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  • (7/25) US Businesses Concerned about Hiring Young, ‘Gen Z’ Workers
    AUDIO US Businesses Concerned about Hiring Young, ‘Gen Z’ Workers         A recent report from a higher education advising organization says nearly 40 percent of American employers avoid offering jobs to recent college graduates.   They said members of Generation Z, or ‘Gen Z,’ the group of Americans born between 1997 and 2012, make a lot of mistakes in job interviews. They say they would rather employ older workers who work harder and are dependable.   The research comes from Intelligent, an organization that does research about higher education, the job market and helps young people prepare for college and work.   Unfavorable reviews   The report came out in December and notes that, of 800 directors, managers and ｅxecutives asked questions, 38 percent said they favor older workers. About 20 percent of employers said young people brought a parent with them to a job interview. Almost 60 percent of those surveyed said recent college graduates are unprepared for work and about half said they had to dismiss, or fire, a recent college graduate. Others said the young workers do not take criticism well.   Because of bad experiences with younger workers, more than half of the business leaders said they are putting policies in place that older workers want. For example, they are offering benefits that are important to older workers, paying higher salaries and permitting older workers to work from home. They also say they are willing to employ an older employee who is “overqualified” if it means they do not have to employ a younger worker.   One respondent gave an example of a Gen Z job seeker who refused to turn on their camera during a video interview.   Lack of motivation   Michael Connors is a recruiter in the Washington, D.C. area. That means he helps companies find job candidates. He said he is not surprised by the survey results. He said employers have real questions about the young job seekers.   He asked: “Do they even want this job, or do they just go through the motions?”   He said he has not had a job candidate say they will not use their camera for interviews. However, he has had some candidates choose noisy places for calls. One was sitting outside a shopping center during the interview.   Adam Capozzi is the career services director at Syracuse University in New York state. He said while many students are very good about online communication, managing data and have experience with spreadsheets, they need help with the “soft skills.” Soft skills, he said, include making introductions in business settings, offering a good handshake, or even knowing how to ask for a business card.         Soft skills   Capozzi said students should pay special attention to three things when looking for jobs: dressing well for interviews making sure that their social media and LinkedIn profiles tell a story of their “core mission, vision and values,” learn that networking is “so much more than going to a career fair.” “You could be in an elevator at a specific office building or at a different establishment and bump into someone and strike up a 30-second conversation and not know who they are associated with and a positive first impression can lead to further conversation.”   Diane Gayeski is a professor of strategic communications at Ithaca College in New York state. She worked on the survey.         She said one reason some members of Gen Z are having trouble is that the pandemic disrupted activities that lead to job-hunting success. She noted that some students missed out on internships and the chance to meet professionals who visited college campuses as guest speakers.   “Part of college readiness, college's ability to make students ready for their careers are the things that they experience outside the classroom, such as engaging with people who are different than they are and being able to work on projects that are in the community and engaging in internships, and all of that just didn't exist.”   Managers noted that many students became used to missing project time limit dates, or deadlines, and class time. During the pandemic, some teachers eased a lot of rules.   But in the workplace, employers are not as permissive.   Kristin Williams is the Director of Career Services at Kent State University’s business school in Ohio. She said she sees strong and promising students all the time. However, some of them do miss deadlines.         She notes part of that might be left over from the pandemic, when “we didn’t know what was going to happen tomorrow.” However, she said employers should be willing to train new employees who are having problems.   “Again, do we like it when those things happen? Absolutely not. I’m frustrated when a deadline is missed or there’s repeated asks for an extension. At some point, someone has to be responsible for coaching [them] through that.”   Williams said new employees need to be taught how to tell their supervisors they might miss a deadline ahead of time. And they should be taught how to prioritize the most important tasks.         Some of the criticisms in the Intelligent survey are part of having several generations in the workforce at the same time, Williams said. But she said that the Gen Z workers might make a “positive shift” in the workplace. She said other workers might end up working less, getting paid more and enjoying freedom to dress less formally at work because of Gen Z’s behavior.   She added, if 40 percent of employers are worried about Gen Z, that means 60 percent are not.                                     ____________________________________________________   Words in This Story interview –n. a meeting between a person seeking a position and a person who will help make that decision benefits –n. (pl.) things in addition to pay that are offered to someone to get them to work in a business, organization or government recruiter –n. a person who looks for candidates for employment disrupt –v. to prevent something or someone from working in the usual or desired way internship –n. a form of employment for young people who do not have experience, which gives them the chance to work in an industry or field absolutely –adv. completely (in agreement) frustrated –adj. feeling upset or hopeless about not getting what is wanted or needed prioritize –v. to arrange things in order of importance; to decide which thing is the most important                                               AUDIO  

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  • (7/24) Defining Plagiarism, How to Avoid It
    AUDIO Defining Plagiarism, How to Avoid It           It has become easy for students to find and copy published material. But copying another person’s writing without giving them credit can get students and other scholars into big trouble. Copying another person’s writing without crediting them is called plagiarism.   Recently, the leader of Harvard University stepped down over problems related to the use of other peoples’ work in her writing.   American copyright law protects original works of authorship including books, movies, music, images and artworks. The protection extends to computer software and the design of buildings and structures.   The owner can sell a copyright or permit others to use it because it is property and property ownership is protected by law in the U.S.   The idea is that copyright helps society. If people can gain from their own creations, called their intellectual property, then more people will want to create original works.   The law, however, permits the unlicensed use of copyrighted works under what is called fair use. Fair use can include criticism, comment, news reporting, education and research. However, there are some limitations.   