凸函数判定及其应用

给出了凸函数的判定定理及其证明，并通过例题说明了判断方法的应用。     

Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry

The original work on threshold concepts arose from a project designed to improve students’ learning experiences by taking seriously the features of disciplinary knowledge as its starting point. The conceptual and empirical work on threshold concepts has since developed and matured. While many disciplines have engaged enthusiastically with the identification of threshold concepts, healthcare has not been well represented. Drawing on Cousin’s (2007, 2009) notion of transactional curriculum inquiry, the study explores the identification of threshold concepts in a physiotherapy subject, with a sample of physiotherapy clinical educators, using nominal group technique (NGT). While the article presents a set of concepts from the pilot study, this is not its key contribution. Instead, three novel insights are offered for future threshold concepts research. First, there is a need to extend the stakeholders involved in curriculum reform and renewal beyond the university (particularly, for professions). Second, there must be ongoing opportunities for these external stakeholders to engage with and reflect on the distinct features of threshold concepts if the context and authenticity of practice is to be taken seriously for enhancing student learning. Third, the problem of identification is beset with conceptual challenges that remain unresolved for researchers.     

对下呼吸道感染三种不同取痰培养方法的对比研究

目的探讨用三种不同方法取痰培养对明确下呼吸道感染病原菌的价值.方法对58例下呼吸道感染的患者进行了三种不同方法取样培养.结果普通自然咳痰培养(下文简称PZK)标本合格54例,占93.1%;培养阳性16例,占29.63%;用复方洗必泰含漱液漱口后取样(下文简称FXHY)标本合格56例,占96.55%;培养阳性28例,占50%;用经纤支镜防污染毛刷取样(下文简称FBPSB)标本合格58例,占100%;培养阳性32例占55.2%,FXHY与PZK比较P＜0.05有差异,FXHY与FBPSB比较P＞0.05无差异,且FXHY与FBPSB阳性符合率为81.3%.结果FXHY取痰法是一种简便易行,且阳性较高的一种方法.     

Student perspectives of engagement in learning in contemporary and digital contexts

ABSTRACT

Increasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement.     

模糊C-均值算法分类器设计的改进

为了提高分类器的分类率,再一次把模糊的思想引入C-均值算法,构成双重模糊C-均值算法的分类器,所不同的是把模糊化思想引入到分类规则上．用这样一个模糊规则来表示分类的模糊系统,更加有效地构建了一个能对训练样本比较准确分类的模糊分类器．用这种方法设计的分类器不需要预定义参数、训练时间短、方法简单．     

论职场女性反性骚扰的法律保护

性骚扰现象在我国社会生活中呈现出日趋增长之势,对女性人格尊严与合法权益造成的侵害越来越引起各界人士的关注。然而,由于我国没有关于性骚扰问题的法律规定,甚至在法律上出现“盲点”,给防范、惩治性骚扰行为造成了很大困难和障碍。本文就有关职场女性应对性骚扰的法律保护问题展开论述。     

Examination Result Attribution,Expectancy and Achievement Goals among Chinese Students in Hong Kong∗

The structure of Chinese primary school students’ causal attributions for actual examination results was examined. A factor analysis of the attributions revealed dimensions which supported Weiner's classification. Age‐related differences as well as interrelationships among perceived attainment, expectancy of success, causal attributions and achievement goals were also explored. Results showed that older students had lower but more accurate perceived attainment than younger students. They also attributed more to internal causes and study at home, and they had stronger learning goals. Results also showed that leaming‐oriented students attributed more to internal causes and study at home but less to home conditions, while performance‐oriented students attributed more to uncontrollable causes. Results were explained and discussed with reference to the socialisation patterns in the Chinese culture.

     

The Effect of Teachers’ Evaluative Feedback on Chinese Students’ Perception of Ability: a cultural and situational analysis

The research explored the effect of teachers’ evaluative feedback on students’ perception of ability. The subjects were 758 Chinese students from elementary schools, high schools, and a university in Hong Kong. Subjects rated ability and effort of two hypothetical students who achieved identical results (success or failure) in a mathematics test but received different feedback (praise, blame, or neutral feedback) from the teacher. They also rated the teacher's perception of their own and their friends’ ability and effort in a similar situation after a real mathematics test. The results of this study support previous findings which indicate that ability perception is influenced by cultural and contextual variables. Contrary to the findings with Western students, ability and effort were positively correlated. The importance of effort among the Chinese students appears to mitigate the effects of teachers’ feedback on students’ ability. Age‐related differences were also observed. The results are discussed in terms of sociocultural background of the subjects.     

Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course

This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme.     

内含报酬率数学模型的理性认识与计算的简化

本文提出一个新的求解内含报酬率的数学模型 ,此数学模型不仅更符合现实经济条件 ,而且避免了传统模型解中的多值可能 ;在此基础上 ,提出一个简化而实用的求解方法