好好先生

打电话和卢宁军联系采访的时候,他先说,网上都有,你去找吧。我说我们需要报道一下您本人,老卢听罢爽快地说,“那你来郑州吧,我给你一天时间,然后再和我老婆、女儿以及我的朋友聊聊。”     

Measurement of badminton racket deflection during a stroke

The compliance of a badminton racket is an important design consideration, which can be better understood by studying the deflection behaviour of the racket during a stroke. Deflection can be measured using direct methods, such as motion capture or high speed video, or by indirect methods, which then require a mathematical model in order to calculate the deflections from indirect measures. Indirect methods include strain gauges and accelerometers. Here, racket deflection is measured directly using motion capture and compared with deflections calculated from strain gauge data using a beam model. While the elastic behaviour is better calculated from strains than measured by motion capture, it is not possible to extract the whole motion of the racket from strain data. Motion capture is therefore also necessary to determine the rigid body velocity, in order to put the elastic velocity (as calculated from strains) in perspective.     

Making functional units functional: The role of rhetorical structure in use of scholarly journal articles

Scholars are reading more journal articles than ever, so it is important that they focus on the relevant text within the articles they read. To support this goal, this study explores enhancements to a journal reading system by applying the idea of the functional unit, the smallest information unit with a distinct function within four major components of scholarly journal articles—Introduction, Methods, Results and Discussion. This study examined a set of functional units and their associations with scholarly journal article use tasks through literature analysis and validation surveys. Forty-one typical functional units were found in psychology journal articles, with varying relevance to five tasks requiring use of information in journal articles. The relationships among sets of functional units for particular tasks were also identified. A taxonomy was developed incorporating the relationships between functional units and information use tasks, which can be used to inform system design. Based on this taxonomy, a prototype journal reading environment signalling functional units was designed and implemented for testing.     

Developing tomorrow’s decision-makers: opportunities for biotechnology education research

Globally, science curricula have been described as outdated, and students perceive school science as lacking in relevance. Declines in senior secondary and tertiary student participation in science indicate an urgent need for change if we are to sustain future scientific research and development, and perhaps more importantly, to equip students with the knowledge and skills to make informed decisions related to scientific research. This paper argues that a good starting point would be the inclusion of more contemporary areas of science in middle school curricula. One such area with continually emerging developments is biotechnology. This paper further argues the need for research into the impact of biotechnology education that would allow students to go beyond learning about biotechnological processes and products to explore their benefits and risks through an integrated approach, where biotechnology education were extended to include subject areas beyond science, such as social sciences, health education, and English. Such an approach is important, in light of research that suggests that the general public has a limited understanding of biotechnology and that public dissemination of information is insufficient to allow individuals to make informed decisions about or to develop attitudes towards, the varied applications of biotechnology. If we are to educate students to be tomorrow’s informed decision-makers, we must start by addressing their understanding of and attitudes towards emerging sciences. Further research is needed to broaden our understanding of how to achieve these goals.     

Good intentions: teaching and specialist support staff perspectives of student disclosure of mental health issues in post-secondary education

This article reports findings from a qualitative case study, as part of which staff perspectives of student disclosure of mental health issues in an Australian post-secondary vocational education setting were explored. Twenty teaching and specialist support staff from four vocational education and training institutions participated in individual semi-structured interviews. Institutional policies and practices related to the management of disability at each site provided contextual information relevant to the staff experience. All data were analysed thematically. Staff participants strongly supported student disclosure of mental health issues. Staff linked the likelihood of course success for students experiencing mental illness with disclosure and the implementation of educational supports. Findings draw attention to subtle differences in constructions of student disclosure reported by the specialist support staff and the teachers: differences in perspective which were consistent across locations. This study highlights the influence of personal experience of mental illness and institutional processes for educational adjustment on staff perspectives of student disclosure. Implications of the current practices in post-secondary education student support services are discussed. Further research on disclosure beliefs among teachers and specialist support staff, in a wider range of educational settings, would allow for a deeper exploration of issues raised by this study.