易学与现代科学基本原理的一致性,量子易学和易热力学

现代科学和易学最基本原理都是对称性,包括广义守恒原理。讨论了易学整体应用于科学的结果,及与相对论的关系。并提出量子易学和相应的Schrodinger方程。新的探索显示出存在一种新的作用距离和强度都是中等的第五种相互作用。这种宏观的纠缠性,可能是一种天人关联态。预言易理可以应用两个符号L-R的SU(2)理论及相应的Yang-Mills规范场。最后提出易热力学,其联系于社会热力学。     

Nonlinearity, conservation law and shocks

In part 1 of this series we explained the concept of genuine nonlinearity, which is responsible for the appearance of discontinuities in a solution which was initially smooth. To include discontinuities in the solution, it became necessary to consider the governing equation in the form of a conservation law. In this part we first discuss an example of a continuous solution satisfying discontinuous initial data. Then we use the stability consideration to fix a unique solution of the conservation law. In the end, we present three examples which show that genuine nonlinearity significantly changes the evolution of the shape of a pulse. Continuous Solution with Discontinuous Initial Data     

感载比例阀的工作原理及数学模型的建立

根据气压传动动力学和气动元件建模理论,利用质量守恒定律、理想气体状态方程、流量方程等建立了感载比例阀的数学模型,为感载比例阀提供了仿真依据.     

浅论低碳经济下大学生消费观的重塑

大学生群体是推进我国低碳经济社会建设的重要力量。根据低碳经济社会建设的要求,需要进一步加强大学生的消费教育。通过以政治理论课为依托、以社会实践活动为基础、以校园文化建设为平台的大学生消费教育,帮助大学生树立新型节约观、绿色消费观、发展消费观和法制消费观。     

再论Boson和Fermion之间的对称性关联

本文为推广对称观念这一热门课题做了一些有益的探讨，不但讨论了玻色态和费米态之间的超对称性，同时涉及了对称性、守恒定律、不变元和超对称伙伴粒子等现代物理学发展的最新成果。     

介值定理在中学数学中的应用

章主要讨论介值定理在中学数学中的应用。在中学数学中介值定理主要应用在下列三类问题：(1)方程根的分布；(2)解不等式；(3)反函数的存在性与定义。     

生态文明建设的内涵、意义及其路径

党的十七大报告提出了生态文明建设这一概念。生态文明建设就是端正人们对待自然环境的基本态度、理念、认识,并付诸开发与利用自然的实践的过程。它可以分为伦理层面、操作层面以及保障层面等三个层面。生态文明建设不仅丰富与发展了可持续发展理论以及和谐社会理论等,具有重要的理论意义,同时对我国社会经济发展具有着重要的实践意义。生态文明建设的路径有改革社会经济评价体系、改革政绩考核体系以及丰富环境管理手段等等。     

中学生对能量概念的理解调查研究

利用自编的《中学生能量概念测试题》,从机械能守恒定律、机械能概念、能量的转化、能量的计算、简答题等方面,对120名高中生的能量概念理解情况进行了调查,分析了中学生对能量概念理解存在的问题和原因.     

方程思想与竞赛中的数论问题

以方程思想理论为依据,对国际数学奥林匹克竞赛中备受青睐的数论问题进行了分析研究,灵活地运用方程思想方法解决了一些数论问题.     

一类半线性积分方程的Stepanov型μ-伪概自守解

通过运用Stepanov型μ-伪概自守函数的概念,研究半线性积分方程在Banach空间中关于有界解的一些新的存在性结果。首先建立了这类函数的新的组合定理,并且通过这类函数的遍历性和组合定理,结合积分预解族的定义和性质,利用不动点定理和压缩原理得到半线性积分方程的μ-伪概自守解的存在唯一结果的主要结论。     

Learners’ Difficulties with Quantitative Units in Algebraic Word Problems and the Teacher’s Interpretation of those Difficulties

This study examines 8th grade students’ coordination of quantitative units arising from word problems that can be solved via a set of equations that are reducible to a single equation with a single unknown. Along with Unit-Coordination, Quantitative Unit Conservation also emerges as a necessary construct in dealing with such problems. We base our analysis within a framework of quantitative reasoning (Thompson, 1988; 1989; 1993; 1995) and a theory of children’s units-coordination with different levels of units (Steffe 1994) that both encompass and are extended by these two constructs. Our data consist of videotaped classroom lessons, student interviews, and teacher interviews. Ongoing analyses of these data were conducted during the teaching sequence. A retrospective analysis using constant comparison methodology was then undertaken during which the classroom video, related student interviews, and teacher interviews were revisited many times in order to generate a thematic analysis. Our results indicate that the identification and coordination of the units involved in the problem situation are critical aspects of quantitative reasoning and need to be emphasized in the teaching-learning process. We also concluded that unit coordination and unit conservation are cognitive prerequisites for constructing a meaningful algebraic equation when reasoning quantitatively about a situation.     

