多线性积分算子在Triebel-Lizorkin和Lebesgue空间的有界性

讨论了某些多线性积分算子在Triebel-Lizorkin空间和Lebesgue空间的有界性，这些算子包括了Littlewood-Paley算子、Marcinkiewicz算子和Bochner-Riesz算子.     

算子方程X-1X*=A的解

本文运用算子理论的技巧,在无限维Hilbert空间上给出了算子方程X^-1X^＊=A解的充分必要条件．     

有界凸体具有连续能量的线性迁移算子的谱

研究非均匀介质的有界凸体具连续能量和各向异性的线性迁移算子的谱，证明了扰动算子Ｋ＝Ａ－Ｂ的相对紧性，在Ｌ＾ｐ空间上研究了迁移算子Ａ的谱分析，１≤ｐ〈＋∞，证明了在具有物理意义的Ｌ＾１空间上迁移算子Ａ存在占优本征值和严格占优本征值。     

关于赋准范空间的几点注记

本文讨论了赋准范 (非赋范 )空间的一些特性 ,证明了维数相同的任何赋准范空间之间是同胚的 ,以及赋准范空间的可加性 (或正齐性 )算子的性质。     

赋范空间上的共轭线性算子

讨论了复赋范线性空间上的共轭线性箅子，以及这类箅子的连续性、有界性与范数，得到了连续共轭线性算子空间CCL（X，Y）与连续线性箅子空间B（X，Y）之间的关系；引入并研究了复赋范线性空间X的W-对偶空间X^#（CCL（X，C）），定义了共轭线性算子T：X→Y的W^3#-对偶算子T^#：Y^#→X^#与W^x-对偶算子T^x：T^#→X^#，并讨论了它们的一系列重要性质。     

算子方程AX=C的正解问题

利用Hilbert空间中有界线性算子的分块矩阵技巧,结合缺项算子矩阵的可补性和算子A的Moore-Penrose广义逆,得到了算子方程AX=C有自伴和正解的充要条件,并利用A的Moore-Penrose广义逆给出了通解.     

压缩算子的一些性质

本文在复Hilbert空间上研究压缩算子的性质。     

次共轭算子与次规范算子

该文给出有限维内空间上的次共轭算子与次规范算子的概念，并研究其性质及其矩阵表示。     

Banach空间中线性算子的群逆

把矩阵上群逆的主要性质应用到Banach空间上,给出并证明了Banach空间中线性算子Drazin逆的特例-群逆的一些性质.     

关于Hilbert空间的算子空间中几种拓扑的注记

讨论了Hilbert空间上全体有界线性算子所成的算子空间上一致拓扑,弱算子拓扑,强算子拓扑之间的关系,以及一些运算在这些拓扑下的连续性.     

S-仿Lindelof空间

定义S-仿Lindelof空间,作为S-仿紧空间的推广,并给出其部分基本性质.研究了S-仿Lindelof空间与正则空间,T2空间,αS-仿Lindelof紧空间的关系:1)S-仿Lindelof,T2空间是半正则的;2)由(X,Τα)为S-仿Lindelof推出(X,Τ)也是S-仿Lindelof的.     

关于具有σ-局部有限cs-网的空间

利用σ-映射与m ssc-映射建立了具有σ-局部有限cs-网、σ-局部有限cs＊-网的空间以及X-空间与度量空间确定映象之间的联系,得到了具有σ-局部有限cs-网空间的一些等价条件.     

巴拿赫空间中的q-框架

在分析算子和合成算子概念的基础上讨论了Banach空间中的q-框架的性质,得到了与H ilbert空间框架中相类似的一些结论,并给出了可对偶q-框架的充要条件.     

严格凸Banach空间中最佳逼近元的存在与唯一性

在严格凸Ｂａｎａｃｈ空间中,引入保持严格凸性的范数,得到了严格凸Ｂａｎａｃｈ空间积空间的严格凸性,证明了单空间和积空间中关于无穷维紧凸子集最佳逼近元的存在与唯一性定理,改进和推广了某些已有结果。     

仿强S—闭空间

本文由强半开集引进仿强S—闭空间,讨论了仿强S—闭空间的性质、仿强S—闭空与其它空间之间的联系,并进—步研究仿强S—闭空间的半正则化及它的强半连续象。     

Mapping next generation learning spaces as a designed quality enhancement process

The learning spaces of higher education are changing with collaborative, agile and technology-enabled spaces ever more popular. Despite the massive investment required to create these new spaces, current quality systems are poorly placed to account for the value they create. Such learning spaces are typically popular with students but the impact they have on learning outcomes is difficult to capture. Taking a design-research approach, this paper presents a way of assessing the value of learning spaces in context through systematically mapping the expectations reified in their designs. While presenting a series of specific tools that support this mapping exercise, this paper also contributes to a larger conversation about the sorts of tools and processes the academic community might use in accounting for the quality of its work.     

Mazur空间的特征

一个局部凸空间 ,若其上每一个列连续线性泛函是连续的 ,则称为Mazur空间 .文中给出Mazur空间的特征 ,讨论了Mazur空间与C 序列空间的关系 ,得到如下结果 :设 (X ,T)是一个局部凸空间 ,则以下结论是等价的 :1) (X ,T)是Mazur空间 ;2 )T+ (与T有相同收敛序列的最强的局部凸拓扑 )是相容拓扑 ;3) (X ,T)中每一个列开的半空间是开的 .     

关于可数空间

本文定义了几乎第二可数,几乎第一可数,几乎可分和几乎Lindelof空间,它们分别是第二可数,第一可数,可分和Lindelof空间的一般化,同时还讨论了这四类空间的性质。     

Reconstruction algorithm in lattice-invariant signal spaces

In this paper, we mainly pay attention to the weighted sampling and reconstruction algorithm in lattice-invariant signal spaces. We give the reconstruction formula in lattice-invariant signal spaces, which is a generalization of former results in shift-invariant signal spaces. That is, we generalize and improve Aldroubi, Grochenig and Chen's results, respectively. So we obtain a general reconstruction algorithm in lattice-invariant signal spaces, which the signal spaces is sufficiently large to accommodate a large number of possible models. They are maybe useful for signal processing and communication theory.     

Spaces of possibility in pre-service teacher education

Pre-service teacher education is a spatialised enterprise. It operates across a number of spaces that may or may not be linked ideologically and/or physically. These spaces can include daily practices, locations, infrastructure, relationships and representations of power and ideology. The interrelationships between and within these (sometimes competing) spaces for pre-service teachers will influence their identities as teachers and learners across time and space. Pre-service teachers are expected to make the connections between these often-contradictory spaces with little or no guidance on how to negotiate such complex relationships. These are difficult spaces, yet the slippages and gaps between these spaces offer generative possibilities. This paper explores these spaces of possibility for pre-service teacher education, and uses the spatial theories of Lefebvre and Foucault to argue that critical reflective practice can be used to create Soja’s ‘thirdspace’ for reconstructing future practice.