Application of the Bayes’ theory to the failure rate evaluation of electrical apparatus

The Weibull distribution has been widely used in reliability fields. A mixed Weibull distribution represents a popu- lation that consists of several Weibull subpopulations. In this paper, a new approach which combines the least-squares method with Bayes’ theorem, takes advantage of the parameter estimation for single Weibull distribution is developed to estimate the pa- rameters of each subpopulation. The estimates given by this paper also satisfy the maximum likelihood equation. The estimates of the failure rate of the mixed Weibull population are given. An actual test data is computed by using the proposed method. The Kolmogorov-Smirnov goodness-of-fit test turns out that the proposed method yields more accurate result.     

隋"国计之富"与隋之速亡

隋朝素以“国计之富”艳称于中国历史，实际上隋的富庶，在某种程度上被夸大了，并不尽属实。隋代速亡，原因何在?或以为就在于其“国计之富”，也不符合史实，隋短祚而亡，原因主要在其内部离心因素过多。     

Author Index

Author Index

Author Index     

浅论多媒体英语教学中存在的问题及其对策

与传统英语教学模式相比,采用多媒体进行英语教学的优势显而易见。但在实际操作中,多媒体教学和教学课件的编写还存在一些问题,据此分析了这些问题并提出相应的解决策略,以使多媒体英语教学达到预期的效果。     

分布式领导力理论博弈我国高级中学校长负责制

分布式领导力观点是指在学校对所有人的各种行为达到更加广泛的领导力总合的描述。分布式领导力观点包括两个方面:建立分布式领导力框架和领导力实践。运用分布式领导力理论分析我国高级中学校长负责制存在的问题,对探讨补充和完善我国高级中学校长负责制具有重要的实际意义。     

生命意识:教育的基本命题

生命意识是对教师职业的基本要求,新课程的推行使之在久被遮蔽中得以澄明。教师应当敬畏生命、尊重生命、珍爱生命、欣赏生命、开掘生命和体验生命,养成一种丰沛恒久的生命情怀。在教育教学中,教师应从尊重生命、节约生命、让生命开花三个递升的层面彰显生命意识。     

增压喷动流化床中煤半气化数值模拟

本文对增压喷动流化床中煤半气化进行了模拟 ,在模型中考虑了增压喷动流化床的物理特性、化学反应、能量平衡 ,对床压、床温、空煤比 ,汽煤比对生成煤气成分的影响进行了研究 .计算结果表明增压喷动流化床中床压、床温对煤的半气化影响较强     

根据柔度判断压杆失稳的误区分析

国内很多教科书上都有“压杆的柔度越大，越容易失稳”这一结论，本文通过例子证明这一结论的不正确性，并得出了正确结论。     

半环R上的L-Fuzzy左(右)理想及性质

定义了半环R上的L Fuzzy左 (右 )理想 ,讨论了其上的一些性质     

Using multiple methods to investigate eleven-year-olds’ experiences of preparing for a high-stakes public examination in Trinidad and Tobago

This study was designed to uncover and evaluate unintended and indirect consequences of using the Secondary Entrance Assessment (SEA) in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from eleven-year-olds preparing and taking the examination using multiple qualitative methods, which privilege agency and personal and social consciousness. Methods capturing the test-takers’ experience included diaries, focus groups, drawings, photovoice, and photo-elicitation. The findings were summarised by a theory of action and reported in integrated themes. Test preparation was mostly drill and practice. Both test preparation and test-taking were emotion-eliciting events requiring significant investment in positive social relationships to buffer negative impact. The costs and impact of early high-stakes examinations in Trinidad and Tobago might be higher than anticipated.