On some projectively flat polynomial （α,β）-metrics

In this paper, we consider some polynomial (α,β)-metrics, and discuss the sufficient and necessary conditions for a Finsler metric in the form F=α a1β a2β2/α a4β4/α3 to be projectively flat, where ai (i=1,2,4) are constants with a1≠0, α is a Riemannian metric and β is a 1-form. By analyzing the geodesic coefficients and the divisibility of certain polynomials, we obtain that there are only five projectively flat cases for metrics of this type. This gives a classification for such kind of Finsler metrics.     

A note on the Marcinkiewicz integral operators on Fp^a,q

In this paper, we shall prove that the Marcinkiewicz integral operator #n, when its kernel Ω satisfies the L^1-Dini condition, is bounded on the Triehel-Lizorkin spaces. It is well known that the Triehel-Lizorkin spaces are generalizations of many familiar spaces such as the Lehesgue spaces and the Soholev spaces. Therefore, our result extends many known theorems on the Marcinkiewicz integral operator. Our method is to regard the Marcinkiewicz integral operator as a vector valued singular integral. We also use another characterization of the Triehel-Lizorkin space which makes our approach more clear.     

两个Ramsey数R(m,n,l)和R(m,n,l,s)的含参数的上界

Ｉｎ 1935 ,Ｐ .Ｅｒｄ¨ｏｓａｎｄＧＳｚｅｋｅｒｅｓｏｂｔａｉｎｅｄｔｈｅｃｌａｓｓｉｃａｌｉｎｅｑｕａｌｉｔｙＲ (ｍ ,ｎ)≤Ｒ (ｍ - 1,ｎ) Ｒ(ｍ ,ｎ - 1) .　Ｉｎ 196 8,Ｋ .ＷａｌｋｅｒｐｒｏｖｅｄｔｈａｔＲ(ｎ ,ｎ)≤ 4Ｒ(ｎ- 2 ,ｎ) 2 .　Ｉｎ 1998,ＨｕａｎｇＹ .Ｒ .ａｎｄＺｈａｎｇＫ .Ｍ .[1,2 ] ｐｒｏｖｅｄｔｈａｔＲ(ｍ ,ｎ)≤ 12 (β 3γ 5 ) 　　12 γ(4α 2 β - 3γ 6 ) (β 1) 2　Ｉｎｔｈｉｓｐａｐｅｒ ,ｗｅｏｂｔａｉｎｓｏｍｅｎｅｗｕｐｐｅｒｂｏｕｎｄｓｆｏｒＲ(ｍ ,ｎ ,ｌ)ａｎｄＲ(ｍ …     

<Emphasis Type="Italic">Negativity</Emphasis> and the <Emphasis Type="Italic">new</Emphasis> in John Dewey’s theory of learning and democracy

Zusammenfassung Negativit?t und das Neue in John Deweys Theorie vom Lernen und der Demokratie — Für einen erneuten Blick auf Lernkulturen Die Rolle des Neuen in Lernprozessen bezieht sich auf die grundlegende Frage, wie Lernen überhaupt m?glich ist und wo es beginnt. In diesem Beitrag wird zun?chst John Deweys Lernkonzeption als Basis für die Analyse entwickelt. Dann wird die Beziehung zwischen Negativit?t und dem Neuen erarbeitet. Beim übergang vom Alten zum Neuen und vom Gewussten zum Ungewussten entstehen Verwirrungen und Schwierigkeiten, die in diesem Papier als Negativit?t im Lernprozess untersucht werden. Au?erdem vermittelt der Beitrag Einsichten in praktische p?dagogische Probleme, etwa bezüglich der Frage, wie Lehrer und andere Erzieher Lernprozesse f?rdern und wie Lernkulturen als besondere Lernumwelten Lehr-Lern-Prozesse unterstützen k?nnen.

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Negativity and the new in John Dewey’s theory of learning and democracy Toward a renewed look at learning cultures

Summary The role of the New in learning processes relates to basic questions of how learning is possible, and where learning begins. Using John Dewey’s concept of learning as the basis for analysis, this inquiry looks into the relation between Negativity and the New and seeks to uncover the negativity in learning processes associated with the perplexities and difficulties which arise in the transitions from Old to New and Known to Unknown. Furthermore, it offers insight into practical pedagogical issues, such as how teachers and educators can support learning processes and how learning cultures, as particular environments for learning, can assist processes of teaching and learning.