In education, students can include small parts of copyrighted work in their writing and research. But they must provide credit to the original creators through a citation which gives details about the source.   Many universities, including Harvard University, even urge students to give credit to sources of ideas when they come from discussions with professors or other students. Harvard even warns students about copying themselves. That is, they cannot hand in the same work for more than one class without the permission of their instructors.   A failure to do so is considered plagiarizing.         How can professors know if a student is plagiarizing?   Just as it is easy to copy, it is also easy for professors to know if a student has plagiarized.   First, there are computer programs and artificial intelligence, or AI, tools that compare students’ papers to large databases of published writing. The programs can identify whether students have copied published writing. Second, if English is not a student’s first language, a professor might recognize a change in wording and writing style. This could bring more attention to the student’s paper.   Plagiarism is punished in different ways. Professors could simply warn a student not to do it again, lower their grade, or they might fail the student in that class. In more extreme cases, a student may be temporarily banned or expelled from school.   Tools to avoid plagiarism   There are free tools to make citations easier for students and to avoid plagiarism. Zotero is a free, open-source program that helps organize all the research a student may use. For example, it can automatically create citations and combine them into a list. The Purdue Online Writing Lab, or Purdue OWL for short, is another free resource.   Many universities also have writing centers where students can learn the citation rules. And another way for students to learn how to avoid plagiarism is to read published papers and pay careful attention to how information is presented. Students should observe when and how citations are used. This can help them learn the rules of citations.   In educational, or academic, writing, it is better to cite too much than too little.         A possible double standard   Harvard’s Claudine Gay resigned this month after several accusations of plagiarism in her academic work.   Gay’s academic writing got attention after she was strongly criticized for her answers to a Congressional committee related to freedom of speech. Critics found several cases of possible plagiarism in her 1997 doctoral paper. Harvard’s governing board first supported Gay, saying a review of her scholarly work turned up “a few instances of inadequate citation” but no evidence of research wrongdoing.   There has been debate among academics over whether her conduct amounted to academic dishonesty. D. Stephen Voss is an associate professor of political science at the University of Kentucky. He knew Gay when they were graduate students at Harvard. A paper he co-wrote in the 1990s was one Gay is accused of plagiarizing from.   He said in an interview with the New Yorker magazine that Gay did plagiarize from him. But what she copied from his paper was “trivial” and “inconsequential.”   What Gay used from his paper “did not take an idea of any significance from my work.” He added: “the bit she used from us was not in any way a major component of what made her research important or valuable.”   Roger Kreuz is a psychology professor at the University of Memphis who is writing a book on the history and psychology of plagiarism. He told VOA in an email that if plagiarism is defined as taking words from another person’s work, “the opinion of (Voss) doesn’t really matter.”   