沙地力学传递特性的实验研究及沙滩排球扣球起跳的动力学特征

采用跳深的方法对约 40 cm深沙地的力学传递特性进行实验研究 ,并引入“黑箱”理论进行动力学与动力学数据的对比分析以获得沙地力学传递函数 :力传递函数为 Fd=0 .39Fu1 .1 6 ,冲量传递函数为 Id=0 .88Iu;在此基础上 ,采用录像系统与三维测力台系统实现对沙滩排球扣球起跳阶段的运动学与动力学数据的同步采集 ,揭示其主要动力学特征为沙滩排球扣球起跳的恢复系数小以及其形成的三方面原因 ,以图为沙滩排球的科学化训练提供可靠的理论依据。     

动态运动诱发腰部脊竖肌疲劳过程中sEMG信号变化特征

本研究的目的在于观察动态运动诱发腰部脊竖肌疲劳过程中sEMG信号线性分析指标MPF和非线性分析指标Lempel-Ziv复杂度和近似熵的动态变化规律，确定能够较好地运用于脊竖肌功能评价的sEMG指标。研究结果表明，动态运动过程中，腰部脊竖肌sEMG信号的MPF和Lempel-Ziv复杂度均呈明显的线性规律下降；70%的受试者的近似熵呈先升后降型变化;以MPF下降来预测腰部脊竖肌功能水平的外部效度优于Lempel-Ziv复杂度。研究结果提示，sEMG信号的上述变化可能是神经肌肉系统自组织调节活动的表现。     

近20年来我国技巧运动发展的动态分析

采用文献资料法、逻辑分析法、归纳演绎及分析综合等方法，对近20年来我国技巧运动重大国际比赛中所处的地位，特别是近几年的发展作了较为详尽的分析，指出了当前世界技巧运动发展的趋势：即以国际技巧规则为导向创新为动力，注重艺术性和成功率。旨在为我国技巧运动的发展提供一线思路。     

"多层感官动静结合讲解法"在武术普修课中的实施——将被动的"鸭"变成主动的"人"

教学方法的改革是提高教学质量的重要途径。章以当前教学改革的新目标及现代教学理论的新要求为依据，结合武术自身特点的优势，在教学过程中，提出并实施“多层感官动静结合讲解法”。该法不仅能充分调动学生的积极性和主动性，激发学生的学习兴趣，把学生由过去在课堂上被动的被“填”的“鸭子”变成有思考能力的、有主观能动性的人，同时，极大地提高了学生的专业技能及逻辑思维能力。     

优秀运动员齐海峰竞技成绩的灰色关联分析及其模式训练研究

运用文献资料法和数理统计分析方法，对我国优秀男子十项全能运动齐海峰近几年的比赛成绩进行了综合分析，找出了影响其专项成绩的主要因素，并在此基础上，运用CM（1，N）动态协调模型对其在总成绩不断提高的过程中，系统处于不稳定和非协调发展局势，进行了多方位，多层次的研究，旨在对其成绩的提高起到借鉴作用。     

知识管理在提升企业自主创新能力中的作用

从知识角度对自主创新的内涵进行界定,阐述了自主创新和知识管理的关系,探讨知识管理个要素对企业自主创新能力的影响。以知识管理为核心,采用系统动力学仿真软件VENSIM构建企业自主创新的系统动力学模型,比较不同知识管理因素对自主创新能力提升的效果,并提出相应的政策建议。     

The Concept of Record in Interactive, Experiential and Dynamic Environments: the View of InterPARES*

This article presents the concept of electronic record as articulated by the first phase of the InterPARES (International research on Permanent Authentic Records in Electronic Systems) Project (1999–2001) and discusses it in light of the findings of the second phase of the Project (2002–2006). While InterPARES 1 focused on records produced and/or maintained in databases and document management systems, InterPARES 2 examined records produced and/or maintained in interactive, experiential and dynamic environments. The authors describe the characteristics of these environments and of the entities found in them in the course of case studies conducted on systems used for carrying out artistic, scientific and e-government activities, and propose the new concept of record that InterPARES 2 is eleborating, which expands on that formulated by InterPARES 1.The authors would like to thank InterPARES 2 research assistant Randy Preston for his careful editing and constructive criticisms. Some of his suggestions have been incorporated in the text of this article.     

矩阵方法在点的合成运动中的应用

用矩阵方法对点的合成运动进行分析、研究，推导出求解点的合成运动的矩阵计算公式，这些公式有助于理论力学在计算机上的应用，并对提高理论力学的教学质量可起到积极的作用。     

求解非线性互补问题的两步迭代-Filter方法

利用牛顿迭代法作为预测步,用不动点迭代法作为修正步,结合filter技术,提出了求解非线性互补问题的两步迭代-filter算法,并证明了算法的局部三阶收敛性,最后通过数值实验表明该算法的有效性.     

Exploring Verbal,Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

The current study compared different learners’ static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linear-movement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.