Sports injuries are common among baseball players and may result in abnormal movement patterns, increased risks of future injury, and unsatisfactory performance. The Functional Movement Screen (FMS?) has been developed to detect abnormal functional movement patterns and can be used for predicting risks of sports injury. However, whether FMS? scores are associated with athletic performance remains unclear. The goal of this study was to determine the association between functional movements and athletic performance in elite baseball players. Core stability, muscular strength and flexibility of the lower extremities, and FMS?, as well as athletic performance in sprinting, agility, and balance tests were assessed in 52 male collegiate Division I baseball players placed into two groups based on FMS? scores. The high-scoring group demonstrated better athletic performance than the low-scoring group, with a shorter duration of the agility test. No group differences were found in core stability, muscular strength, or muscle flexibility, except for rectus femoris flexibility. Thus, the FMS? score is associated with sprinting and agility performance in elite baseball players. These findings indicate that the FMS? may have a role in predicting athletic performance and thereby help determine the goals of training regimens or return-to-play strategies. 相似文献
Cognitive diagnosis models provide profile information about a set of latent binary attributes, whereas item response models yield a summary report on a latent continuous trait. To utilize the advantages of both models, higher order cognitive diagnosis models were developed in which information about both latent binary attributes and latent continuous traits is available. To facilitate the utility of cognitive diagnosis models, corresponding computerized adaptive testing (CAT) algorithms were developed. Most of them adopt the fixed‐length rule to terminate CAT and are limited to ordinary cognitive diagnosis models. In this study, the higher order deterministic‐input, noisy‐and‐gate (DINA) model was used as an example, and three criteria based on the minimum‐precision termination rule were implemented: one for the latent class, one for the latent trait, and the other for both. The simulation results demonstrated that all of the termination criteria were successful when items were selected according to the Kullback‐Leibler information and the posterior‐weighted Kullback‐Leibler information, and the minimum‐precision rule outperformed the fixed‐length rule with a similar test length in recovering the latent attributes and the latent trait. 相似文献
Despite the economic significance of patented university research, it is difficult to measure the economic value of academic patented inventions and observe the extent to which universities are able to capture such value through patent licensing. Moving beyond assessing commercialization performance by simple statistics, we propose a new approach to benchmarking university patents and commercialization performance based on comparative corporate patent value. Our procedure involves matching university patents to patents with similar patent characteristics granted to public corporations, then estimating the “potential value” of these university patents by stock market reactions to grants of the matched corporate patents. These estimated values of university patents can significantly explain the technology-level income from licensing by a leading US research university and the annual licensing income of the member universities of the Association of University Technology Managers’ (AUTM). We find that AUTM universities realize an average of 16% of the estimated value of matched corporate patents. We also investigate correlates of university‐level potential patent value and suggest avenues for future research. 相似文献
Common core standards, interdisciplinary education, and discipline-specific literacy are common international education reforms. The constructive–interpretative language arts pairs (speaking–listening, writing–reading, representing–viewing) and the communication, construction, and persuasion functions of language are central in these movements. This research developed and validated a communication progression in science education for elementary–secondary schooling in Taiwan. The framework for the communication progression was based on relevant literature, international curricula, and focus-group deliberations; it consisted of three dimensions: presentation, reaction, and negotiation. Delphi deliberations with questionnaires were applied to experts to evaluate the theoretical considerations and to experienced science teachers to evaluate the practical considerations. Results confirmed the importance of communications in science learning and the developmental nature of communications across elementary, middle, and secondary schools and validated the proposed framework and progression. The communication progression has application to other international education systems as they address common core standards and curricula in language and science.
Concept comprehension is an important foundation for more complex thoughts. To enhance concept comprehension, teachers of traditional classrooms have been using instructional strategies and specific course designs, which have been proven effective. It initiates a hypothesis that integrating instructional strategies in the course designs of an e-learning system would improve the effectiveness of concept comprehension. The purpose of this study is to propose a framework that integrates the learning cycle with variation theory in the course design of a web-based e-learning system to prove the hypothesis. A pretest and posttest quasi-experimental design is employed to test whether the framework is feasible. Two types of web-based courses are designed for the experiments: a course designed according to a science textbook and another course designed using the framework. The participants in this study were 120 fifth-grade students in Taiwan. The results of the experiments show that the average scores of the experimental group, using the course designed with the framework, are significantly higher than that of the control group, using the course designed without any instructional strategy, on comprehension of course concepts. This confirms that the coherent, explicit and systematic framework is feasible for designing web-based e-learning courses for effectively enhancing concept comprehension as well as the evidence to prove the hypothesis. 相似文献