Kreuz wrote in the online publication, The Conversation, that university students and professors might face different requirements when it comes to plagiarism. Kreuz wrote that professors suspected of plagiarism may be given the benefit of the doubt by their schools. They may also be given the chance to make corrections to their published work.   Kreuz added that university leaders think that faculty members know what plagiarism is and how to avoid it. If a problem arises, administrators might think they were just being careless with their citations or use of quotation marks.   Students, on the other hand, must follow university policies on academic behavior. Harvard, for example, warns that students may be forced to leave the college if they plagiarize. Work written by students is more likely to be closely examined and put through tools that identify plagiarism than faculty work.   Many students consider this a double standard.   Kreuz wrote in an opinion piece in The Boston Globe that university plagiarism policies for faculty are unclear.   How "can academics set or enforce policies for faculty when the concept is so ill-defined?” he asked.                                     ____________________________________________ Words in This Story original — adj. created first author — n. a person who writes a work or starts something citation — n. quotes from written works style — n. a way of doing something, such as writing, that is identifiable grade — n. a number or letter that is given to a piece of schoolwork that shows the student’s level of success academic — adj. related to school especially colleges or universities trivial — adj. not important or useful inconsequential — adj. not important; resulting in nothing significant — adj. important benefit of the doubt — idiom to treat someone as honest or good although there is some doubt whether they are faculty — n. the teachers at a school or college double standard — idiom treating two groups very differently in a way that is considered unfair                                               https://learningenglish.voanews.com/a/defining-plagiarism-how-to-avoid-it/7451640.html  

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  • (7/23) What International Students Should Know about SAT and ACT
    AUDIO         What International Students Should Know about SAT and ACT             Several top U.S. universities say they will require standardized tests such as the SAT and ACT from applicants again. Some of them went “test-optional” during the pandemic.   The schools include Dartmouth College, Georgetown University and the Massachusetts Institute of Technology.   Dartmouth College, in New Hampshire, said students from other countries will need to submit results from those tests or “an equivalent standardized national exam.”   Allen Koh is the founder of Cardinal Education, a company that helps students with college preparation, including applications. He said Dartmouth’s announcement “only made official what had been ‘de facto’ true.”   He noted that between 80 and 90 percent of students admitted to top universities sent test scores, even when they were not required.   Koh said students who attend international schools that use the “A-level” tests from Great Britain may not need to take the SAT or ACT since those tests are so well known. The tests from India may be useful, too. However, students coming from other countries should take the ACT or SAT.   Andrew Taylor is a vice president at the nonprofit organization that runs the ACT. He said the tests are important for international students because they permit American schools to compare students, even if they come from different educational systems.         In an email message to VOA, a representative from the College Board, which runs the SAT, said the test “plays an important role in helping international students be seen by colleges and universities. Test scores can confirm a student’s grades or even demonstrate their strengths beyond what their high school grades may show.”   So if you are an international student planning to apply to college in the U.S., what should you know about the tests?   SAT or ACT?   The SAT has two parts – reading and math. Students can earn a top score of 800 for each part, making 1600 a perfect score.   The SAT is an “adaptive” test, which means the questions will change based on a student’s answer to the previous question. As a result, the SAT takes less time for most students than the ACT.   The ACT is the same for every student who takes the test on the same day. The ACT has four parts – math, science, English and reading. The top ACT score is 36.   Both tests are now available to be taken with a computer at international testing centers.   For the most part, Koh advises international students to take the ACT “because it is much easier to get a perfect ACT score than a perfect SAT score.” Based on how the final ACT score is calculated, Koh said, there are more ways to get to the perfect score of 36.   For English learners, Koh has this advice:   “So I'd say if your English is really strong, all around, ACT could be great for foreigners, but I think for the average foreigner where English might be a little bit of a liability and math might be a little bit stronger, then the SAT may be a better test.”   Taylor of the ACT added that the ACT has a science section, so for students who may not be strong in science, the SAT could be a better choice.   Both Koh and Taylor say students should take practice tests from both the ACT and SAT to decide which may be better for them.   You can find more information online, such as testing dates and locations of test centers at the SAT and ACT websites.         When to take the test?   Koh and Taylor suggest that international students take the tests at least one year before finishing high school. If there is room for improvement, Koh said, students can practice and take it again six months later.   Taylor reminded students that most schools will consider a “super score” which is the best score from each test category.   “So there is no doubt that students do better if they take more than one test. So if they're in a position to be able to take more than one test, we would always recommend that and give yourself the time to do some additional learning between tests so you know, think about where you struggle, think about where you can be ready, and go from there.”   Arkar Chen of Myanmar took the SAT in 2016, one year after he finished high school. He studied for the test but was still surprised at how difficult the reading part was.   “I'll say that 80 percent of the time, I have no idea what it's asking, but the thing with SAT is that when you practice enough, you kind of see a pattern and you kind of know what answer the test maker are looking for.”   In addition, Chen said students need to solve math problems quickly because each question has a limited time. “There’s no way you could do well without a lot of practice,” he said.   Chen said the concept of “critical thinking” was the biggest difference between American tests such as the SAT and the tests he saw growing up in Myanmar. “The SAT,” he said, “tests a lot on your critical thinking skills, so I think that’s why it can feel hard.”   Test is part of the “toolbox”   Taylor of ACT says the test is part of the “toolbox” for colleges to decide about a student’s ability to do well in school.   “More and more,” Taylor said, “higher ed is worried about graduation, not just about admission. … So we need to give not only the higher education institution as much data as we can about the student. We also need to give the student as much data as we can about themselves.”   Koh observes that standardized tests favor a well-rounded student. So students who spend a lot of time studying math and engineering would be smart to spend time on reading and discussing books in English before taking the test.   