单篇论著学术迹与影响矩比较研究

本文对新近提出的学术迹和影响矩指标应用于单篇论著的评价效果进行比较研究,以JASIST 2005—2014年间发表的25篇高被引论文和ASTROPHYSICAL JOURNAL 2011—2014年间发表的24篇高被引论文为两个样本集,研究学术迹和影响矩相对于总被引数和h指数等学术评价指标的异同,发现各指标排序既具有一定相关性,也呈现出一定独立性,说明这些指标均有独立存在价值,而学术迹和影响矩能提供更全面的测度信息。图3。表6。参考文献25。附录2。     

Metabolic Thresholds and Validated Accelerometer Cutoff Points for the Actigraph GT1M in Young Children Based on Measurements of Locomotion and Play Activities

The purpose of the current study was to determine metabolic thresholds and subsequent activity intensity cutoff points for the ActiGraph GT1M with various epochs spanning from 5 to 60 sec in young children. Twenty-two children, aged 4 to 9 years, performed 10 different activities including locomotion and play activities. Energy expenditure was measured with indirect calorimetry. Thresholds and cutoff points were determined through receiver operating characteristic curves. The lower metabolic threshold was 6.19 kcal·kg^?1·h^?1 for moderate and 9.28 kcal·kg^?1·h^?1 for vigorous intensity. The cutoff points for the GT1M accelerometer appear to be lower than those for the previous model (7164). For 5-sec epochs, a cutoff point of 143 counts resulted for moderate intensity and of 208 counts for vigorous intensity activity. Whether short or long epochs were chosen when collecting data to determine cutoff points, does not appear to have an influence on the resulting cutoff values. Similarly, comparable results are seen when analyses are based on locomotion only as opposed to a wide range of activities including children's play.     

On the temporal and behavioural consistency of pre-performance routines: An intra-individual analysis of elite basketball players' free throw shooting accuracy

Abstract

The effectiveness of pre-performance routines on skilled performance in a self-paced skill has yet to be verified. In this study, we examine the importance of temporal and behavioural consistency in these routines. The duration and specific pattern of behaviours exhibited before each free throw (n = 284) were observed during 14 National Basketball Association play-off games. An intra-individual standardized score was calculated for each shot's duration. Each player's dominant behavioural routine was identified and each shot was classified as “sequence followed” or “sequence not followed”. No difference was observed in the success rates of shots associated with brief, long, and regular duration routines (P > 0.05). However, players were more successful when they followed their dominant behavioural sequence (83.77% success) than when they deviated from their specific behavioural pattern (71.43% success) (P < 0.05). The findings are interpreted in light of relevant theory and implications for practice are discussed.     

How and why do students of higher education participate in online seminars?

Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.