与正规性相关的各种子群之间的关系(Ⅱ)

续文[1],讨论正规子群、反正规子群、自正规子群、付正规子群、次正规子群、NE-子群、H-子群、TI-子群、弱正规子群等子群之间的关系.     

浅谈正规子群的判定条件

正规子群的判定在群论中具有重要的实际意义,判断子群是否为正规子群有多种方法。该文在已有正规子群判定结论和方法的基础上,从正规子群的定义出发给出了几个新的正规子群的判定条件,使得正规子群的判定简单易行．     

C-正规子群的若干等价条件

c-正规子群和弱c-正规子群是有限群的两个重要的概念,这两个概念又有一些相似之处.通过c-正规子群与弱c-正规子群对有限群结构的影响,得出c-正规子群与弱c-正规子群等价的一些充分条件.     

同态满射下极大正规子群的象与逆象

本文得到了在同态满射下,极大正规子群的逆象也是极大正规子群,并给出了极大正规子群的象也是极大正规子群的一些等价条件.     

模糊正规子群的若干性质研究

本文首先介绍了经典代数中的正规子群这一重要概念,然后介绍了模糊子群的有关基本理论,进而探讨模糊正规子群的相应性质和等价刻画,类似于正规子群和模糊子群,最后得出群同态映射下模糊正规子群的相应定理并进行了证明.     

关于72阶群的同构分类

设G是72(即23·32)阶群,采用新的方法对群G进行了完全分类,证明了G共有50种不同构的类型:若Sylow子群都正规,则G有10种;若Sylow 2-子群正规而Sylow 3-子群不正规,则G有4种;若Sylow 3-子群正规而Sylow 2-子群不正规,则G有32种;若Sylow子群都不正规,则G有4种.     

Sylow子群全是m—正规的有限群

有限群G的子群是m-正规时，得到如下结论：1．G的子群全都是m正规的，且至少有一个子群在G中正规，则G可解。2．G的子群全都是m正规的，且没有子群在G中正规，则G不可解。     

有限群的弱c—正规子群与可解性

群G的一个子群H称为在G中弱c-正规,如果存在G的一个次正规子群K,使得G=HK且H∩K≤HG,其中HG是包含在H中的最大的正规子群,利用子群的弱c-正规性给出了一个群为可解群的若干充分条件.     

有限可解群的一些充分条件

利用子群的弱c-正规性得到了有限可解群的一些条件.首先,得到了有限可解群的一个充要条件,即有限群G是可解群当且仅当G的任二相邻子群A,B有A在B中弱c-正规.其次,得到了有限可解群的一些充分条件,若有限群G满足下列条件之一,则G是可解群;G的任一极大子群M的Sylow子群均在G中弱c-正规;G的任一极大子群M的极大子群均在G中弱c-正规;假设H是G的Hallπ-子群且2∈π,如果N_G(H)是可解群且在G中弱c-正规.     

某些极大子群对有限群结构的影响

利用某些极大子群的π-拟正规性,得到了包含超可解群类的饱和群系的一个充分条件：设F是包含超可解群类U的一个饱和群系,且N是有限群G的一个正规子群使得G／N∈F．如果F^＊（N）的任意奇阶Sylow子群Q的所有极大子群均在NG（Q）中π-拟正规嵌入,F^＊（N）的Sylow 2-子群的极大子群在G中,π-拟正规嵌入,则G∈F．     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

文学的当下境遇与未来命运

当下文学的贫血突出表现为它的包装化与炒作化、表演化与矫情化、泛美化与生活化。这在很大程度上反映了当下文学内部存在的历史理性与价值理性的矛盾、科技理性与价值理性的矛盾、世俗生存与精神承担的矛盾。欲拯救当下文学 ,须张扬生命精神 ,保持思的张力 ,怀有一颗童心。