The parents of many international students are surprised to learn, as Koh said, “Asian STEM-focused students are penalized the heaviest by American admissions officers, for being very strong in math but weak on reading.”                                     _____________________________________________   Words in This Story standardized test –n. tests taken by large numbers of students that are meant to measure their general knowledge and compare it to other students applicant –n. a person who is submitting applications for entry into a school or college equivalent –adj. something that is different in small details but is more or less equal to something else de facto –adj. something that is understood to be true but not written grade –n. the score or letter given to show a student’s ability in a subject or study area demonstrate –v. to show score –n. a number or result of a game or test liability –n. something that is lower quality or not as good as something else recommend –v. to tell someone about something or give advice pattern –n. the regular and repeated way in which something happens or is done graduation –n. the event that ends someone’s time in a university study program institution –n. an organization such as a school, university or health center that has been in place for a long time stem-focused –adj. students who center their education on science, technology, engineering and math penalize –v. to be punished in some way or disadvantaged                                               https://learningenglish.voanews.com/a/what-international-students-should-know-about-sat-and-act/7489976.html

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  • [7/25] 10年难遇？今年“三伏天”有啥讲究
                    中新网北京7月11日电(记者 上官云)盛夏时节，湿热难耐。想一想酷热的“三伏天”，你是否已经准备好了防暑的小妙招？   　　细心的人可能早就发现，和前些年比起来，今年的三伏天在天数上有些不一样，网上也流传着一种说法，认为“今年三伏天10年难遇，只有30天”。   　　不过，中国农业博物馆二级研究馆员唐志强认为，这种说法略显夸张，表述不太准确。从2015年到2024年，连续10年三伏天都是40天，之后2025年的三伏天变为30天，这是特例。从更宽广的时间范畴来看，“30天的三伏天”没有这么稀缺。     资料图：时值三伏天，福州持续高温炎热，清凉的冰上运动受到许多家长和小朋友的欢迎。中新社记者 张斌 摄   　　三伏天怎么计算？   　　“伏天”的说法由来已久。“伏”有“伏藏”的意思，寓意阴气受阳气所迫藏伏地下。   　　唐志强介绍，传统的阴阳五行理论认为，秋季属金，夏季属火，火克金，因而在炎热的夏季就会“伏藏”一段时间，这也就是平时所说的“三伏天”。   　　那么，三伏天是怎么计算的？唐志强介绍，“入伏”时间一般根据节气和干支纪日日期相配合来推算，正所谓“夏至三庚入伏天”，入伏的日期要从"庚日"算起。   　　“十天干”是甲乙丙丁戊己庚辛壬癸，天干地支两两相配，共计60天一循环。“庚”在天干中排第七，五行中属金，古人便以庚日来计“伏”。   　　所以，唐志强说，从夏至开始，依照干支纪日的排列，第三个庚日为初伏，第四个庚日是中伏，立秋后第一个庚日为末伏。   　　以此类推，如果立秋日及其后两天出现庚日，那么中伏就是10天，否则中伏就是20天。因此，有些年份伏天是30天，有些年份伏天就是40天。   　　30天的“三伏天”，罕见吗？   　　如果说三伏天日期有一套固定的计算方法，那为什么会出现连续好几年三伏天都是40天的情况呢？     资料图：书法家为品尝过烙饼摊鸡蛋的居民撰写“过三伏”的福字。中新社记者 崔楠 摄   　　唐志强介绍，夏至到立秋之间的这段时间大概是47天左右，因此夏至日的天干为辛、壬、癸时，立秋的天干是戊、己、庚，这些年份的三伏天是30天。   　　“比如夏至日前一天为庚日，然后到立秋日开始数末伏，那么就要在47天的时间里减掉三个庚日占据的天数，综合计算，这一年的三伏天就是30天。”他说，对照计算，当夏至日的天干为“甲”日至“庚”日时，三伏天是40天。   　　唐志强表示，再加上“早夏至”和“早立秋”等一系列因素的影响，这种时间上的错位一点点叠加起来，就可能会出现连续多年三伏天都是40天的情况。   　　他翻阅资料后发现，从2015年起连续10年三伏天都是40天，2025年的三伏天是30天，这种情况确实比较特殊，在最近两百年的时间内也只有这一次。   　　但就实际情况而言，30天的“三伏天”并不是很稀缺，更不至于总是“10年难遇”。唐志强大概计算了一下，在某个时间段内，“三伏天”是40天的概率是大概是76%左右。     资料图：市民接受传统“三伏灸”治疗。　王东明 摄   　　“最近两百年内，连续多年三伏天都是40天的情况也不多见，早前还有一次是连续8年三伏天都是40天，其他年份，两种天数的三伏天基本都是穿插出现的。”他说。   　　总之，古人对“伏日”的设定很科学。唐志强认为，过去，人们试图寻找炎热天气出现的一些规律，发现小暑大暑这段时间最是闷热潮湿，便设计出了一套计算方法，将其标定。   　　“高温、高湿、高热”，这是三伏天的气候特点。它的到来，也提醒人们要注意防汛，同时注重防暑降温，适当吃一些发汗利水的食物，促进体内代谢有效运转。   　　“直到今天，三伏天的设定对生产生活依然有很大的指导意义。”他说。(完)         https://www.chinanews.com.cn/cul/2025/07-11/10446452.shtml            

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  • [7/24] 天舟九号货运飞船发射任务取得圆满成功 火箭飞船如何做到“一约既定，星河无阻”？
