Practical stability in terms of two measures for fractional order dynamic systems in Caputo's sense with initial time difference

The initial time difference practical stability in terms of two measures has been investigated for nonlinear fractional differential equations in Caputo's sense and these properties have been unified with Lyapunov-like functions to establish a comparison result.     

陆地卫星MSS影象目视解译在土地资源调查中局限性的讨论

简述陆地卫星多光谱扫描(MSS)影象的特点,着重介绍陆地卫星多光谱扫描影象适用于中、小比例尺的土地资源凋查     

Personality traits as a predictor of academic achievement in adolescents

The study examined the predictive value of adolescents’ personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students’ sex and their mothers’ education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students’ personality traits at the end of elementary schooling (mean age = 14.7 years) and two years later when the participants attended secondary schools. The trait ratings were obtained through self‐, maternal and peer reports at both measurement occasions. They explained substantial portions of unique variance in the students’ GPA concurrently, and over time. Ratings by each of the three groups of informants had an incremental validity over one another in predicting school grades. Among personality variables, conscientiousness and low extraversion were consistently predictive of GPA.     

基于互联网社区的消费者需求信息采集策略

从互联网社区参与者角色--社区建设者、主题发布者、话题讨论者出发,提出企业在互联网社区上采集消费者需求信息的基本方针,分析在互联网社区上消费者需求信息表现形式的转化过程,构建在互联网社区上采集消费者需求信息的具体路线,以此为企业制定在互联网社区上采集消费者需求信息策略提供借鉴。     

基于同被引分析的我国图书馆学情报学期刊关系与结构研究

本文在选取我国图书馆学情报学领域24种典型期刊的基础上,利用期刊同被引分析方法对从CNKI中检索出的1999—2009年的期刊同被引数据进行了分析,包括聚类分析、多维尺度分析和因子分析,得出了期刊的关系与结构及其在图书馆学情报学领域中的地位。     

The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development

Journal of Mathematics Teacher Education - To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two...     

Student teachers’ mathematics attitudes,authentic investigations and use of metacognitive tools

Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The prospective teachers had enrolled for the second time (having failed their first attempt), in the first-year mathematics methods course of a 2-year Diploma of Education (Primary) programme. The group also included those enrolled in the Diploma of Education (Early Childhood and Special Needs) programmes, who recognizing their own limited understanding of mathematics would ordinarily shy away from opportunities for improvement. Given the negative mathematical and learning experiences, this group was ideal to engage in innovative and creative approaches that would make mathematics learning more meaningful and contextual in a Samoan environment. Only data from the attitudinal questionnaires and interviews are presented in this article. Main findings have implications for teaching and learning mathematics.     

Influence of regression model and incremental test protocol on the relationship between lactate threshold using the maximal-deviation method and performance in female runners

This study examined the influence of the regression model and initial intensity of an incremental test on the relationship between the lactate threshold estimated by the maximal-deviation method and the endurance performance. Sixteen non-competitive, recreational female runners performed a discontinuous incremental treadmill test. The initial speed was set at 7 km · h?1, and increased every 3 min by 1 km · h?1 with a 30-s rest between the stages used for earlobe capillary blood sample collection. Lactate-speed data were fitted by an exponential-plus-constant and a third-order polynomial equation. The lactate threshold was determined for both regression equations, using all the coordinates, excluding the first and excluding the first and second initial points. Mean speed of a 10-km road race was the performance index (3.04 ± 0.22 m · s?1). The exponentially-derived lactate threshold had a higher correlation (0.98 ≤ r ≤ 0.99) and smaller standard error of estimate (SEE) (0.04 ≤ SEE ≤ 0.05 m · s?1) with performance than the polynomially-derived equivalent (0.83 ≤ r ≤ 0.89; 0.10 ≤ SEE ≤ 0.13 m · s?1). The exponential lactate threshold was greater than the polynomial equivalent (P < 0.05). The results suggest that the exponential lactate threshold is a valid performance index that is independent of the initial intensity of the incremental test and better than the polynomial equivalent.     

A mentor’s aid in developing the competences of teacher trainees

The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences.     

Feedback in Distance Learning Programmes in Languages: Attitudes to linguistic faults and implications for the learning process

In distance learning provision in languages, fault correction and feedback can facilitate teacher–student dialogue. This article examines teachers’ beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism.