一类特殊矩阵特征值的绝对扰动上界

利用矩阵的奇异值分解和矩阵的计算技巧研究了Hermite矩阵特征值的扰动界,得到了Hermite矩阵特征值的绝对扰动上界,对以往的结果进行了改进,并推广了Wielandt-Hoffman定理。     

矩阵广义特征值的极值

利用矩阵的广义Rayleigh商,给出了实对称矩阵的广义特征值的极值,并将结论推广到Hermite矩阵.得到Hermite矩阵最大(小)特征值的存在区域.     

两个Hermite矩阵的乘积的特征值的估计

1对1）A、B是两个任意同阶的Hermite矩阵；2）A、B是两个同阶的正规矩阵；3）A、B是两个任意同阶的复矩阵这三种情形分别给出了乘积AB的特征值的取值范围，其结果是最优的。2讨论了两个Hermite矩阵A、B的Kro-necker积A×B及Hadamard积AB的特征值的取值范围；3给出了Her－mite矩阵的特征值及一般复矩阵谱半径的两个新的估计式，其结果优于Frobe－nius谱半径估计。     

矩阵的广义特征值的绝对扰动界

主要研究H-normal矩阵的广义特征值的绝对扰动界问题,作为应用,给出了规范矩阵与可对角化矩阵的特征值在算子范数与矩阵范数下的扰动界．     

矩阵方程X+A*XnA=I的Hermite正定解的扰动分析

根据非线性矩阵方程X+A*XnA=I的Hermite正定解的存在及唯一性条件,对矩阵方程X+A*XnA=I的唯一解进行了扰动分析,给出了不依赖于扰动解X的扰动边界.     

一类分块Hermite矩阵特征值的简便求法及其推广

给出求解一类特殊分块Hermite矩阵的特征值与特征向量的简便方法,并对该方法作了进一步的推广．     

可对称化矩阵特征值的Weyl型扰动上界

利用矩阵分解和矩阵计算技巧研究了可对称化矩阵特征值的扰动界,得到了可对称化矩阵特征值的Weyl型绝对扰动上界,对以往的结果进行了改进,且得到的结果还对Kahan定理进行了推广.     

矩阵方程X＋A^＊X^n A=1的Hermite正定解的扰动分析

根据非线性矩阵方程X＋A^＊X^n A=1的Hermite正定解的存在及唯一性条件。对矩阵方程X＋A^＊X^n A=1的唯一解进行了扰动分析,给出了不依赖于扰动解X的扰动边界。     

矩阵方程X+A~*X~nA=I的Hermite正定解的扰动分析

根据非线性矩阵方程X＋A^＊X^n A=1的Hermite正定解的存在及唯一性条件。对矩阵方程X＋A^＊X^n A=1的唯一解进行了扰动分析,给出了不依赖于扰动解X的扰动边界。     

一类矩阵的广义特征值的相对扰动定理

研究H-normal矩阵的广义特征值的相对扰动界问题,给出规范矩阵,可对角化矩阵与复正定矩阵的广义特征值在算子范数下的相对扰动界。     

基于B／S模式成绩查询系统的设计和实现

主要论述了成绩查询系统的分析、设计和实现,具体介绍了成绩查询、成绩下载、成绩统计等三个功能模块的程序流程图和主要程序代码．本系统基于ACCESS数据库、采用ASP技术开发实现．该系统既能实现一般的考生成绩查询功能,又能面向教师实现班级成绩查询、下载、统计功能．本系统在实际当中投人运行,经过不断修正,实现了预期的功能．     

论创新

创新既有语词意义，又有概念意义，熊彼特的创新理论主要指技术创新和管理创新，是经济学中的概念，根据创新的广阔性，不能把创新仅限于经济学范围之内，凡是在已知信息的基础上，经过思维活动或者实施行为能产生有价值的新成果的活动都是创新。创新成果分为观念成果和再造成果。发明、发现、创造都是创新，但它们取得的成果是观念成果，是不完全创新。不完全创新有科学价值，但对人类社会没有实际贡献。完全创新是将观念成果继续推进，纳入实施轨道，从而产生再造成果并争得经济效益和社会效益的综合活动。     

医学院校教改课题成果推广应用的现状调查与管理对策研究

为了解教改课题成果推广的现状,对广西医科大学相关教学管理人员及教师进行访谈和问卷调查。结果显示教改课题研究内容脱离教学实际需要、不懂相关推广渠道、无相应经费支持等严重制约了成果的推广。为此,提出对教改立项课题研究进行全过程管理、加强成果推广应用的指导和宣传、健全完善教改课题相关管理制度等对策。     

