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排序方式: 共有542条查询结果,搜索用时 31 毫秒
521.
We studied the effect of psyching-up on one-repetition maximum (1-RM) performance and salivary cortisol responses during the squat exercise. Ten men (age 21.6+/-1.4 years; mean+/-s) and ten women (age 22.4+/-2.8 years) with weight training experience of 4.5+/-2.0 years participated in this study. One-repetition maximum squats were performed on a Smith machine during each of two different intervention conditions that were counterbalanced and consisted of a free choice psych-up and a cognitive distraction. Saliva samples were obtained at the beginning of each test session and immediately after the final 1-RM attempt. No significant difference in 1-RM was identified between psyching-up (104+/-50 kg) and cognitive distraction (106+/-52 kg). Performing a 1-RM in the squat exercise significantly increased salivary cortisol concentrations during both conditions (P<0.05). There was no significant difference in salivary cortisol responses between conditions. These results suggest that psyching-up does not increase 1-RM performance during the squat exercise in strength-trained individuals. 相似文献
522.
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524.
Parents' Socialization of Children's Injury Prevention: Description and Some Initial Parameters 总被引:2,自引:0,他引:2
In a year-long participant observation study of remediative action following actual injury, 61 8- and 9-year-old children and their 27-46-year-old mothers wrote records and reported on more than 1,000 minor injuries in branching biweekly interviews. Mothers reported that 80.1% of injuries received no parent-initiated remediation, 14% received only a lecture, and less than 3% of injuries were followed by parental action. Children reported that 96.1% of their injuries were followed by no remediative action and recalled lectures after only 1.2% of injuries. Remediative action was related to type of child activity (e.g., unstructured play was followed by remediation more often than more purposive behavior) and to mother's affect (e.g., anger) and beliefs (e.g., that injury was the child's fault or due to rule violation). The parameters that influenced remediative consequences, and thus that may influence future injury, are discussed. 相似文献
525.
Although cooperative engineering is practiced at several universities in the United States, that at the University of Waterloo is unique in Canada. The baccalaureate program requires five years of continual attendance, during which the student spends alternate three-month periods in school and in industry. A distinctive feature of the plan is the maintenance of a Coordination Department within the University organization. Staffed by senior professional engineers, this department acts as liaison between industry and the students. Two programs of study are offered in the undergraduate electrical engineering curriculum. One of these is designed for the heavy electromechanical and power systems engineer. The other embraces electronics, communication and computery disciplines, with a greater concentration of theoretical studies. Although the University is still in its infancy, both industrial and student acceptance of the cooperative plan has exceeded initial expectations. There is every indication that co-operative engineering education will rapidly assume a dominant role in the Canadian academic scene. 相似文献
526.
Multilingual information retrieval is generally understood to mean the retrieval of relevant information in multiple target
languages in response to a user query in a single source language. In a multilingual federated search environment, different
information sources contain documents in different languages. A general search strategy in multilingual federated search environments
is to translate the user query to each language of the information sources and run a monolingual search in each information
source. It is then necessary to obtain a single ranked document list by merging the individual ranked lists from the information
sources that are in different languages. This is known as the results merging problem for multilingual information retrieval.
Previous research has shown that the simple approach of normalizing source-specific document scores is not effective. On the
other side, a more effective merging method was proposed to download and translate all retrieved documents into the source
language and generate the final ranked list by running a monolingual search in the search client. The latter method is more
effective but is associated with a large amount of online communication and computation costs. This paper proposes an effective
and efficient approach for the results merging task of multilingual ranked lists. Particularly, it downloads only a small
number of documents from the individual ranked lists of each user query to calculate comparable document scores by utilizing
both the query-based translation method and the document-based translation method. Then, query-specific and source-specific
transformation models can be trained for individual ranked lists by using the information of these downloaded documents. These
transformation models are used to estimate comparable document scores for all retrieved documents and thus the documents can
be sorted into a final ranked list. This merging approach is efficient as only a subset of the retrieved documents are downloaded
and translated online. Furthermore, an extensive set of experiments on the Cross-Language Evaluation Forum (CLEF) () data has demonstrated the effectiveness of the query-specific and source-specific results merging algorithm against other
alternatives. The new research in this paper proposes different variants of the query-specific and source-specific results
merging algorithm with different transformation models. This paper also provides thorough experimental results as well as
detailed analysis. All of the work substantially extends the preliminary research in (Si and Callan, in: Peters (ed.) Results
of the cross-language evaluation forum-CLEF 2005, 2005).
相似文献
Hao YuanEmail: |
527.
Myung-Ja K. Han Jamie Carlstone Patrick Harrington 《Cataloging & classification quarterly》2018,56(2-3):155-170
ABSTRACTCataloging digitized continuing resources is a challenging task for many libraries because of their complex cataloging rules and characteristics of format. As libraries provide their digitized content and catalog records in shared environments, like HathiTrust, and use them as an access point, libraries also have to work with holdings and item records created by each contributing institution's local practice. This article discusses common challenges imposed on libraries when creating and providing access to digitized continuing resources available in a shared environment, stresses the importance of having shareable holdings and items records, and suggests possible ways to work with those challenges. 相似文献
528.
529.
Robin P. Goin‐Kochel Barbara J. Myers Dawn R. Hendricks Staci E. Carr Shirley B. Wiley 《International Journal of Disability, Development & Education》2007,54(2):151-175
Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism. 相似文献
530.
Cynthia F. DiCarlo Jennifer I. Baumgartner Jamie O. Caballero Courtney Powers 《Early Childhood Education Journal》2017,45(6):745-754
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives. This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM with the additional requirement of teacher-child proximity and teacher-child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple and Bredekamp, Developmentally appropriate practice in early childhood programs (revised edition), National Association for the Education of Young Children, Washington, DC, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children's completion of teacher directives were measured during free choice center time. Results were consistent with previous research in that compliance to teacher directives increased in preschool children with the implementation of the LtM. 相似文献