格中元素的极小因子

本文首先引入了格中元素极小因子的概念,然后证明了完备下连续格（完备的完全并半分配格或者完备的有补模格）中任意非并既约元都有极小因子,最后给出了格中一个元素存在极小因子的一些充要条件。     

阿德里安·哈里斯的混沌发展理论

哈里斯是当代关系精神分析的主要代表人物,她吸收混沌理论的思想,提出混沌心理发展理论。混沌理论主要强调非线性、多重性、复杂性,初始值的极小变化经由迭代作用能形成巨大的变化,吸引因子是混沌系统中的关键。哈里斯从混沌理论视角审视传统心理发展理论的缺陷即还原论、预设价值观以及忽视性别等问题。她的混沌心理发展理论强调自体状态的多重性、时间性,对性欲与性别做出明确的区分,性别是种"软性集合",是发展系统中最重要的吸引因子,也是影响个体的行为模式。     

Estrada指数的极小树

设G为一个n阶图,G的邻接矩阵A(G)的特征值为λ1,λ2,…,λn,Estrada指数被定义为EE(G)=Σni=1eλi。该文确定了如下树类中Estrada指数的极小图,此类中的树均有n个顶点且恰好包含有两个最大度为△的顶点。进一步提出了一个关于如下树类中Estrada指数的极小图的猜想,此类中的树均有n个顶点且恰好包含有k个最大度为△的顶点。     

Unique-MU(2)和SYM-MU(2)的结构和复杂度

SAT问题(可满足性问题)是计算机科学的核心问题,研究问题的方法很多,利用极小不可满足公式的性质来研究SAT问题是近几年兴起的一个热点研究方向. 文章主要利用,(1,*)-消解和分裂方法研究了差为2的唯一极小不可满足公式集(Unique-MU(2))和差为2的对称极小不可满足公式集(SYM-MU(2))的结构和复杂度.     

c.e.的Wtt-度中的下确界

本文研究了Wtt-度区间的下确界的的存在性问题.我们先证明了Wtt-度中区间对无下确界的向上稠密性.接着我们证明了存在c.e.度a,b(b相似文献   

关于极小正规子群的一个注记

讨论可分解为若干极小正规子群直积的有限群,给出存在异于诸直积因子的极小正规子群的充要条件及其个数.特别地,给出这种子群个数唯一时大群的结构特征.     

本原环的有限、无限Galois理论(上)

自Cartan和Jacobson相互独立地建立了除环的Galois理论之后,Galois理论被推广到了各种环上。本文介绍了近年来本原环上Galois理论的一些最新成果。 本文首先在第一节建立了一般有非零基座的本原环的Galois理论。这样,以前已经建立的除环,满足极小条件的单纯环,线性变换完全环及连续线性变换环的Galois理论都是它的特例。第2、3节线进了不同环的Galois理论之间的Galois等价概念。并证明了无限维线性变换完全环与单阿丁环的有限(无限)Calois理论之间的Calois等价性。连续变换环,有非零基座的本原环Galois理论与单阿丁环的无限Galois理论等价性。最后在本文的第4节利用关于满足极小条件的单纯环的无限Galois理论,建立了本原环的无限Calois理论。     

椭球约束下混合模型的线性极小极大估计

给出在椭球约束下带随机信息的混合模型的线性极小极大估计b(2 ) ,讨论了b(2 ) 在MDE-Ⅱ准则下相对于经典回归模型在椭球约束下的线性极小极大估计b(1) 的优良性 ,并得出了b(2 ) 比b(1) 优的一个充分条件     

极小浸入在局部对称黎曼流形中的完备子流形

给出了极小浸入在局部对称黎曼流形中的完备子流形的一些特性,推广了环绕空 间是这种黎曼流形的紧致极小子流形的一个结果。即:设M是极小浸入在npN+中的完备子流 形,则M全测地,或M是1(1)nS+中的Clifford极小超曲面,或M是)1(4S中的Veronese曲面, 或),,(2dspnDSup>。     

