A resurgence of interest in Information Architecture     

Andrew Martin  Dmitry Dmitriev  John Akeroyd 《International Journal of Information Management》2010

Information Architecture is a part of Information Technology Architecture, and has attracted interest through e-business and e-government initiatives as well as through the general popularity of Service Oriented Architecture. In many ways there is nothing new about Information Technology Architecture; however both public and private sector organisations are becoming freshly receptive to talking about the strategic shaping of Information Technology using the language of Architecture. Information Architecture is a core responsibility of Information Technology management, and is as much organisational as technical, drawing on the breadth of the Information Systems field. This paper reviews the literature on Information Architecture to bring together a number of key issues within an overarching architectural perspective. It argues that its current topicality offers Information Systems practitioners a renewed opportunity and mandate to pursue an Information Architecture strategy, and offers academics a renewed incentive to research this area.  相似文献   

Nameability supports rule-based category learning in children and adults     

Martin Zettersten  Catherine Bredemann  Megan Kaul  Kaitlynn Ellis  Haley A. Vlach  Heather Kirkorian  Gary Lupyan 《Child development》2024,95(2):497-514

The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.  相似文献   

Asymmetries in scheduling slots and game-day revenues: An example from the Australian Football League     

Keith Jakee  Martin Kenneally  Hamish Mitchell 《Sport Management Review》2010,13(1):50-64

This article investigates three related questions: first, whether the Australian Football League exhibits attendance asymmetries across the available playing slots; second, whether various subgroups of teams in the AFL have equal access to the more highly attended time slots; and, third, whether asymmetries in the first two phenomena can drive meaningful asymmetries in match-day revenues across clubs. We find that asymmetries exist not only across the various playing slots, but also in various teams’ access to the more highly attended slots. Further, by providing some novel estimates of revenue streams from television and gate receipts, we show that these asymmetries can drive substantial differences in game-day revenues. A key implication is that scheduling should be treated with the same critical analysis as the many other factors that affect the financial performance of clubs.  相似文献   

Examining the relationships between challenge and threat cognitive appraisals and coaching behaviours in football coaches     

Martin Dixon  Martin J. Turner  Jamie Gillman 《Journal of sports sciences》2017,35(24):2446-2452

Previous research demonstrates that sports coaching is a stressful activity. This article investigates coaches’ challenge and threat cognitive appraisals of stressful situations and their impact on coaching behaviour, using Blascovich and Mendes’ (2000) biopsychosocial model as a theoretical framework. A cross-sectional correlational design was utilised to examine the relationships between irrational beliefs (Shortened general attitude and belief scale), challenge and threat appraisals (Appraisal of life events scale), and coaching behaviours (Leadership scale for sports) of 105 professional football academy coaches. Findings reveal significant positive associations between challenge appraisals and social support, and between threat appraisals and autocratic behaviour, and a significant negative association between threat appraisals and positive feedback. Results also show that higher irrational beliefs are associated with greater threat, and lesser challenge cognitive appraisals. However, no associations were revealed between irrational beliefs and challenge cognitive appraisals. Additionally, findings demonstrate a positive relationship between age and training and instruction. Results suggest that practitioners should help coaches to appraise stressful situations as a challenge to promote positive coaching behaviours.  相似文献   

Not Free,Not for All: Public Libraries in the Age of Jim Crow Cheryl Knott. University of Massachusetts Press, 2015.          下载免费PDF全文

Martin J. Manning 《Journal of American culture (Malden, Mass. : 2003)》2017,40(3):290-291

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Sequence-dependent rotation axis changes in tennis     

Clint Hansen  Caroline Martin  Nasser Rezzoug  Philippe Gorce  Benoit Bideau  Brice Isableu 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(3):411-423

The purpose of this study was to evaluate the role of rotation axes during a tennis serve. A motion capture system was used to evaluate the contribution of the potential axes of rotation (minimum inertia axis, shoulder-centre of mass axis and the shoulder-elbow axis) during the four discrete tennis serve phases (loading, cocking, acceleration and follow through). Ten ranked athletes (International Tennis Number 1–3) repeatedly performed a flat service aiming at a target on the other side of the net. The four serve phases are distinct and thus, each movement phase seems to be organised around specific rotation axes. The results showed that the limbs’ rotational axis does not necessarily coincide with the minimum inertia axis across the cocking phase of the tennis serve. Even though individual serving strategies were exposed, all participants showed an effect due to the cocking phase and changed the rotation axis during the task. Taken together, the results showed that despite inter-individual differences, nine out of 10 participants changed the rotation axis towards the minimum inertia and/or the mass axis in an endeavour to maximise external rotation of the shoulder to optimally prepare for the acceleration phase.  相似文献   

Implementation of a values training program in physical education and sport: a follow-up study     

Koon Teck Koh  Martin Camiré  Si Hui Lim Regina  Woo Sin Soon 《Physical Education & Sport Pedagogy》2017,22(2):197-211

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Definition and model of life skills transfer     

Scott Pierce  Daniel Gould  Martin Camiré 《International review of sport and exercise psychology》2017,10(1):186-211

For a sport skill to be considered a life skill, it must be successfully transferred and applied beyond sport. Life skills transfer is an essential process, but it has yet to be fully delineated within the sport psychology literature. The purpose of the current paper is to present a definition and model of life skills transfer and outline future research needs. A critical review of the literature within sport psychology and other learning-based disciplines is offered to assess our current understanding of learning transfer. A definition and model of transfer are then presented, focusing on the athlete learner’s experience of life skills transfer. Within the model, we first examine how athletes bring personal assets and autobiographical experiences to sport. Second, we explore how sport is a learning environment with distinctive demands, programme designs, and coach characteristics and strategies. Third, we explain how transfer contexts provide environmental conditions, which, depending on how they are interpreted or experienced, can help or hinder the transfer of life skills. Ultimately, we postulate that an individual experiences life skills transfer as an ongoing process whereby he/she continually interacts and interprets his/her environments to produce positive or negative life skills transfer outcomes.  相似文献   

The relevance of the Bible to 1939     

Hugh Martin M.A. 《British Journal of Religious Education》1939,6(4):183-191

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Breakthrough for the handicapped: legislative history     

E W Martin 《Exceptional children》1968,34(7):493-503

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