in most A Level Language examination papers were usually typeset in a word processed format stripped of original font, layout, accompanying images, and colour, and devoid of the material marks of the texts' ‘history’ and materiality. From 2001, the texts for AQA B examination papers¹ have been reproduced in facsimile form to include the original graphology used. This shift in production in the materiality of embodiment has led to a corresponding shift in assessment in the codes of recognition of what constitutes English text, and what counts as English response. The sample of texts that we discuss present an ‘ecology of text’ and an ‘ecology of texts and literacy practices’ on a ‘continuum of multimodality’: from the heavily edited, word processed, linguistically circumscribed texts of the 1990s examination papers, through to the more visually‐dependent texts of 2004 with their manner of writing, typographic detail, colour, and sometimes even complete with creases and stains. Taking a multimodal approach to these texts, we discuss the implications of this change for what is being required of students analysing texts for examination assessment and more broadly for the subject ‘English’ ‐ ‘what English is’. We also consider how this shift problematizes the English work of students, teachers, examiners, and the institutions in which these agents operate.