The role of the health information professional

This virtual issue has been published to mark the CILIP Health Libraries Group 2014 Conference, taking place in Oxford on 24th and 25th July 2014. The issue's theme is to highlight the key role of the health information professional and it shines a spotlight on professional expertise, demonstrating what we can share and learn from each other. It comprises a collection of articles published in the Health Information and Libraries Journal during the last 2 years but is very much about looking forward. The articles selected embrace three main themes: new ways of working; acquiring new skills and competencies; and fine‐tuning existing skills and practices. The virtual issue mirrors the format of the regular journal, namely a review article, six original articles and the three regular features, covering Dissertations into Practice, International Perspectives and Initiatives and Learning and Teaching in Action. All articles included in this virtual issue are available free online.     

Epistemic vagueness and English assessment: Some reflections

Assessing English candidates in high stakes examinations requires using vague evidence which in some cases will necessarily mean that assessments are arbitrary. This is a price worth paying to preserve the authenticity of assessments.     

Effects of short-term Rhodiola Rosea (Golden Root Extract) supplementation on anaerobic exercise performance

The purpose of this study was to examine the effects of short-term Rhodiola Rosea (Golden Root Extract (GRE)) supplementation on repeated Wingate performance. Eleven physically active college aged females were recruited for this study. In a within groups counterbalanced study design, participants were supplemented with either 1,500 mg/day of GRE or placebo (gluten-free cornstarch) for 3 days. Participants also took an additional 500 mg dose of corresponding treatment 30 minutes prior to testing of each trial. During each exercise trial, participants completed 3 × 15-second Wingate Anaerobic Tests (WAnTs) separated by 2-minute active recovery periods. Each exercise trial was separated by a 7 day washout period. Over the 3 × 15-second WAnTs, mean watts (p = 0.017, ES = 0.55), mean anaerobic capacity (p = 0.025, ES = 0.96), mean anaerobic power (p = 0.03, ES = 1.07), mean peak watts (p = 0.029,ES = 0.46), and mean total work (p = 0.017, ES = 0.49) were higher in the GRE treatment trial versus placebo. However, mean fatigue index (p = 0.094, ES = 0.39) was unaffected regardless of treatment. Our results show that GRE supplementation enhanced anaerobic exercise performance as measured through repeated WAnTs. GRE may possess ergogenic benefits and findings hold important implications for boosting anaerobic performance in repeated anaerobic bouts of exercise.     

Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.