抽象分析中几种收敛之关系

讨论了抽象分析中几种重要的收敛性之间的关系,并给出了相应的证明及一部分反例。     

收敛函数性态的集合表示

本文以集合的观念介绍了数列的收敛和有界之间的关系.函数在某一点存在极限.连续和可导的关系,以及函数在闭区间的有界,连续,一致连续,可导和可积之间的关系.     

Convergent technologies in distance learning delivery

Conclusion Convergent technologies are beginning to make an impact on the delivery of learning material at a distance in the U.K. The author predicts that as course providers purchase more telematics equipment, two things will happen. First, as has been historically the case with the adoption of new technologies, costs of units will decrease as the user base increases. Second, and perhaps more important, users will discover and develop new and innovative techniques to exploit the capabilities of the technology. The only limits to innovation will be the imagination of the proponents of the new technologies. Time will reveal just how fast these developments occur     

情绪与认知

阐释认知对情绪影响、情绪对认知影响的相互作用,提出认知与情绪之间的关系是相互依赖、相互作用的。指出对认知与情绪的关系、现有情绪研究方法的总结以及对二者关系的未来研究趋向的探讨具有重要意义。     

现代收养法趋同化取向

各国法律对收养的实质要件、形式要件以及收养效力的规定千差万别。但是,不同国家的收养法的分歧和对立并不是绝对的。一方面,现代国际社会的收养法逐渐从简单收养、完全收养并存的格局转向以完全收养为主的立法取向;另一方面,各国收养法逐渐摒弃将收养视为纯契约行为的当事人放任主义,改采强化收养的行政或司法程序的国家监督主义。保护儿童利益的原则在现代国际社会的收养法律制度的改革中得到更大程度的体现。这些不只是表明了各国国内收养立法的趋同化取向,而且也表明了国际社会有关收养问题统一立法的选择。     

初高中阶段物理的衔接教学探讨

长期以来,初高中物理的台阶太大,高一物理难教难学,一直是困扰着教师和学生的问题.现就初高中物理的衔接教学造成高中阶段物理难教难学的的原因,以及如何应对这一困难进行分析.     

隐喻的认知与翻译

隐喻的本质是用一种事物理解和体验另一种事物,是两个认知领域的语义互动。本文通过认知视角下的隐喻与翻译研究,进一步明确了隐喻、认知与翻译三者之间的内在联系,并探讨了一些具体的翻译策略。     

二元傅立叶级数的收敛阶

本文通过构造二元傅立叶级数的部分和积分算子,讨论了该算子收敛阶对二元连续周期函数类的最佳逼近情况．     

关于幂级数收敛半径的一点注记

本文对幂级数的乘积级数与商级数的收敛半径的有关问题进行了讨论,更正了参考文献中的一些错误,并得到了一些有用的结论。     

Dirichlet级数的收敛横坐标之间的关系

对Dirrchlet级数的收敛情况,从系数列{an}的条件去考虑,得到了当系数的幅角满足一定的条件时三类收敛横坐标相等。     

语篇认知与听力教学

本文在分析听力教学存在的误区和现状的基础上,结合具体事例和教学研究提出听力教学,应该结合口语教学,跳出词和句法的层面而上升到语篇层面,让学习者能够有效地提高听说能力。改变学习者听说能力远远落后于读写能力的现状。     

Children's cognition of stressful events

Current research on children and stress supports the belief that children today experience stressful events in a complex developmental-ecological context. Many interdependent elements, including child variables (sex, age, temperament, and developmental stage), family variables (marital status, interactions, child-rearing practices, and socioeconomic status), and variables related to the child's extended social and physical environments (neighborhood, child care, and peers), affect the ways in which children perceive, respond, and cope with stressors (Benswanger, 1982; Honig, 1986). The accuracy of children's perceptions and the development of coping skills, however, vary according to children's cognitive abilities and limitations.Jan Allen is an Assistant Professor in the Department of Child and Family Studies, College of Human Ecology, at The University of Tennessee in Knoxville. The author is appreciative of helpful comments about this article from Dr. Deborah W. Tegano and Becki A. Bowditch.     

Mathematical imagination and embodied cognition

The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity.     

论科学认识中的反馈问题

仅仅把科学认识过程看作负反馈过程是不够的,正反馈对科学认识的发展也有着不可忽视的作用.该文对有关科学认识中的反馈问题进行了较为全面的讨论,提出了科学认识中的跃迁模型和多级反馈过程.     

喻化思维的修辞学认知

喻化思维是一种思维的特殊方式.修辞学中的许多语言现象都蕴涵着喻化思维的过程.本文结合认知理论从隐喻思维、类喻思维、博喻思维三个方面加以论述.