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跳水"压水花"技术运动生物力学研究 总被引：3，自引：0，他引：3
“压水花”是竞技跳水比赛中的关键技术，在训练中已经探索总结出不少“压水花”技术的训练方法，但在理论研究上，还远落后于实践。应用有关力学原理和流固耦合理论，对人、水碰撞过程进行简化和计算机模拟，并对“水花”形成的机理进行进一步的分析探讨，总结出不同形状固体(运动员入水时的手形)、在不同务件下撞击水面时“水花”形成的规律，根据计算机模拟结果和理论研究的成果，对“压水花”技术进行生物力学研究，提出“平掌撞水，压揉结合”的水花控制理论和方法。经对江苏省跳水队部分运动员中进行实验训练，取得了满意的结果。 相似文献
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TN Guru Row 《Resonance》2005,10(6):70-77
The use of single crystal X-ray diffraction to determine the structure of a chemical compound has been historically classified
as ‘Chemical Crystallography’. The methodologies, the accuracy in experiments coupled with the modern computer gadgets and
advances in technology makes this branch of science an unequivocal provider of accurate and precise measurements of molecular
dimensions. Structure determination by powder diffraction, crystal engineering, charge density analysis and studies on molecules
in excited states are the recent add-ons.
T N Guru Row is at the Solid State and Structural Chemistry Unit of the Indian Institute of Science, Bangalore. He is a chemical
crystallographer and prominent areas of his research are in polymorphism and drug design, charge density analysis andab initio powder diffraction. 相似文献
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谭学峰 《通化师范学院学报》2002,23(6):96-98
中国社会主义事业之所以取得令世人瞩目的成就，关键在于邓小平理论在发展社会主义上抓准了切入点，实现了三个决定性的创新。这个切入点即是中国初级阶段的社会主义；三个创新是社会主义结构创新、社会主义体制创新、社会主义手段创新。 相似文献
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This study examined factors associated with young children's feelings about school in kindergarten and first grade, using a new measure, the Feelings about School (FAS). The FAS measures children's perceptions of academic competence, their feelings about the teacher, and their general attitudes toward school. Findings provided support for the reliability and validity of the FAS for kindergartners (N = 225) and first graders (N = 127). Variables presumed to predict children's feelings about school were the classroom structure, academic performance, and relationships with teachers. Feelings about school were expected to predict academic engagement. Correlational analyses indicated that kindergartners' and first graders' feelings about school were associated with their academic skills, as measured by direct assessments and teacher ratings. The evidence for first graders was stronger than for kindergartners. Kindergartners' general attitudes toward school were more negative in highly structured, teacher-directed classroom environments. First graders' perceptions of competence were more negative in classrooms lacking structure and control. First graders', but not kindergartners', perceptions of competence were significantly associated with academic engagement. 相似文献
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