The Partisan Affect of News Seekers vs. Gatekeepers: Linguistic Differences in Online vs. Front-Page News in Campaign 2012

This article examines if patterns in online news seeking privilege stories featuring more linguistic markers of partisan affect than those positioned by traditional gatekeepers on the print front page. Online “most-read” and print front-page stories covering 8 weeks of the 2012 presidential campaign were submitted to computer-assisted text analysis (n = 302). Guided by research on online and partisan affect, this study hypothesizes that (a) “most-read” stories will feature more supportive language than stories placed on the front page by traditional gatekeepers when the news outlet has a reputation for supporting the incumbent party; and (b) “most-read” stories will feature more antagonistic language than those placed on the front page by traditional gatekeepers when the news outlet has a reputation for supporting the challenger party. The findings show how online audiences opted for stories that featured more linguistic markers of preferred partisan affect than journalists and editors placed on Page One.     

Roda Boa, Roda Boa: Legitimate peripheral participation in diasporic capoeira

Capoeira, the Brazilian dance and martial art, is taught across the world. Learners acquire vital knowledge and are socialised as capoeiristas through legitimate peripheral participation, in particular when watching games in the roda. The roda, the circle within which the capoeira game is played, is a classic place for learning by legitimate peripheral participation to occur. Watching, listening, and feeling the energy of the roda are central to the acquisition of capoeira abilities and capabilities, especially the tacit, indeterminate knowledge and skills.     

Post-exercise ingestion of a unique, high molecular weight glucose polymer solution improves performance during a subsequent bout of cycling exercise

The aim of the present study was to determine the effect of post-exercise ingestion of a unique, high molecular weight glucose polymer solution, known to augment gastric emptying and post-exercise muscle glycogen re-synthesis, on performance during a subsequent bout of intense exercise. On three randomized visits, eight healthy men cycled to exhaustion at 73.0% (s = 1.3) maximal oxygen uptake (90 min, s = 15). Immediately after this, participants consumed a one-litre solution containing sugar-free flavoured water (control), 100 g of a low molecular weight glucose polymer or 100 g of a very high molecular weight glucose polymer, and rested on a bed for 2 h. After recovery, a 15-min time-trial was performed on a cycle ergometer, during which work output was determined. Post-exercise ingestion of the very high molecular weight glucose polymer solution resulted in faster and greater increases in blood glucose (P < 0.001) and serum insulin (P < 0.01) concentrations than the low molecular weight glucose polymer solution, and greater work output during the 15-min time-trial (164.1 kJ, s = 21.1) than both the sugar-free flavoured water (137.5 kJ, s = 24.2; P < 0.05) and the low molecular weight glucose polymer (149.4 kJ, s = 21.8; P < 0.05) solutions. These findings could be of practical importance for athletes wishing to optimize performance by facilitating rapid re-synthesis of the muscle glycogen store during recovery following prolonged sub-maximal exercise.     

Action learning and executive education: achieving credible personal,practitioner and organisational learning

Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in Ireland. The programmes adopt an action learning methodology. Action learning supports a reflective culture for the executive learners and an enriched understanding of their workplace. The challenges associated with action learning are explored. The understanding of best practice in the facilitation of action learning for executive learners is enriched for practitioners and academics. The use of narrative structuring provides an insight into the reality of action learning for executive learners. If action learning is to be successfully integrated into executive education, then there needs to be high levels of communication, commitment and trust between the executive learners; academics and external contributors.