循环环的结构特征

循环环是加法群为循环群的一类特殊环.通过对循环环的性质、子环、生成元、单位元等初步探讨,综述了若干结果,对循环环的结构特征作了初步刻画.     

关于强右CF环

对强右CF环做了进一步研究,给出了右special环的一个新的等价刻画,并改进了右P-morphic环的一个已知结果.     

关于主Ikeda-Nakayama环的一些性质

V.Camillo,W.K.Nicholson和M.F.Yousif提出了右Ikeda-Nakayama(IN)环的概念,文章在右IN环的基础上定义了主右IN环,举出了几个这种环的例子,讨论了主右IN环的性质.     

群环的f-半-clean性

本文引入了f-半-clean环的定义,主要研究了群环上的f-半-clean性,得到了一些结果,从而改进和丰富了半-clean环和f-clean环的结果.     

分次zip环与SPlit-null扩张(英文)

本文定义并讨论了分次zip环,讨论了交换环的Split—null扩张的zip性,推广了C.Faith的部分结果。     

f-semiclean环上的幂级数环

对semiclean环和f-clean环做了推广,给出了f-semiclean环的概念.讨论了f-semiclean环上的形式幂级数环和斜幂级数环的f-semiclean性质.     

左EP-内射环

本文主要研究了EP-内射环的半本原性,正则性以及对EP-内射环作了进一步推广,主要得出如下结果:(1)如果R是PP-内射的左EP-内射环,则J(R)=0;(2)如果R是左EP-内射环且是左Bear环,则R是右非奇异的.     

凝聚多项式扩张的Whitehead群（英文）

应用K1群的转化定理可以证明有限表现模范畴与有限生成投射模范畴的Whitehead群同构.从而可以证明一个正则稳定凝聚环与其上的多项式环的Whitehead群同构.作为推论,此结果对于广义伞环成立.     

HX环的结构和性质

在献[1]基础上，较系统地研究了三种HX环的结构和性质，获得了若干有趣的结果。     

凝聚环的扩展研究

引入弱Π-凝聚环的概念,即自由模的f.g.子模为f.p.模的环类,它是介于Π-凝聚环和凝聚环间的一类环。在此基础上给出了相关定理及证明。     

食饵具有密度制约和群体防御能力的捕食系统的定性分析

研究了一类食饵具有密度制约且具有群体防御能力的捕食系统,通过定性分析,得到了平衡点的稳定性及极限环存在的充分条件等若干新结果.这些结果为进一步研究此类系统提供了可靠的理论依据.     

An examination of the preparation and practice of grades 7–12 mathematics teachers from the Shandong Province in China

This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7–12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study indicated that the prospective teacher education emphasized a deep understanding of advanced mathematics, while the teacher professional development provided meaningful and effective ongoing activities for the enhancement of teaching skills. The teacher professional development appears to be an essential supplement to the prospective teacher education for improving teachers’ performance and developing teaching expertise.     

捕食者具有反馈控制的Leslie-Gower捕食-食饵模型的稳定性研究

研究一类捕食者具有反馈控制的Leslie-Gower捕食食饵模型,通过构造Lyapunov函数方法,可以得到系统的唯一正平衡点是全局稳定的结论.这表明反馈控制变量只改变平衡点的位置-捕食者密度增加而食饵密度降低,但不会改变系统的稳定性态.     

Texting,textese and literacy abilities: a naturalistic study

In this study, we examined texting behaviours, text message characteristics (textese) of actual sent text messages and the relationships between texting, textese and literacy abilities in a sample of 183 American undergraduates. As compared to previous naturalistic and experimental studies with English‐speaking adults, both texting frequency and textism density (proportion of textese) were greater, but category density analyses were similar to a recent experimental study with undergraduates. Interestingly, whilst overall textism density was negatively related to reading and spelling, some textism categories (e.g., omitted apostrophes) were negatively related to literacy skills, while others (e.g., accent stylisation) were positively related to literacy skills. The use of predictive texting was a moderator in this relationship. Our results may help explain the discordant findings between children and adults with regard to textese use and literacy skills, and also highlight the importance of conducting analyses of category density and predictive texting in studies of texting and literacy.     

