失效概率的估计及其性质

E-Bayes估计法在无失效数据情形给出了失效概率的E-Bayes估计的定义,并在此基础上给出了失效概率的E-Bayes估计。文章在E-Bayes估计法基础上,给出了失效概率的另外两个E-Bayes估计,并给出了失效概率的E-Bayes估计的性质。最后,给出了数值算例,结果表明E-Bayes估计法可行且便于应用。     

关于坐标的曲线、曲面积分向量教学方法

给出了积分的模型描述与计算描述形式,并给出了元素法的统一描述形式。借助于元素法给出了关于坐标的曲线、曲面积分的向量建模过程与积分模型的向量描述形式,并由向量形式给出了计算方法。     

曲面的曲率线解法数例

本文不但给出了旋转曲面的曲率线的解法,而且给出了由隐函数所确定的曲率线的解法,最后给出了二次曲率线的解法。     

一道竞赛题的解法再改进

文[1]对2008年"新知杯"上海市初中数学竞赛第四题的参考答案给出了较为简捷的方法并给出了精确值,本文再给出一个更为简捷的方法.为方便起见,现给出2008年新知杯上海市初中数学竞赛第四题:     

分形在化学方面的应用

本文给出了活性碳表面的分形解释并给出了金刚石和石墨的盒维数．     

一类通项具有迭代形式的数列极限的求法

压缩映射原理用来证明方程解的存在性与唯一性,并且给出了求近似解的迭代方法。利用压缩映射原理,给出了求解一类具有迭代形式的数列极限的方法,并且给出了它的一些应用。     

欧氏空间的等积变换的性质

首先给出了欧氏空间的等积变换的定义.其次给出4个引理并利用这些引理给出了有限维欧氏空间的两个线性变换为等积变换的充要条件,其中一个充要条件反应了两个等积变换在规范正交基下的矩阵关系,另一个充要条件反应了两个等积变换之间的关系.最后给出了无限维欧氏空间为等积变换的一个充要条件及等积变换的一个性质.     

Stanley-Reisner环的贝蒂数计算

本文给出了Stanley-Reisner环及其贝蒂数的定义,并且给出了一些单纯复形的Stanley-Reisner环贝蒂数计算。     

圆锥曲线切线的对称轴作法

给出了圆锥曲线切线的一组性质,然后借助于圆锥曲线的对称轴,给出了圆锥曲线切线的一种作法.     

确定S_n的元素的阶的集合O_n的第二种方法

Sn是n次对称群,On是Sn的元素的阶的集合,给出了确定On的第二种方法,同时给出了例子.     

浅析制约运动技能获得的若干问题

获得运动技术牵涉着诸多因素,其中教练员与运动员之间的语言交流,兼优化互补内在自身过程是有效掌握技能的关键。     

论现象及其生成条件

从主客体关系来看，现象是认识活动的直接对象物，是主客体相互作用的直接产物。 现象的生成条件是：第一，客观条件。包括物自体（客观事物）、时间、空间和环境等。第二，主体条件。 指主体的感官功能、心理、情绪、意志、知识和理性等。第三，观察仪器对于现象的生成具有重要意义。     

基于Web2.0的智能导学系统研究与设计

Web2.0作为网络发展的新时代,其去中心化、参与、分享、协作的理念,为智能导学系统设计带来了新的思路。RSS、Tag、SNS、Wiki、Mashup等作为Web2.0的代表性技术,为智能导学系统更好的实现交互性、共享性、开放性、自主性、协作性等基本特点,提供了有利的支持。运用相关认知理论、动态评价等理论的指导,将web2.0的新技术运用到智能导学系统,可以设计出导学功能更强、智能性更高的导学系统,体现以学生为主体的人本主义思想。     

Fantasm: The triumph of form (an essay on the democratic sublime)

This essay attempts to counter the dreariness of postmodern critique and culture by locating the vital force of phantasy, rhetoric, argument, hope, and memory in contemporary public affairs. More particularly, it engages recent controversies about collective memory and the FDR memorial statue especially to generate a greater sensitivity to the fact that we are agents (and not just dupes) of history. The body, symbolic and material, is a core site for the history, theory, and practice of democracy, I argue, and is the hard kernel of collective identification and division. Methodologically, the essay fuses Aristotle and Lacan's ideas about phantasy as a perceptual device, which gages and creates public and personal desire, as an analytic frame for the study of public discourse.     

Practices and opinions reported by coordinators of graduate programs

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.     

基于木马攻击机制的防范措施剖析

在网络安全中,越来越多的系统受到木马攻击,网络安全受到极大的冲击。本文作者希望通过对木马的攻击机制、攻击特点、攻击力、攻击步骤、伪装方法、传播途径、启动方式等进行全面的剖析,力求寻找在伪装、传播、启动等方面的共性,以进一步研究、制订出一整套新的、简便的、具有可操作性的木马检测、清除、诱捕及其防御策略。     

从“は”与“が”的区别谈现代日语句子的特征

在日语中,一个句子中同时出现两个以上“”或者“”的情况是屡见不鲜的。当一个句子里同时有两个“”时,只能有一个提示主题(大主语),另一个只能表示对比,起强调作用。当强调的内容是状态、存在、动作等的主体(小主语)时,小主语用“”,强调的内容是谓语部分时,小主语用“”。当一个句子中同时有两个“”时,大主语的“”表示排他,是句子叙述的重点,强调在一定范围中,被判断状态、存在、动作的主体只有“”或者在一定范围中的最甚者;小主语的“”只单纯表示被判断状态、存在、动作的主体。     

社区教育视阈中的公众讲座探微

具有功能教化性、选题灵活性、内容独特性、场景庄重性、视听公益性等特征的公众讲座,是城乡社区教育的有利载体,是时代主题宣示的有效方式,是公众素养教育的有益形式,是构建和谐社会的有力手段。举办公众讲座要遵循导向性、贴近性、序列性、时令性、可听性等原则,采取思想理论引领和各类知识普及相结合、域外讲座资源和域内讲座资源相结合、知名学者和草根人士相结合、固定讲坛与流动巡讲相结合、财政拨款与社会捐助相结合等策略方法。     

“This Is How You Hetero:” Sexual Minorities in Heteronormative Sex Education

The efficacy of sex education has been questioned, as students participate in high rates of unsafe sex after completion. Without exploring various sexual minority (SM) identities (e.g., gay, lesbian, and bisexual) and forms of sex, sex education may be especially unhelpful for SMs by perpetuating the heteronormative (i.e., assuming heterosexuality is normal) environment they typically experience. In the present qualitative study, semistructured interviews were conducted with 12 SMs regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and exclusive of their identities, making them feel invisible, sexually unprepared, and shameful. Sex education also reportedly contributed to sexual hesitance, sexual violence, and risky sexual behaviors. Participants endorsed histories of depression, anxiety, and suicidality, often associated with their identity. To become more informed and sexually prepared, they sought information through conversations with others, online searching, college courses, and trial and error sexual experiences. Participants also advocated for inclusive sex education, which would incorporate all identities and associated safe sex practices. They concluded that inclusivity in curricula could lead to various improved outcomes for SMs, such as safe sex, a sense of community, identity confidence, healthy relationships, and resilience.     

王弘论

王弘服膺儒学，坚持礼法。东晋末年，他投靠刘裕，成为刘宋王朝的开国功臣。无嘉初，王弘利用皇权与相权相争之机，助文帝铲除徐羡之等人，升任首辅，后为皇权所逼，退出权力中心。王弘的思想、行为对当时的社会影响较大，从中可以看出儒学渐兴以及皇权不断加强的历史轨迹。