4,606 research outputs found

    Message from general co-chairs and program co-chairs

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    published_or_final_versionThe 4th International Joint Conference on Computational Sciences and Optimization (CSO 2011) Kunming and Lijiang, Yunnan Province, China, April 15-19, 2011. In Proceedings of the Computational Sciences and Optimization, 2011, p. 28-30

    THE KINEAMTIC ANALYSIS OF THREE TAEKWONDO KICKING MOVEMENTS

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    The purpose of this study was to compare and describe the kinematic characteristics of the lower limb joints of three kicking movements in Taekwondo. Five elite female athletes served as subjects in this study. Two Peak high-speed cameras (120Hz) were synchronized to record three kicking movements. The maximum foot velocity duration of movement and the minimum knee angle in these three kicking movements have significant differences. Back round-kick and Back-kick are not whip-like movements. As for the curve of foot velocity, there is twin peak in Back round-kick. It is also notably different from the other kicking movements

    Encouraging IS developers to learn business skills: an examination of the MARS model

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    Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the Motivation–Ability–Role Perception–Situational factors (i.e., the MARS model), this study argues that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S). Data collected from 254 IS developers are analyzed using the Partial Least Squares (PLS) technique. Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy. Our results suggest several theoretical and practical implications
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