旗传递（v，k，3）-对称设计的自同构群。与它们的抛物子群

文章研究了（v,k,3）-对称设计D的分类;证明了如果群G是D的几乎单型的自同构群,即存在非交换单群X使得X≤G≤Aut（D）,那么X∩Ga不可能是X的抛物子群．     

关于D2p4度Cayley图完全分类的又一证明

设G是有限群，S是G的一个不包含单位元的非空子集且满足S^-1＝S，定义群G关于S的一个Gayley图X＝Gay(G,S)如下：V（X）＝G，E（X）={(g,sg)|g∈G，s∈S}对于素数p ,本文给出了2p阶的二面体群的4度Cayley图Cay(D2p,S)当S为Ⅱ类型子集时的完全分类的另一证明。     

Suziki群与2-(v,17,1)设计的自同构群

设D是一个2-(v,17,1)设计,G是D的一个区传递、点本原的自同构群.如果G不可解,则G的基柱Soc(G)不是Sz(q).     

一类可解群

本文讨论了群的最高阶元素个数为170的有限群,得到了定理:设G是最高阶元素个数为170的有限群,则G是下述群之一。(1)G是｛2,5,11｝-群,且G的阶满足｜G｜=2α.5β.11γ,其中α≤8,β≤2,γ≤2。(2)G是方指数为4的2-群。(3)G是元素的最高阶的6的｛2,3｝-群,或者｛2,3,5｝-群。特别地,G是可解群。     

有限群的不可约特征标个数与群的阶

本文讨论了有限群的阶与不可约特征标个数和群G结构之间的关系,得到了:定理1设G是非交换有限群,p是G的阶的最小素因子,那么k(G)≥G/p当且仅当|G′|=p.定理2设G是非交换p-群,且|G|=pn,|G′|=p,那么G的共轭类个数为pn-1 pi 1-pi,(0≤i≤n-3).     

群范畴中的自由对象及其生成元集

通过构造群范畴中任一非空集合上的自由对象F,即若l:X→F是包含映射,G是群,f:X→G 是集合映射,则存在唯一的群同态:F→G,使得 l=f,并且证明了若对于i:X→F ,F为群范畴中X上的自由对象,则i(X)是群F的生成元集合.     

线传递的2-(v,41,1)设计

证明了：若G为2-（v,41,1）设计D上的自同构群的子群,且G是线本原的,则G也是点本原的.     

两类几乎单群与斯坦诺4-设计

对两类几乎单群旗-传递作用于斯坦诺4-设计上情况进行了讨论. 得到了：设D=（X,B,I）是非平凡的斯坦诺4-设计,D的自同构群G旗-传递地作用在D上.若G是几乎单群,则Soc（G）不同构于单群HS（这里v=176）和CO3（这里v=276）.     

具有快速与慢速分量微分方程的稳定性定理

在正规线性空间上讨论微分方程系统X′(t)=F(t,x,y)X′(t)=ε.G(t,x,y),这里参数ε很小。证明了如果F和G满足Lipschitz条件,F(t,x,y)对y的小的值是指数稳定的,系统在x和y对1/ε阶时间周期的持久扰动是稳定的。考虑扰动系统X′(t)=F(t,x,y) J(t),X′(t)=ε.G(t,x,y) K(t),这里J(t)和K(t)从S到S 1的积分值很小。从而得到存在仅依赖于F和G的常数A,B,C和λ,使对σ≤λ,如果初始值和持久扰动比σ小,且ε≤σ,则解X(t)和Y(t)对一切时间t有界σAeBtε,使得σeBtε≤C。     

Burnside引理的一个推广

用(G，X)表示一个群G作用在集合X上，并用F(g)表示被群G的元素g所稳定的点集，本得到了关于数1/|G|∑g∈G|F(g)|^n的两个结果，并得到了这个数的几何意义．在某种意义上讲，它们是Burnside引理的推广．     

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。     

听说读写与读说听写──论双语共存的外语教学本质

听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的；第二语言的学习是在一种自觉状态中进行的，是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。     

平等契约宽容创新共生--教育与城市精神之塑造

城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得.     

“政校行企社”人才共育体系构建与实践——以广西生态工程职业技术学院为例

结合广西生态工程职业技术学院人才培养研究与实践,就如何从共育模式、人才培养模式、人才共育保障体系等三个方面构建"政府、学校、行业、企业、社会力量"人才共育体系进行了探究。     

Serial learning,interitem associations,phrasing cues,interference, overshadowing,chunking, memory,and extinction

Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting.     

Smarter,Better, Faster,Cheaper

This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement.     

Actos,Reuniones, Congresos,Convocatorias

Resumen

En este artículo, se reflexiona sobre las críticas hechas por Emilio Sánchez al Lenguaje Integrado. Estas críticas sugieren la necesidad de abrir paréntesis educativos donde se enseñe al niño a automatizar los procesos de reconocimiento de palabras, aspecto que no tiene en cuenta este movimiento. Sin embargo, veremos cómo la enseñanza aislada de estas habilidades ignora, por una parte, que la lectura y la escritura suponen adquirir conocimientos que van más allá del reconocimient o de palabras, y por otra, que dicho reconocimient o no se da sólo por vía fonológica, sino que precisa de otras vías de acceso léxico que funcionen en paralelo para que el reconocimiento sea efectivo en los procesos de comprensión de textos. Veremos cómo las actividades que propone el L.I. son las ideales para desarrollar estas habilidades.