              ※ mp3 파일 참고 :   "LINK"  링크 클릭해주시면  mp3 포함되어 있습니다 :)         央广网北京7月15日消息 据中央广播电视总台中国之声《新闻纵横》报道，7月15日5时34分，天舟九号货运飞船在长征七号遥十运载火箭的托举下，于中国文昌航天发射场发射升空，约10分钟后，顺利进入预定轨道，发射任务取得圆满成功。此次任务中，天舟九号货运飞船装载航天员在轨驻留消耗品、推进剂、应用实（试）验装置等物资。天舟九号任务中，火箭飞船如何做到“一约既定，星河无阻”？   长征七号遥十运载火箭点火起飞（王小月 摄）   天宫迎来最强货运飞船   伴随着巨大的轰鸣声，搭载天舟九号货运飞船的长征七号遥十运载火箭，在中国文昌航天发射场拔地而起，长长的尾焰瞬间划破长空。很快，天舟九号货运飞船与火箭成功分离并进入预定轨道，随后飞船太阳能帆板顺利展开。西昌卫星发射中心郭忠来宣布：本次任务圆满成功！   本次发射各系统配合默契，火箭飞船表现出色。中国航天科技集团邵业涛评价：“本次发射我们准时点火，飞行过程中，发动机点火、关机，各项分离，整个飞行过程圆满，入轨精度高，达到十环的精度。”   转运时的长征七号、天舟九号船箭组合体（王小月 摄）   长征七号运载火箭总长53.1米，整流罩直径4.2米，起飞重量约597吨，起飞推力727吨，本次任务中，近地轨道运载能力达到14吨。本次发射是长七火箭的第10次发射，是长七系列火箭的第20次发射。长七火箭采用新三垂的测发模式，具备零窗口发射能力，采用起飞时间修正加迭代制导技术，最大可推迟120秒点火，保证火箭入轨精度。“具备低温推进剂不卸除推迟24小时的发射能力，火箭可在中雨条件发射。经多发验证，其对海南高温高湿高盐雾的环境具有较好的适应性。”邵业涛介绍。   空间站应用与发展阶段，载人航天飞船和载人火箭是打一备一，现在货运飞船也是如此。按照载人航天工程可靠运行的要求，长七火箭已准备一发备用箭，在天津总装厂房停放，随时待命，保证空间站任务正常运行，充分体现了载人航天的高可靠性和高安全性。   “具备故障情况下三个月之内再次组织一发任务发射的能力。在我们发射遥十火箭时，遥十一火箭已经在天津总装厂房准备就绪，可以根据需要，运到海南进行测试，三个月内保证再次发射，满足空间站运行的要求。空间站的能源、燃料等，有三个月的储备。”邵业涛说。   由中国航天科技集团五院抓总研制的天舟货运飞船，肩负着为空间站运送货物和补给推进剂，保障空间站在轨稳定运行的既定使命。其中，天舟九号为神舟二十号和神舟二十一号乘组上行的航天员生活物资、锻炼装置和医监用品等，将全面保障航天员在轨生活；上行的航天员出舱保障物资、平台工具和维修备件等，将确保航天员出舱活动顺利开展；生命医学、材料学等设备设施和实验样品，将支撑在轨科学实验持续推进。   中国航天科技集团李智勇告诉记者，本次发射再创了空间站应用与发展阶段，货运飞船上行物资装载量的新高，约6.5吨，比以往多百余公斤。其中包括航天员系统乘员物资，空间站平台物资以及空间应用系统、医学实验领域、航天科技试验领域实验样品和设施设备。同时，中国航天科技集团持续优化流程，提高物资运输的应急保障能力，首次具备了三个月应急发射的能力，并且本次仍然使用了三小时快速交会对接方案，使三小时快速交会对接模式实现常态化。   此外，天舟九号上还搭载了两项试验载荷。   李智勇介绍：“一个是光学频率梳太空高精度测距技术验证载荷，一个是新型绿色离子液体空间推进技术实验载荷。我们将持续开展新型的空间技术在轨试验，提高任务的综合效益，为新技术的推广应用和空间技术发展作出重要支撑。”   天舟九号的货包中，包括航天员衣食住行和日常工作所用的材料工具等。在食品方面，本次任务中，中国航天员科研训练中心进一步丰富了航天食品的种类，使航天食品在轨的总数从170余种增加到190余种。飞行食谱周期由7天延长到10天，提升了食品的口感，进一步满足了航天员在轨饮食需求的多样性和灵活性，让航天员在空间站能一解“乡愁”、感受“舌尖上的中国”。   据了解，目前我国在轨力量锻炼主要由抗阻力锻炼装置和拉力器组成，对抗重力肌群起到了很好的防护锻炼效果。在空间站应用与发展阶段，针对长期驻留对肌肉萎缩防护水平和效能的需求，采用系统综合防护的理念进行整体防护，随天舟九号上行了专门针对核心肌群的锻炼装置。   中国航天员科研训练中心许志介绍，核心肌群是人体的动力链中心，是上下肢衔接的纽带和运动发力的起点，是人体运动的“动力源”，它的稳定强健影响着身体运动的整体性和能力的表达效率。在太空中，核心肌群对维持工作及运动能力，着陆返回后恢复等有重要作用。核心肌肉锻炼装置可开展恒定阻力的核心肌肉与上肢锻炼，能够有效预防椎旁肌等深层肌群萎缩，提高返回后对重力环境的再适应能力。核心肌肉锻炼装置与之前的抗阻力锻炼装置在轨组合使用，可以实现对航天员全身各主要肌群更精准的防护，锻炼更加灵活便捷，进一步提高了航天员肌肉萎缩防护的全面性、有效性及智能化水平。   许志表示：“随着空间站任务的逐渐深入，后续我们将面临长期飞行。长期在轨飞行会对航天员的身体产生一定影响，比如肌肉萎缩、心血管功能下降等。为此，我们已经在空间站配置了太空跑台、太空自行车、微重力抗阻锻炼等装备，通过这些失重防护锻炼手段，对抗在轨飞行产生的影响。在此基础上，面向后续长期飞行，我们研制了核心肌肉锻炼装置。”   从具体的科学实验来说，本次任务包括空间生命科学与生物技术、空间材料科学、微重力流体物理与燃烧科学等领域的科学实验共23项，研究研制单位包括10个研究所和11所大学。其中3项生命科学实验项目需在文昌航天发射场开展样品制备和临射安装，包含骨骼肌前体细胞、肝细胞、脑类器官芯片等实验样品。   “天上一天，地下一年”，听起来是神话，但在太空中，很多问题会被放大，人身体上的问题也是如此。这次要开展的相关生命科学实验对维护航天员长期在轨健康和在地面进行相关应用都有很大的帮助。   中国科学院空间应用系统宫永生说：“通过以上三个项目，分别主要研究空间微重力环境对人脑内器官结构功能的影响及机制、骨骼肌前体细胞迁移行为、核酸脂质纳米药物在细胞内转运规律和机制，进一步深化人类对生物体生理病理的认知，为人类健康保障提供基础支持。”   在微重力流体物理与燃烧科学领域，重点围绕多相流与相变传热及应用研究、软物质与复杂流体研究、流体动力学及其应用研究等方面，开展相关科学实验，揭示重力作用机制，发展相关理论和模型，为推动空间流体管理、特殊功能软物质等相关技术的创新发展提供支持。   宫永生说：“我们利用梦天舱燃烧科学实验柜，重点围绕近可燃极限和基础燃烧等方面，开展微重力近极限火焰模拟强湍流火焰分区行为研究等科学实验，为发展燃烧基础理论和深入理解动力系统及相关领域燃烧的重要机理提供支持。” 此次任务是我国载人航天工程进入空间站应用与发展阶段后的第4次货运补给任务，是工程立项实施以来的第36次发射任务。   3小时万里穿针！天舟九号货运飞船任务“最优解”   天舟九号货运飞船入轨后顺利完成状态设置，于北京时间7月15日8时52分，成功对接于空间站天和核心舱后向端口。天舟九号货运飞船如何与空间站实现“太空穿针”级的精准对接？此次交会对接任务，还有哪些特点和难点？   从400米到19米，从发射入轨到最终对接机构锁紧，天舟九号货运飞船入轨约3小时之后，于7月15日8时52分成功对接于空间站天和核心舱后向端口。   飞船进入太空后如何与空间站见面，怎样实现“太空穿针”级的精准对接？   中国航天科技集团王伟臣告诉记者：“本次交会对接任务，由航天五院抓总研制的交会对接系统，全程自主控制完成，采用3小时全自主快速交会对接模式。货运飞船通过预设的关键位置停泊点，精准规划对接路径，实现从入轨到锁紧的全程智能化操作，同时依托相控中继终端，实施构建天地通信链路，确保指令毫秒级传输，最终实现与空间站核心舱的‘太空穿针’级的精准对接。”   空间站开始建设以来，使用过2小时、3小时和6.5小时快速交会对接方案。此次天舟九号货运飞船保持3小时快速交会对接的模式，有哪些重要意义？王伟臣表示，3小时快速交会对接模式，相较传统的6.5小时方案，提速50%以上，兼顾任务的时效性与系统的容错性，降低了对测控精度的要求，对飞控实施过程各环节的不确定性适应性更强，成为当前技术条件下的最优方案。   王伟臣说：“3小时方案是经过比较后最终选择的方案。6.5小时方案和2.5小时方案都非常快，但是我们选择了折中的方案。我们对于推进剂的消耗、整个飞控的实施以及各大系统的要求进行了综合权衡，3小时方案的效率、可靠性、安全性都是最优的。”   王伟臣表示，3小时的快速交会对接模式，处于国际领先的地位。“我国36次交会对接100%成功率，快速对接技术国际领先，彰显航天五院履行‘航天强国使命’的核心能力。天舟九号交会对接任务圆满完成，接续着我国空间站建设与运营的新篇章，也标志着我国在空间交会对接领域已经形成一整套自主可控、程序可靠的技术体系。”   本次天舟九号货运飞船和空间站交会对接，都有哪些难点，如何解决？王伟臣透露，第一个难点是，此次任务是首次在新轨道高度实施交会对接，动力学环境变化容易引发控制偏差。   王伟臣告诉记者，从表现看，此次交会对接任务，轨道对接高度比此前高几公里，但是影响是多方面的，比如对于飞控实施、测控的安排，以及交会对接的精度都有影响。针对这个难点，他们进行了3000余次的全工况仿真，优化自适应轨道算法，确保全相位精准适应。   此外，此次任务是在特定太阳高度角进行的一次交会对接，特定太阳高度角会导致强光干扰，威胁光学敏感器测量的稳定性。   王伟臣说：“我们采用了‘多源融合导航技术’，结合惯性与视觉数据，实时校准轨迹。”   中国航天科技集团冯永表示，通过软件的优化以及交会对接策略的优化，后续天舟货运飞船的发射窗口将进一步开放。“交会对接窗口的约束主要来自能源约束和光线入射角约束。我们通过软件的优化，以及交会对接策略的优化，进一步放开了光线入射角以及能源的约束，使得发射窗口的约束更小、选择更便捷。”   据了解，交会对接完成后，天舟九号货运飞船按计划开展货物转运等相关工作。           https://china.cnr.cn/gdgg/20250715/t20250715_527264161.shtml          

