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Panagiotis Pappas Charilaos Tsolakis Athanasia Smirniotou Jean-Benoit Morin 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(4):391-399
The aim of this study was to determine the intra-participant variabilities (i.e. intra-day and inter-day reliabilities) in leg and vertical stiffness, as well as related kinematic parameters, during treadmill running using the sine-wave method. Twenty-two healthy men ran on a treadmill at 4.44 m/s, and the flight and contact times were measured with a high-speed video camera. Three 30-s running bouts with 2-min inter-bout rests were performed to examine the intra-day reliability, and single 30-s running bouts on three separate days with 24- to 48-h inter-bout intervals were performed to examine the inter-day reliability. The reliability statistics included repeated-measure analyses of variance, average inter-trial correlations, intra-class correlation coefficients (ICCs), Cronbach's α reliability coefficient, and the coefficient of variation. Both leg and vertical stiffness produced high ICCs within 0.972 and 0.982, respectively, and between 0.922 and 0.873 days, respectively. High values were also observed for all of the reliability coefficients. Similar results were found regarding contact time, flight time, step length, and step rate. It was concluded that the measurements of leg and vertical stiffness, as well as related kinematic parameters, obtained using the sine-wave method during treadmill running at 4.44 m/s, were highly reliable, both within and across days. 相似文献
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This research documents the process and results of an approach to teaching university undergraduates intentional self-development
skills designed to promote self-generated goals, routines, and lifestyle choices. These skills may provide effective behavioral
foundations for developing metacognitive awareness, intentionality, and individual well-being. The results of six original
behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness
of these instructional methodologies. 相似文献
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Empirical modeling of the score distributions associated with retrieved documents is an essential task for many retrieval
applications. In this work, we propose modeling the relevant documents’ scores by a mixture of Gaussians and the non-relevant
scores by a Gamma distribution. Applying Variational Bayes we automatically trade-off the goodness-of-fit with the complexity
of the model. We test our model on traditional retrieval functions and actual search engines submitted to TREC. We demonstrate
the utility of our model in inferring precision-recall curves. In all experiments our model outperforms the dominant exponential-Gaussian
model. 相似文献
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Jie Mei Aminul Islam Abidalrahman Moh’d Yajing Wu Evangelos Milios 《Information processing & management》2018,54(6):874-887
Modern OCR engines incorporate some form of error correction, typically based on dictionaries. However, there are still residual errors that decrease performance of natural language processing algorithms applied to OCR text. In this paper, we present a statistical learning model for post-processing OCR errors, either in a fully automatic manner or followed by minimal user interaction to further reduce error rate. Our model employs web-scale corpora and integrates a rich set of linguistic features. Through an interdependent learning pipeline, our model produces and continuously refines the error detection and suggestion of candidate corrections. Evaluated on a historical biology book with complex error patterns, our model outperforms various baseline methods in the automatic mode and shows an even greater advantage when involving minimal user interaction. Quantitative analysis of each computational step further suggests that our proposed model is well-suited for handling volatile and complex OCR error patterns, which are beyond the capabilities of error correction incorporated in OCR engines. 相似文献
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Giorgios P Paradisis Athanassios Bissas Panagiotis Pappas Elias Zacharogiannis Apostolos Theodorou Olivier Girard 《Journal of sports sciences》2013,31(17):2026-2036
ABSTRACTAs the effect of performance level on sprinting mechanics has not been fully studied, we examined mechanical differences at maximal running speed (MRS) over a straight-line 35 m sprint amongst sprinters of different performance levels. Fifty male track and field sprinters, divided in Slow, Medium and Fast groups (MRS: 7.67 ± 0.27 m?s?1, 8.44 ± 0.22 m?s?1, and 9.37 ± 0.41 m?s?1, respectively) were tested. A high-speed camera (250 Hz) recorded a full stride in the sagittal plane at 30–35 m. MRS was higher (p < 0.05) in Fast vs. Medium (+11.0%) and Slow (+22.1%) as well as in Medium vs. Slow (+10.0%). Twelve, eight and seven out of 21 variables significantly distinguished Fast from Slow, Fast from Medium and Medium from Slow sprinters, respectively. Propulsive phase was signi?cantly shorter in Fast vs. Medium (?17.5%) and Slow (?29.4%) as well as in Medium vs. Slow (?14.4%). Fast sprinters had significantly higher vertical and leg stiffness values than Medium (+44.1% and +18.1%, respectively) and Slow (+25.4% and +22.0%, respectively). MRS at 30–35 m increased with performance level during a 35-m sprint and was achieved through shorter contact time, longer step length, faster step rate, and higher vertical and leg stiffness. 相似文献
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Christopher H. Skinner Danielle N. Pappas Kai A. Davis 《Psychology in the schools》2005,42(4):389-403
Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can't do problems are provided. Won't do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 389–403, 2005. 相似文献
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The study explores urban second graders' thinking and talking about the concepts of evaporation, boiling, and condensation that emerged in the context of intertextuality within an integrated science‐literacy unit on the topic of States of Matter, which emphasized the water cycle. In that unit, children and teacher engaged in a variety of activities (reading information books, doing hands‐on explorations, writing, drawing, discussing) in a dialogically oriented way where teacher and children shared the power and the burden of making meaning. The three qualitative interrelated analyses showed children who initiated or continued productive links to texts, broadly defined, that gave them spaces to grapple with complex ideas and ways of expressing them. Although some children showed preference for a certain way of thinking about evaporation, boiling, and condensation, the data do not point toward a definite conclusion relative to whether children subscribe or not to a particular conceptual position. Children had multiple, complex, and often speculative, tentative, and emergent ways of accessing and interpreting these phenomena, and their conceptions were contextually based—different contexts offered opportunities for students to theorize about different aspects of the phenomena (along with some similar aspects). Children also theorized about aspects of the same phenomena in different ways. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 637–666, 2006 相似文献
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