巫山淫羊藿光合生理日变化及其主要影响因子研究

采用Li-6400光合作用测定系统测定巫山淫羊藿叶片光合生理日变化,并用SPSS19.0相关性分析探讨了巫山淫羊藿光合生理特征参数及其环境影响因子的相互关系,为巫山淫羊藿资源的种植栽培提供理论参考依据.结果显示:巫山淫羊藿叶片的最大净光合速率为5.28μmol CO_2·m^(-2)·s(-2)·s^(-1);其净光合速率、气孔导度和蒸腾速率的日变化均呈双峰曲线,影响净光合速率的主要环境因子是相对空气湿度.水分利用效率日变化与净光合速率显著正相关,与胞间CO_2浓度负相关.     

A note on equicontinuous maps of graph space

1 Introduction 1 Let X as a compact metric space with the metric d and f :X → Xas a continuous map. For every nonnegative integer n , define f ninductively by f n = f ? f n?1, with f 0as the identity map on X . If there is a positive integer n such that f n( x )= x, the point x of X is called the periodic point of f and the least n is called the periodic point of x . A periodic point is called a fixed point. Denote the fixed points set and the periodic points set of f respectively by F ( f…     

等度连续的函数列的一致(R)可积性

从连续性的角度出发对函数列的一致(R)可积的性质进行研究,得到若函数序列闭区间上除掉有限个任意小的开区间后等度连续,且一致有界,则一致(R)可积;并给出函数序列闭区间上收敛于可积函数更一般的条件.yh     

多元函数一致连续的充要条件

本文通过定义同类点列,给出多元函数一致连续的充要条件。     

线性递归数列的周期性

本文引入周期数列的极小多项式,多项式的周期。得到了周期数列的极小多项式必定是x~n-1的因式;x~n-1的任一因式必定存在以它为极小多项式的周期数列;周期数列的周期等于它的极小多项式的周期。     

含公布电源配电网可靠性的评估方案研究

在原有配电网引入分布式电源的情况下,提出一种基于应用改进最小路法结合可靠性指标求解评估含分布式电源distributed generation（DG）的配电网可靠性评估方案。以IEEE-RBTS Bus6 系统为例进行不同方案的仿真。仿真结果表明,所提出的可靠性评估模型可以明显地改善配电网系统对用户提供电能的可靠性。     

Temperamental Factors and the Structure of Motivation for Scientific Activity

What is the relationship between the motivation system of research workers (the main motives for scientific work) and temperament? The answer to the question was sought using a hierarchical factor analysis of scores on the Researcher's Work Inventory of Kocowski and the Strelau Temperament Inventory (STI) of a sample of young scientific workers. One secondary and three primary factors were obtained. The secondary factor was identified as self‐actualization or power motivation. This was a composite of intrinsic cognitive or achievement motivation (primary factor I), and will or conscientiousness (primary factor II). The factor will or conscientiousness was positively connected with mobility and strength of excitation (STI scales). A strong nervous system seems to be necessary for successful scientific work combining efficiency and creativity.     

基于CTAM模型的组件系统回归测试方法

提出组件系统的回归测试重点是对更新组件与其他组件之间以事件为单位的交互重新测试.给出了一种基于新的组件测试关联模型(CTAM)的组件系统回归测试方法.首先对需要进行回归测试的组件群体进行波动分析,得出群体中组件受系统改动的影响度,然后根据影响度选择复用先前的测试用例,生成最小回归测试用例集.与传统方法相比,该模型建立在组件间交互事件统计信息的基础上,分析了组件间的复杂关系,更适用于组件系统的回归测试.     

An Examination of the Factor Structure of the Hartford Geriatric Social Work Competency Scale-II Assessment and Intervention Subscales

The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings.     

The development and validation of a framework for teaching competencies in higher education

In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching. The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N = 63) were asked: ``How important are the following teaching competencies in each domain for an experienced teacher in higher education?'' A confirmatory factor analysis was conducted to assess the adequacy of the domains. After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education.