Ankle and knee kinetics between strike patterns at common training speeds in competitive male runners     

Daniel Kuhman  Daniel Melcher 《European Journal of Sport Science》2016,16(4):433-440

The purpose of this study was to investigate the interaction of foot strike and common speeds on sagittal plane ankle and knee joint kinetics in competitive rear foot strike (RFS) runners when running with a RFS pattern and an imposed forefoot strike (FFS) pattern. Sixteen competitive habitual male RFS runners ran at two different speeds (i.e. 8 and 6?min?mile^?1) using their habitual RFS and an imposed FFS pattern. A repeated measures analysis of variance was used to assess a potential interaction between strike pattern and speed for selected ground reaction force (GRF) variables and, sagittal plane ankle and knee kinematic and kinetic variables. No foot strike and speed interaction was observed for any of the kinetic variables. Habitual RFS yielded a greater loading rate of the vertical GRF, peak ankle dorsiflexor moment, peak knee extensor moment, peak knee eccentric extensor power, peak dorsiflexion and sagittal plane knee range of motion compared to imposed FFS. Imposed FFS yielded greater maximum vertical GRF, peak ankle plantarflexor moment, peak ankle eccentric plantarflexor power and sagittal plane ankle ROM compared to habitual RFS. Consistent with previous literature, imposed FFS in habitual RFS reduces eccentric knee extensor and ankle dorsiflexor involvement but produce greater eccentric ankle plantarflexor action compared to RFS. These acute differences between strike patterns were independent of running speeds equivalent to typical easy and hard training runs in competitive male runners. Current findings along with previous literature suggest differences in lower extremity kinetics between habitual RFS and imposed FFS running are consistent among a variety of runner populations.  相似文献   

Acute protease supplementation effects on muscle damage and recovery across consecutive days of cycle racing     

Cecilia M. Shing  Suzzen Chong  Matthew W. Driller  James W. Fell 《European Journal of Sport Science》2016,16(2):206-212

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In Search of Staff Development: A study of academic staff appraisal     

Richard James 《高等教育研究与发展》1995,14(2):185-199

The academic award restructuring of 1991 established a trial period for academic staff appraisal for the purposes of staff development. The trend in Australia towards more formal performance management for academics has occurred during a period of substantial change to the structure of higher education and institutional management, and brought debate on whether appraisal, for either summative purposes (where performance assessment is for remuneration or promotion purposes) or formative purposes (where the emphasis is on planning personal development), is appropriate for academic staff. Arguments have been put forward for the benefits of appraisal processes with primarily developmental intent. Thus far there have been reports of the characteristics and processes of appraisal schemes, but less data on outcomes; in particular, little evidence to indicate the extent to which schemes lead to worthwhile staff development. This paper reports selected findings of a study of the evolving appraisal scheme of The University of Melbourne. The study was conducted after the scheme's second year of operation by the Centre for the Study of Higher Education which played an advisory role in an internal review of the scheme. The findings reveal some uncertainty among staff about the intentions of the scheme, and tensions between summative and formative purposes, perhaps not surprising given the contentious issue which staff appraisal has been in higher education. Nevertheless, positive outcomes were identified, but possibly too few to claim that the scheme was fully achieving a developmental objective. These findings raise questions about the effectiveness of academic staff appraisal nationally and suggest that it is time to reconsider the policy linkage between appraisal and staff development.  相似文献   

Inaugural Essay     

Daniel W. Noonan 《Journal Of Archival Organization》2016,13(1-2):82-86

New to the Journal of Archival Organization, the “Technology matters in archives” column examines how technology affects archives and archivists. This inaugural column explains the nature of the column and sets the stage for topics and issues that it will address. It examines the meaning of the term technology. Further, the column explores the notion of technological dependence-- not just dependence on digital or electronic systems--as a lens in which to examine the archival enterprise in grappling with twenty-first century issues. Concluding with the suggestion that technology can be considered from three categorical points of view: soft (philosophical approaches and practices), medium (codified processes, guidelines and standards) and hard technology (hardware and software).  相似文献   

Using Google Forms to track library space usage     

Beth Daniel Lindsay 《Journal Of Access Services》2016,13(3):159-165

This article is a response to the excellent “Using Mobile Technology to Observe Student Study Behaviors and Track Library Space Usage” by Susan Thompson. Thompson reviews the literature regarding user counts on mobile devices and describes the California State University San Marcos (CSUSM) Library's evaluation of SUMA, Counter+, and CloudOn. After trialing these mobile technologies, CSUSM selected CloudOn. At New York University Abu Dhabi, we use Google Forms to conduct user counts on an iPad and Google Sheets to evaluate these data. We find that Google Forms are easy to set up, modify as necessary, and present the data in easy-to-manipulate spreadsheets.  相似文献   

A dynamic decision model for portfolio investment and assets management     

QIAN Edward Y.  FENG Ying  HIGGISION James 《浙江大学学报(A卷英文版)》2005,6(Z1)

This paper addresses a dynamic portfolio investment problem. It discusses how we can dynamically choose candidate assets, achieve the possible maximum revenue and reduce the risk to the minimum level. The paper generalizes Markowitz's portfolio selection theory and Sharpe's rule for investment decision. An analytical solution is presented to show how an institutional or individual investor can combine Markowitz's portfolio selection theory, generalized Sharpe's rule and Value-at-Risk(VaR) to find candidate assets and optimal level of position sizes for investment (dis-investment). The result shows that the generalized Markowitz's portfolio selection theory and generalized Sharpe's rule improve decision making for investment.  相似文献   

An Experiment In Empathy     

Marilyn Oden  James B. Meyer 《Counselor Education & Supervision》1970,9(4):292-294

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Classroom observation systems in context: A case for the validation of observation systems     

Liu  Shuangshuang  Bell  Courtney A.  Jones  Nathan D.  McCaffrey  Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95

Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”...  相似文献   

Recognition of facial emotions among maltreated children with high rates of post-traumatic stress disorder     

Masten CL  Guyer AE  Hodgdon HB  McClure EB  Charney DS  Ernst M  Kaufman J  Pine DS  Monk CS 《Child abuse & neglect》2008,32(1):139-153

OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis.  相似文献   

Design of technology-based information-referenced grouping systems for use in large urban schools     

James E. Bruno 《The Urban Review》1990,22(3):163-181

There are many subtle but extremely important differences between grouping students and tracking students for purposes of designing appropriate instructional interventions. Unfortunately, in many inner-city urban settings, the policy of grouping students eventually becomes a policy ofde facto tracking of students. While grouping students seems to be an educationally justifiable policy in many school situations, tracking students raises serious concerns with regard to its educational value, social desirability, and complicity with the legal notions of due process and equal protection. This study examines the use of a specific form ofshort-term grouping of students that is based on an information-referenced criterion for selection. Using a large sample of ninth- and eleventh-grade students, an information-referenced grouping procedure was designed for the areas of language arts and mathematics. The study finds that grouping selections, using an information-referenced criterion, are strongly associated with teachers perceptions of these students' actual educational and information needs. In addition, the information-referenced grouping design provides important specific educational feedback to both students and teachers to help low-attaining students move to mainstream classes. Finally, many of the due process concerns raised by educational researchers with regard to abuses and shortcomings of presently used ability or standardized test-driven grouping efforts are addressed.  相似文献