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101.
Braided composite materials for the production of lightweight, high rigidity golf shafts 总被引:1,自引:1,他引:0
Braiding is not currently used in the production of golf shafts. The objective of this work was to develop, through a modelling
process consisting of altering lamina sequence, a golf shaft, using braided laminas, which would have mass, stiffness and
torque comparable to commercially available composite and steel shafts. A 2D conical braided composite model was previously
developed and validated to predict elastic constants of braided closed meshed structures. Energy methods were used to calculate
the stiffness and torque of shafts using prescribed industry approaches. Shaft mass was calculated based on geometry and density
of constitutent materials. Modelled shafts had both braided and unidirectional layers and compared favourably with or were
better than commercially available composite and steel shafts in terms of deflection force and twist angle; they had the same
weight as composite shafts but were much lighter than steel shafts. If these findings are verified, braided composites would
be a viable and effective approach to the design of future golf shafts. 相似文献
102.
同学们,本期开始,"YY英语救助站"将热忱地为大家提供优质有效的服务!欢迎大家给我们"输送病号"(来信来稿)。我们将尽量解决你们在英语学习中遇到的"疑难杂症"!嘿嘿,YY两字要发字母Y的音,不要念错喽!至于为什么起这个名字,一方面,它同why(为什么)是谐音,另一方面,它们也是"语言"两字的拼音首字母。两者同时表示这是一个专门为语言学习排忧解难的场所哦! 相似文献
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Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre‐ and post‐survey study design 下载免费PDF全文
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This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate. 相似文献
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Dennis Soltys 《比较教育学》2015,51(2):179-195
This qualitative analysis describes the socialist legacy in the governance of higher education within the former Soviet-led member countries that entered the European Higher Education Area (EHEA) between 2001 and 2010. In joining the EHEA these countries signed on for the Bologna Process (BP), but are not members of the European Union. The analysis is based on EHEA BP Country Reports and a survey of Western academic literature and sources from the former-socialist region. It is argued that ministries of education are little engaged with academic and civic communities, in large part because policymakers underestimate the depth of the cultural and institutional changes that are necessary for educational reforms. Therefore, deep convergence of the new signatory countries to the EHEA via the BP has not occurred. Concurrently, West European measures intended to empower educational communities operate perversely in the post-socialist region, characterised by low civic and state capacities. The over-emphasis on bureaucratic checks and controls negates two important aspirations of Bologna: on the one side, university autonomy, empowerment of faculty, and development of local communities; and on the other side, the free flow of international knowledge. Without an adjustment of policies, the prospects for effective reforms are dimmed. 相似文献
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