电动高尔夫球车的电池维护

如果你把高尔夫电动球车上的座位掀起来，就能看到一组用电缆链接的六节电池。这个矩形的电池组看上去很简单，无害并且没有任何威胁。电子马达运行时感觉相当安静，但这不代表没有问题。任何电池都需要常规的检测和维修。如果使用得当，维护得法，这些电池能提供可靠的性能并连续使用多年无需更换。随着金属价格的升高，一组电池的价钱可以轻易涨到五千元人民币以上。     

Macbeth: a poetry workshop on stage at Shakespeare's Globe Theatre

Keith Park, advisory teacher for Sense in the London Boroughs of Greenwich and Lewisham, has written a series of articles focused on the relationship between communication and access to literature for pupils with learning difficulties. In this article, he turns his attention to poetry. He explores the notion that all of us, to some extent, respond to great works of literature affectively. He describes his use of works by T. S. Eliot, James Joyce and Shakespeare in interactive and experiential sessions with pupils with severe and profound and multiple learning difficulties. In closing this article, Keith Park provides a case study in assessment by evaluating the responses of one student and showing how the Shakespeare workshop enabled her to become an active learner.     

Attitudes of pre-service mature age women students towards teaching primary science: An interview study

During the first semester of their teacher education degree mature age women improved significantly in their attitude towards teaching primary science compared to other sub-groups. The reasons for this difference were explored by interviewing several of the mature age women. An interpretation of these interviews and possible implications for pre-service science education are reported. Specializations: primary science and environmental teacher education.     

Accuracy in direct behavior rating is minimally impacted by completion latency

Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low‐inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two‐hundred forty‐one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one‐way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F(7, 233) = .959, p = .46, η² = .028.     

Knowledge,beliefs and pedagogy: how the nature of science should inform the aims of science education (and not just when teaching evolution)

Lisa Borgerding’s work highlights how students can understand evolution without necessarily committing to it, and how learners may come to see it as one available way of thinking amongst others. This is presented as something that should be considered a successful outcome when teaching about material that many students may find incompatible with their personal worldviews. These findings derive from work exploring a cause célèbre of the science education community—the teaching of natural selection in cultural contexts where learners feel they have strong reasons for rejecting evolutionary ideas. Accepting that students may understand but not commit to scientific ideas that are (from some cultural perspectives) controversial may easily be considered as a form of compromise position when teaching canonical science prescribed in curriculum but resisted by learners. Yet if we take scholarship on the nature of science seriously, and wish to reflect the nature of scientific knowledge in science teaching, then the aim of science education should always be to facilitate understanding of, yet to avoid belief in, the ideas taught in science lessons. The philosophy of science suggests that scientific knowledge needs to be understood as theoretical in nature, as conjectural and provisional; and the history of science warns of the risks of strongly committing to any particular conceptualisation as a final account of some feature of nature. Research into student thinking and learning in science suggests that learning science is often a matter of coming to understand a new viable way of thinking about a topic to complement established ways of thinking. Science teaching should then seek to have students appreciate scientific ideas as viable ways of making sense of the currently available empirical evidence, but should not be about persuading students of the truth of any particular scientific account.     

Constraints on dynamic stability during forward,backward and lateral locomotion in skilled football players

The aim of this study was to investigate effects of speed and plane of motion on stability during locomotion in skilled football players. Ten male national-level football players participated in this study to run forward, backward and in lateral directions on a treadmill at 80%, 100% and 120% of their preferred running speeds. The coordinate data of passive reflective markers attached to body segments were recorded using motion capture systems. Time series data obtained from the ankle marker were used for further analyses. The largest finite-time Lyapunov exponent and maximum Floquet multiplier were adopted to quantify local and orbital dynamic stabilities, respectively. Results showed that speed did not significantly change local and orbital dynamic stabilities in any of running patterns. However, both local and orbital dynamic stability were significantly higher in the secondary plane of progression. Data revealed that in running, unlike walking, stability in the direction perpendicular to the direction of running is significantly higher, implying that less active control is required in the secondary plane of progression. The results of this study could be useful in sports training and rehabilitation programmes where development of fundamental exercise programmes that challenge both speed and the ability to maintain stability might produce a tangible enhancement of athletic skill level.