有心力场中质点轨道方程求解问题的讨论

该文介绍了用正则方程求解受平方反比引力作用的质点轨道方程的方法,推导了质点的角动量守恒定律(mh=恒量)和机械能守恒定律(E=恒量)及其轨道方程。以往用比耐公式求解质点的轨道方程,通常没有给出积分常数的具体形式。该文用E和h确定了用比耐公式法求解的积分常数。这样用比耐公式方法与用机械能守恒方法求解的轨道方程形成了统一的形式,有利于学生更深入地理解受平方反比引力作用质点运动的物理内涵。     

文殊坊历史街区保护中建筑要素的类型学研究

本文对建筑类型学进行了大致的概述,并在历史文化街区的城市设计中引入建筑类型学的理论和思路,对成都文殊坊街区进行分析研究,尝试一种关于传统风貌保护和更新的概念和方法。     

具有波动算子的非线性Schr(o)dinger方程的多辛格式及其守恒律

本文所讨论的具有波动算子的非线性Schroedinger方程的具有多辛结构，从而把它写成Hamilton正则方程组的形式，导出其多辛守恒律及多辛格式．用隐式中点公式离散多辛方程组得到多辛Preissman积分．它的多辛格式具有离散多辛守恒律。我们用数值实验验证了理论分析的正确性．     

思想政治理论课教学中如何培养学生的荣辱观

在思想政治理论课教学中,培养学生的社会主义荣辱现,可以通过教师自身的品德、素养和思想政治理论课教学来实现的。在教学中采用谈心、座谈、咨询、问卷等形式深入了解学生情况,作为切入点,通过选取经典案例结合政治课的基本原理讲授,能够增强思想政治理论课的有效性,而达到教育的目的。     

FRW模型的修改和诱导暗能量

通过令宇宙标度因子R为额外维x_5的函数,我们对FRW模型做了一点修改,然后我们获得了一个5维度规.在假设不存在"高维物质"的条件下,利用卡鲁扎-克莱因理论我们得到了一种具有负压力的诱导物质—暗能量.这种诱导物质的有效物态方程参数为ω=-2/3.     

带五次项的非线性Schrdinger方程的单辛算法

验证了带五次项的非线性Schrdinger方程满足电荷守恒律和能量守恒律,讨论了该方程的Hamilton形式,并构造了它的单辛格式,最后用数值实验验证了该格式具有长时间的数值模拟能力.     

On the Problems of Asking for a Definition of Quality in Education

In this article we discuss the problems of asking for a definition of quality in education from a philosophy of language perspective. We take the concept of quality as it appears in higher education discourse as our example. More specifically we discuss the possibility of obtaining a precise, unified definition of quality by addressing the problem of asking “what is” questions. We use definition theory and theory pertaining to linguistic vagueness, including Wittgenstein and the idea of family resemblance. We suggest that quality is an inherently vague concept, which runs us into boundary problems and forces us to operate in grey zones. This means that if your “what is” question is a question for the essence of quality, you make demands that the concept cannot fulfil. Recognition of this fact implies that our expectations concerning concept precision and unity should be modified. Our discussion illuminates why it is so difficult to find a definition of the concept of quality.     

Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles

We introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four studies. Based on self-determination theory, we hypothesized that the more teachers adopted intrinsic instructional goals the more they would rely on an autonomy-supportive motivating style, and the more they adopted extrinsic instructional goals the more they would rely on a controlling motivating style. Because no measure existed to assess intrinsic vs. extrinsic instructional goals, we created the new 4-scale, 16-item Teacher Goals Questionnaire (TGQ) in Study 1, using a pool of 72 candidate items and data from 212 fulltime K-12 teachers. In Study 2, we demonstrated the TGQ's construct and factorial validity by sampling 149 fulltime K-12 teachers. In Study 3, we tested our hypothesized model by sampling 147 fulltime K-12 teachers who reported their instructional goals on the TGQ and their motivating styles on two separate measures. Structural equation modeling analyses confirmed the hypothesized model. In Study 4, we replicated the findings from Study 3, using a multilevel sample (92 secondary teachers, 2749 students), a longitudinal research design, and student measures of teachers' motivating styles. The discussion focuses on instructional goals as key antecedents of teachers' classroom motivating styles.     

微分差分KP方程的守恒律

An infinite number of semi-discrete and continuous conservation laws for the differential-difference KP equation were obtained by using a solvable generalized Riccati equation.