Training situation analysis: Conducting a needs analysis for teams and new systems     

Jay Dell  John Fox  Ralph Malcolm 《Performance Improvement》1998,37(3):18-21

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STEP: A model consortium for performance technologists     

Stanley E. Malcolm 《Performance Improvement》1996,35(9):22-25

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The management and financing of higher education     

Malcolm Skilbeck  Helen Connell 《Prospects》1998,28(3):409-427

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Initial foot contact and related kinematics affect impact loading rate in running     

Bastiaan Breine  Philippe Malcolm  Ine Van Caekenberghe  Pieter Fiers  Edward C. Frederick  Dirk De Clercq 《Journal of sports sciences》2017,35(15):1556-1564

This study assessed kinematic differences between different foot strike patterns and their relationship with peak vertical instantaneous loading rate (VILR) of the ground reaction force (GRF). Fifty-two runners ran at 3.2 m · s^?1 while we recorded GRF and lower limb kinematics and determined foot strike pattern: Typical or Atypical rearfoot strike (RFS), midfoot strike (MFS) of forefoot strike (FFS). Typical RFS had longer contact times and a lower leg stiffness than Atypical RFS and MFS. Typical RFS showed a dorsiflexed ankle (7.2 ± 3.5°) and positive foot angle (20.4 ± 4.8°) at initial contact while MFS showed a plantar flexed ankle (?10.4 ± 6.3°) and more horizontal foot (1.6 ± 3.1°). Atypical RFS showed a plantar flexed ankle (?3.1 ± 4.4°) and a small foot angle (7.0 ± 5.1°) at initial contact and had the highest VILR. For the RFS (Typical and Atypical RFS), foot angle at initial contact showed the highest correlation with VILR (r = ?0.68). The observed higher VILR in Atypical RFS could be related to both ankle and foot kinematics and global running style that indicate a limited use of known kinematic impact absorbing “strategies” such as initial ankle dorsiflexion in MFS or initial ankle plantar flexion in Typical RFS.  相似文献   

Bookreviews     

Denis G. Osborne  C. H. Dobinson  William Taylor  Edmund King  John B. Biggs  J. M. Tanner  Philip E. Vernon  M. J. Langeveld  Malcolm Skilbeck  Mary Jean Bowman  Donald E. Super  Fernand Hotyat  A. N. Oppenheim  Sinai Ucko  Peter Seidmann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(1):100-125

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(Re)Presenting Wilma Rudolph     

Malcolm MacLean 《Sport in History》2019,39(1):108-110

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Automatically structuring domain knowledge from text: An overview of current research     

Malcolm Clark  Yunhyong Kim  Udo Kruschwitz  Dawei Song  Dyaa Albakour  Stephen Dignum  Ulises Cerviño Beresi  Maria Fasli  Anne De Roeck 《Information processing & management》2012

This paper presents an overview of automatic methods for building domain knowledge structures (domain models) from text collections. Applications of domain models have a long history within knowledge engineering and artificial intelligence. In the last couple of decades they have surfaced noticeably as a useful tool within natural language processing, information retrieval and semantic web technology. Inspired by the ubiquitous propagation of domain model structures that are emerging in several research disciplines, we give an overview of the current research landscape and some techniques and approaches. We will also discuss trade-offs between different approaches and point to some recent trends.  相似文献   

Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches     

Eulsun Seung  Lynn A. Bryan  Malcolm B. Butler 《Journal of Science Teacher Education》2009,20(2):157-177

The purpose of this study was to investigate changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions that represent three instructional approaches used in a middle grades science methods course. Ten participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated. Data were collected using open-ended questionnaires and in-depth interviews before and after the interventions. Written artifacts and recorded group discussions were collected during the interventions. The results of this study showed that inclusion of various approaches to teaching NOS can contribute to developing preservice teachers’ understanding of NOS. The activities complemented each other in the teaching of the NOS components. In addition, the preservice teachers perceived that the four interventions were helpful in improving their understanding of NOS and in preparing them for future teaching.  相似文献   

Celebration Capitalism and the Olympic Games     

Malcolm MacLean 《Sport in History》2016,36(1):131-134

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Sports heroines on film: a critical study of cinematic women athletes,coaches and owners     

Malcolm Maclean 《Sport in History》2017,37(4):545-547

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