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  • [7/23] “窝囊旅游”出圈 Z世代爱上“又怂又爽”新玩法
              　中新网湖州7月12日电(胡丰盛)减速版蹦极台上，绳索缓缓下滑，不再是自由落体式的惊叫现场；爬山自动扶梯上，游客谈笑风生，20分钟轻松登顶；水深不足1米的漂流区里，年轻人“躺平”在水面，随波逐流……眼下，中国年轻人的社交平台上，一场以“窝囊”为名的旅游潮流正悄然兴起。   　　这个曾经的贬义词，如今成了年轻人追捧的旅游新标签。   　　在浙江省安吉县山川乡某景区，减速版蹦极项目前排队的人群成了2025年暑期一道独特风景。与传统蹦极的惊险刺激不同，这里的体验者被绳索缓缓放下，如同羽毛飘落。“好窝囊但好喜欢！”现场，一位刚体验完的“00后”上海女生徐飞飞笑着告诉同伴，“视频加速一下就能发朋友圈了。”   　　变化带来了实实在在的客流。减速版蹦极推出后，当地游客数量翻了五六倍，节假日期间日均体验人数超过200人次。在安吉县的漂流区，“窝囊漂流”更是颠覆传统——平均水深0.5米至0.8米，游客无需划桨搏击激流，只需穿上特制救生衣，就能“窝在山水里，神游天地间”。   2025年7月，浙江安吉，年轻人身着救生衣，浮在水面上，体验“窝囊漂流”。安吉县委宣传部供图   　　而在安吉周边的杭州天屿山、台州神仙居等地，“无痛爬山”自动扶梯让登山变得前所未有的轻松。每人10分钟登顶的体验，吸引了不少年轻人购买。   　　“窝囊旅游”的爆发绝非偶然。中国某旅游平台调研显示，62%的年轻人将“能出片”列为体验选择的首要标准，远超“刺激程度”的占比。在短视频时代，“半吊子勇敢”成了可炫耀的社交资本。   　　“放松精神躺在水上，头上绿树成荫，下面溪水冰冰凉凉，有种放空一切的感觉。”一位刚体验完“窝囊漂流”的“90后”杭州女孩谢莹展示了自己的照片。她的照片里，绿荫底下，自己如一片落叶漂在平静水面，显得异常悠闲。   　　“窝囊旅游三件套”——“窝囊蹦极”“窝囊爬山”“窝囊漂流”的迅速走红，精准击中了当代年轻人“又菜又爱玩”的心态。“以往印象中，游客漂流都是坐在橡皮艇上，水流很急，追求刺激。”安吉经营“窝囊”漂流项目的负责人张帆说，“窝囊旅游”的走红，实质上是恰好满足了年轻人对“悦己”“放松”“反差”的消费需求，“我们发现游客要的是‘被自然怀抱’的温柔体验。”   　　张帆透露，在周末高峰期，“窝囊漂流”项目日均客流量可达六七千人。   　　中国旅游研究院科研管理部主任战冬梅认为，“窝囊项目”作为适应市场的新尝试，体现了景区对游客细微需求的敏锐捕捉与满足，迎合了游客个性化诉求，也吸引了大量人气。不过她认为，当前旅游市场普遍存在产品同质化问题，也亟须通过差异化策略来突破，特别是针对不同年龄层、不同地域及兴趣偏好的游客群体进行细分，定制特色线路。(完)         https://www.chinanews.com.cn/sh/2025/07-12/10446780.shtml            

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  • 「7/25」“男女のカロリー消費差” マウスの実験で解明 東京科学大など
    女性は男性よりも糖尿病や肥満になりにくいことが知られていますが、東京科学大学などのグループは特定のたんぱく質にメス特有の働きがあり、カロリーの消費がオスよりも多いことをマウスの実験で解明したと発表しました。 ヒトでは女性のほうが男性よりも糖尿病や肥満になりにくいことが知られていて、体内でエネルギーを消費する「褐色脂肪」の働きの違いが理由の一つと考えられています。   東京科学大学 分子内分泌代謝学分野の山田哲也教授らのグループは、褐色脂肪の中でエネルギーの代謝に関わるたんぱく質「PGCー1α」に注目し、このたんぱく質を作れないようにしたオスとメスのマウスを比較しました。 その結果、メスでのみエネルギーを作り出す細胞の器官「ミトコンドリア」の構造が変化して機能が低下し、カロリーの消費も減ったということで「PGCー1α」にメス特有の働きがあることが分かりました。 また、通常のマウスの褐色脂肪に女性ホルモン「エストロゲン」を加えたところ、メスでだけミトコンドリアの機能を高める酵素が増えたということで、グループはメス特有の「PGCー1α」の働きと、エストロゲンの作用が組み合わさってオスよりもカロリーの消費量が多くなるとしています。 このたんぱく質はヒトでも同様に働いているとみられるということで、山田教授は「女性の肥満や代謝性疾患の改善につながるターゲットを見つけることができた。今後、男性にも応用できるよう研究を進めたい」と話しています。

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  • 「7/24」夏休みの海外旅行者 約20％増の見通し 大手旅行会社調べ
    この夏、海外旅行に行く人は、去年より20％ほど増えるという見通しがまとまりました。去年に比べて円安がいくぶん落ち着いていることや、ボーナスの増加傾向などを背景に、海外旅行の需要の回復が鮮明となっています。 大手旅行会社のJTBは、交通機関の予約状況などをもとに、7月15日から8月末までの夏休みシーズンに1泊以上の旅行に出かける人の動向を調べました。 それによりますと、この夏、海外旅行に行く人は、去年より20.8％増えて244万人になる見込みです。 去年に比べて、円安がいくぶん落ち着いていることや、夏のボーナスの増加傾向などが背景にあるということです。 行き先は、「韓国」と「ヨーロッパ」が最も多く、次いで、「台湾」と「東南アジア」が並んでいて、「アメリカ本土」も人気が高まっているということです。 海外旅行に行く人は、コロナ禍後、国内旅行と比べて回復が遅れていましたが、今回の見通しどおりになれば、コロナ禍前10年間の平均の9割ほどにまで戻るということです。 一方、国内旅行に出かける人は、去年より0.3％多い7220万人と推計されています。 JTBは「海外旅行の需要の回復が鮮明だ。金と時間をかけて遠くに行こうと、行き先もアジアだけでなくヨーロッパや米国へと広がっていて、旅行形態の多様化もうかがえる」と話しています。

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  • 「7/23」北海道 福島町 ヒグマか 再びゴミ置き場荒らされ警戒続く
    ヒグマに襲われた男性が死亡した北海道福島町で、14日夜遅く、店舗のゴミ置き場の扉が壊されているのが見つかりました。14日の朝にも生ゴミが散乱しているのが見つかったばかりで、警察はヒグマが荒らしたものとみて引き続き警戒しています。 警察によりますと、14日午後11時半ごろ、福島町三岳にあるスーパーとホームセンターのゴミ置き場の扉が壊されているのをパトロール中の警察官が見つけました。 1時間ほど前には異常はなく、中にあったペットフードなどがなくなっていたということで、警察はヒグマが荒らしたものとみて引き続き警戒しています。 このゴミ置き場は、ヒグマに襲われて死亡した男性が見つかった現場からおよそ400メートル北にあり、14日の朝も生ゴミが散乱しているのが見つかっていました。   スーパーの岩渕勇紀店長は「町唯一のスーパーなので、店を閉めるわけにはいかない。従業員の中には徒歩で通勤する人もいるので、車での送迎も視野に入れ、とにかく安全第一で営業していきたい」と話しています。     こうした中、福島町は住民に対し、ヒグマを引き寄せないため夜間にゴミを出さないよう求めるチラシを作るなど改めて注意を呼びかけています。   15日朝、町内でゴミ出しをしていた男性は「ゴミを出すときもクマがいないか周囲を気にしている」などと話していました。 福島町町民課の中塚雅史課長補佐は「生ゴミがヒグマを誘引している可能性があるので、回収日当日にゴミ出しを行うよう協力をお願いしたい」と話していました。 林官房長官「早い時期から出没相次ぐ 十分な警戒を」 林官房長官は、閣議のあとの記者会見で「クマの出没要因は地域により異なるが、人里にある果実や残飯、家畜飼料などの食物の存在や、耕作放棄地などクマの侵入経路となるやぶの増加などが考えられ、人里にある食物の管理や侵入経路の遮断などが重要だ」と述べました。 そのうえで「例年、クマの出没は秋口から増加する傾向があるが、ことしは早い時期から各地で出没が相次いでいる。国民には、自治体が発信する情報に注意するなど、引き続き、十分な警戒をお願いしたい」と呼びかけました。

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