Teacher Evaluation, Leadership and Learning Organizations

This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described.     

联合指导制对博士培养质量的异质性影响——基于2021年全国博士离校调查数据的实证分析

联合指导目前已经成为博士生学术指导的一种重要形式。但和传统的单一导师制相比,联合指导制度的效果具体如何,相关的实证分析较为不足。本研究基于2021年全国博士离校调查数据,通过回归分析、异质性分析、拉索回归调整等研究方法,分析了联合指导制对于博士生研究产出和能力发展评价的学科异质性影响。研究发现,导师指导形式是博士生培养质量的重要影响因素,相较于传统的单一导师制,联合指导制对博士生的研究产出、能力发展发挥了显著的积极影响。在进一步的学科异质性分析中,结果表明在理学、工学、医学中,联合指导制的实施显著提高了博士生的研究产出和能力发展水平;在农学和社会科学中,联合导师制的影响只体现在能力发展方面;而在人文学科中,联合指导制对论文产出和能力发展均无显著影响。基于上述实证结论,研究建议在理工医等学科中进一步推广联合指导制度。     

Smart RTI: A Next-Generation Approach to Multilevel Prevention

During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on building-based personnel with specialized expertise at all levels of the prevention system. Most agree on both its potential for strengthening schooling and its heavy demand on practitioners. In this article, we describe Smart RTI, which we define as making efficient use of school resources while maximizing students' opportunities for success. In light of findings from recent research, we discuss three important features of Smart RTI: (a) multistage screening to identify risk, (b) multistage assessment to determine appropriate levels of instruction, and (c) a role for special education that supports prevention.     

不可逆过程进行速率问题的数学模型及应用

根据非平衡系统的局域平衡假设,参照不可逆热力学对熵流与局域熵密度增加率研究方法,提出了一个计算不可逆过程速率的数学模型,推出了该模型下的吉布斯函数流密度与局域吉布斯函数减小率表达式,并应用于扩散过程,对其进行的速率问题作了计算,把它们和相应的熵增加率作比较和讨论.说明用辅助热力学函数G来研究扩散不可逆过程进行的速率问题也是可行的.     

利用微电子测试图形监控CCD工艺

本文根据硅CCD摄像器件的特点和要求,设计出一套可用来监控硅CCD工艺的测试图形,并把此套图形应用于实际的CCD工艺。实验分析其它工艺参数的同时,重点对存贮时间Tc和界面态密度Nss进行了研究。认为工艺过程引起存贮时间的下降,是由于工艺诱生位错的影响,而工艺诱生位错主要由多晶硅层上二次栅氧化的界面应力所导致;认为界面态密度主要取决于栅氧化和退火工艺,与中间工序的关系不明显。整个实验表明,用微电子测试图形监控CCD工艺、分析器件失效,是可行可靠的。     

The Undergraduate Teaching Evaluation System in China: Progress,Problems and Suggestions

Abstract

To improve the quality of its colleges and universities, China has carried out five rounds of government-led evaluation of undergraduate teaching since the 1990s, and has gradually developed a “five-in-one” evaluation system. The evaluation system in China not only draws lessons from the systems of other countries, but also has its own characteristics. Nevertheless, problems persist in terms of the diversity of evaluation subjects, predominance of government management, lack of system standardization, somewhat arbitrary implementation, poor feedback channels for evaluation findings, and difficulty realizing the improvement function. In the future, China must increase the enthusiasm of colleges and universities by enhancing their role as evaluation subjects, while also strengthening evaluation laws, improving evaluation feedback channels, and genuinely allowing evaluation to play its critical role in improving education quality.