安徽省体育教育专业女生四项素质地理分布状况研究

本研究以2007级—2010级安徽省体育教育专业女生入学时的体育加试成绩为原始数据,利用地理信息系统（GIS）对安徽省体育教育专业女生的体育加试成绩的地理分布状况进行研究。结果显示：在100米项目中,皖南地区成绩要好于皖中和皖北地区;在原地推铅球项目中,皖北地区的成绩要好于皖中和皖南地区;在立定三级跳远项目中,皖南和皖中地区的成绩要好于皖北地区;在800米项目中,皖北和皖中地区的成绩要好于皖南地区。     

基于MATLAB平面桁架有限元分析研究

基于平面桁架有限元分析的基本原理,利用MATLAB软件对某平面桁架编制了计算程序,得到了结构的内力计算结果、变形图和结构的动力特性,并将计算结果与ANSYS有限元分析软件的结果进行比较.结果表明,二者的计算结果一致.利用MATLAB可以编制结构有限元分析程序,计算速度快,数据准确,并能为复杂结构有限元分析提供参考.     

A new look at resits: are they simply a second chance?

The article challenges common practice in relation to resits of ignoring the main assessment results and making high‐stakes decisions on the basis of resit results alone. Implications for institutions, students and educators are discussed. The proposal is that not all resits should be treated equally and that, in some circumstances, more robust decisions can be made by combining resit results with the results from the main assessment.     

A Comparison of the Kernel Equating Method with Traditional Equating Methods Using SAT® Data

This study applied kernel equating (KE) in two scenarios: equating to a very similar population and equating to a very different population, referred to as a distant population, using SAT^® data. The KE results were compared to the results obtained from analogous traditional equating methods in both scenarios. The results indicate that KE results are comparable to the results of other methods. Further, the results show that when the two populations taking the two tests are similar on the anchor score distributions, different equating methods yield the same or very similar results, even though they have different assumptions.     

Interpreting Probabilistic Classifications From Diagnostic Psychometric Models

Although much research has been conducted on the psychometric properties of cognitive diagnostic models, they are only recently being used in operational settings to provide results to examinees and other stakeholders. Using this newer class of models in practice comes with a fresh challenge for diagnostic assessment developers: effectively reporting results and supporting end users to accurately interpret results. Achieving the goal of communicating results in a way that leads users of the assessment to make accurate interpretations requires a prerequisite step that cannot be taken for granted. The assessment developers must first accurately interpret results from a psychometric, or measurement, standpoint. Through this article, we seek to begin a discussion about reasonable interpretations of the results that classification‐based models provide about examinees. Interpretations from published research and ongoing practice show different—and sometimes conflicting—ways to interpret these results. This article seeks to formalize a comparison, critique, and discussion among the interpretations. Before beginning this discussion, we first present background on the results provided by classification‐based models regarding the examinees. We then structure our discussion around key questions an assessment development team needs to answer themselves prior to constructing reports and interpretative guides for end users of the assessment.     

Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results

The National Assessment Program – Literacy and Numeracy (NAPLAN) is a nationwide testing program for literacy and numeracy in Australia. Several studies explored and used NAPLAN numeracy test results as a source of valuable data and a potential means to improve education. This paper presents a systematic literature review to investigate the use of NAPLAN numeracy test results in those peer-reviewed articles in relation to the purposes of NAPLAN results mentioned by the Australian Curriculum, Assessment and Reporting Authority (ACARA). Findings showed a variety of uses of the NAPLAN numeracy test results in these studies. Most of the studies used the test results to map student progress and identify strengths and weaknesses in teaching. A significant number of studies used the NAPLAN numeracy test results that differ from the purposes mentioned by ACARA. The review concluded that there is currently insufficient use which reflects the purpose of NAPLAN test results.     

Results of the study

This chapter presents and discusses the results of the study. The results are presented in three sections: results of the correlational analysis, results of the regression analysis, and results of the path analysis. In general the results suggest that family background is indirectly linked to GPA by virtue of its direct effect on study behaviors, verbal ability, and nonverbal ability. Similarly, the link between study behaviors and GPA is mediated through verbal ability and nonverbal ability. Family background and study behaviours consistently predicted nonverbal ability, verbal ability, and GPA, even after the effects of the other cognitive variables had been removed.