     

Software Development for Digital Control of WDW Series Testing Machine and Measurement of KIC

Software has been developed for digital control of WDW series testing machine and the measurement of fracture toughness by modularized design. Development of the software makes use of multi-thread and serial communication techniques, which can accurately control the testing machine and measure the fracture toughness in real-time. Three-point bending specimens were used in the measurement. The software operates stably and reliably, expanding the function of WDW series testing machine.     

Nonlinear Riemann Problem for Nonlinear Elliptic Systems in Sobolev Space W1，p（ D ）

The nonlinear Riemann problems were converted into nonlinear singular integral equations and the existence of the solution for the problem was proved by means of contract principle.     

Euclid and ‘<Emphasis Type="Italic">The Elements</Emphasis>’

When a crime is committed and the culprit responsible for the crime is nabbed, the job of the investigators is not over. To convince the judge, they have to prove beyond doubt that it was the accused who committed the crime. Likewise, mathematical statements require proofs for their veracity to be established. Further, to make these statements precise we need to have a set of proper definitions. It was Euclid, who more than two thousand years ago, started this tradition when he bequeathed to the world his book entitled The Elements. This tradition has continued since then. Definitions, proofs besides axioms have become an inalienable part of mathematical lore. We owe all this to Euclid, one of the greatest pioneers of rigour and reasoning. In this article we discuss the work of Euclid.     

<Emphasis Type="Italic">Mathematical sophistication</Emphasis> among preservice elementary teachers

This study explores the ways in which eleven preservice elementary teachers used a web-based teacher resource to apply a mathematical definition, to correct a procedural error in arithmetic, and to make sense of a story requiring the multiplication of fractions. In our analysis we propose a framework to compare the behaviors and values expressed by our participants with the values and norms of the mathematical community. This analysis suggests that many preservice elementary teachers are profoundly mathematically unsophisticated. In other words, they displayed a set of values and avenues for doing mathematics so different from that of the mathematical community, and so impoverished, that they found it difficult to create fundamental mathematical understandings.     

An Easy and Well-Ordered Way to Learn: Schooling at Home in Louisa May Alcott’s <Emphasis Type="Italic">Eight Cousins</Emphasis> and <Emphasis Type="Italic">Jack and Jill</Emphasis>

Louisa May Alcott’s juvenile fiction is often focused on aspects of children’s lives that were also topics of reform in nineteenth century America. In Jack and Jill and Eight Cousins, Alcott presents an idealized picture of child-centered learning, building on three central principals: (1) Good teachers are sympathetic and understanding of children; (2) Every child needs to be healthy in order to learn; and (3) Children should be allowed to explore their world through self-directed, active learning. The ideal educational environment that she describes has much in common with the theories of John Dewey that would emerge some years later; using Dewey’s writings can give further insight into Alcott’s fiction. In this article, I argue that Alcott sees the world from the perspective of her young characters, and describes it in a way that simultaneously connects to her young readers and gives adults insight into the child’s world.     

Watching the Detectives: Mark Haddon’s <Emphasis Type="Italic">The Curious Incident of the Dog in the Night-Time</Emphasis> and Kevin Brooks’ <Emphasis Type="Italic">Martyn Pig</Emphasis>

Mark Haddon’s The Curious Incident of the Dog in the Night-Time was the cross-over publishing sensation of 2003. It has been the subject of widespread critical and commercial acclaim and has won prestigious UK prizes including the Whitbread Book of the Year and the Guardian’s Children’s Fiction Prize. It is still enjoying considerable commercial success in the best-seller lists. This essay reads Haddon’s novel alongside Kevin Brooks’ Martyn Pig (2002), winner of the Branford Boase Award and short-listed for the Clip Carnegie Medal. Brooks’ hero, Martyn has a troubled teenage life, and like Haddon’s Christopher, he turns to detective fiction in order to shape his own experience. The essay develops the idea that “every life is in search of a narrative” (Richard Kearney, On Stories, p. 4) and argues that detective fiction, in particular, provides structures that allow Brooks’ and Haddon’s first person narrators to make sense of their confusing worlds.Ruth Gilbert is senior lecturer in English at University College, Winchester, England. She has published on gender and sexuality in early modern literature. Recent research has focused on memory and identity in contemporary British Jewish fiction. This article stems from an ongoing interest in teenage and “cross-over” fiction and creative writing. She is currently writing a novel for teenagers.