含有临界指数的奇异双调和方程非平凡解的存在性

讨论了一类具有临界指数的奇异双调和问题,并利用变分原理,证明了该问题至少存在一非平凡解．     

置换检验及其应用

给出了置换检验的理论依据,并应用这一理论解决了医学中的一个统计问题,得出在置信水平为0.01时应认为两组数据无显著差异,并指出在样本数足够大时可利用两样本t检验法解决这类问题.     

Can difference make a difference? A critical theory discussion of religion in sexuality education

This article conceptualizes religion as a critical theory challenge to sexuality education. Religious views in sexuality education are often perceived as intolerant and incompatible with today’s progressive and modern society. This article engages with the idea that the inclusion of religious viewpoints on sexuality will challenge the efficacy of current sexuality education in Australia and New Zealand school contexts, to create a more contemporary and inclusive learning experience that caters for all students’ sexual needs and lives. Utilizing a critical theory lens, I demonstrate how religion can challenge dominant views of sexuality education, introduce alternative modes of content and delivering, promote critical thinking skills and more egalitarian ways of learning about sexuality. Drawing on data collected from Australian and New Zealand public schools, this article endeavors to reframe current discussions of the relationships between religion and sexuality education.     

DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies

Using a critical conceptual analysis, we theorize a DisCrit Classroom Ecology to counter current dysfunctional education ecologies. We begin by exploring the lineage of Critical Race Theory, through both its intellectual forerunner Gift Theory and a more recent sibling, DisCrit. Next, we explore the three interrelated constructs of DisCrit Classroom Ecology; Pedagogy, Curriculum, and Solidarity, and the strand that animates them, DisCrit Resistance. Finally, we discuss the deep implications and transformative possibilities of using praxis to (re)organize classrooms through a DisCrit Classroom Ecology.     

From Rhymes to Resistance: Hip-Hop as a Critical Lens in Promoting Socially Just Teaching

If an educator is to take a critical stance, teach students to do the same, and design lessons that engage students in thoughtful discussions and actions surrounding issues of social justice, then discussions of politics, race, culture, economics and systems of power are crucial to this work, and, the use of hip-hop is a worthwhile endeavour. In this article, three educators from very diverse backgrounds who have experiences at elementary and college levels, consider the ways in which hip-hop music and culture speaks to the lived experiences of students and has the potential to lend a voice to the seemingly voiceless while also meeting the demands imposed by mandated standards. Within the framework of critical pedagogy/critical consciousness, we discuss hip-hop pedagogy as a channel for capitalising on students’ lived experiences.     

What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University,New Zealand

A significant shift in the dominant paradigm governing the relationship of humans with nature and society is crucial in order to change the current unsustainable practices. This article describes a pilot-study based on a Masters level sustainability course, which explored what specific content, activities and resources may contribute to promoting paradigm change and action competence among university students. Paradigm change and the development of action competence were assessed by analyzing students’ weekly written reflections on their learning experiences and by comparing pre- and post-course questionnaires. At the end of the course students had enhanced their beliefs regarding socio-economic aspects of sustainability and gained an increase in awareness about local sustainability issues. Also some students showed a reframing of certain assumptions related to the dominant paradigm concerning beliefs about the environment and society at large and an increase in self-confidence about promoting change towards sustainability. The main course elements contributing to these results were the class discussions and a structured debate on green growth; an exercise that asked students to reflect on ‘what does my happiness depend on?’; weekly feedbacks which stimulated reflection on what they had learnt; and guest speakers′ accounts of their experiences of putting sustainability into practice.     

Reconstructing the internship program as a critical reflexive practice: the role of tutorship

Critical reflexivity has been acknowledged as fundamental in higher education. For facing complex situations in turbulent environments, students nowadays need not only to be taught technical knowledge, but also to be helped develop “relevant” learning for their future professional practice. In recent years, scholars have concentrated on what makes the internship experience a successful opportunity for the parties involved, and have also discussed the crucial role of a mentor/tutor in sustaining relevant and effective learning. However, the specific conditions that make tutorship successful in promoting critical reflexivity in such a boundary crossing experience need to be further explored. Aim of this paper is therefore to analyze what tutorship conditions sustain the development of critical reflexivity in internship. For this purpose, we will present the case study of an internship program run by one of the largest universities in northern Italy.     

Reliability and validity of a modified 3-minute all-out swimming test in elite swimmers

Critical speed (CS) testing is useful in monitoring training in swimmers, however, completing a series of time trials (TTs) regularly is time-consuming. The 3-minute test may be a solution with positive initial findings. This investigation examined whether a modified 3-minute test (12?×?25?m) could assess CS and supra-CS distance capacity (D’) in swimmers. A series of 12?×?25?m intervals were completed unpaced at maximal effort, interspersed with 5?s rest periods. The model speed?=?a e^{b t}?+?c was fitted to the data and integrated to calculate D’. The slowest two of the last four efforts were averaged to calculate CS. To assess reliability, 15 highly trained swimmers (9 females, 6 males) completed the 12?×?25?m twice within 72?h. Four measures were deemed reliable: peak velocity (0.01?m?s^?1; 0.5%, typical error and % coefficient of variation), CS (0.02?m?s^?1; 1.2%), D’ (1.22?m; 5.7%) and drop off % (0.70% points; 4.5%). To assess criterion validity, 21 swimmers (9 from reliability, 12 other) completed two competition races within 2 weeks of a 12?×?25?m in the same stroke. Traditional CS and D’ measures were calculated from competition performances (TT method). TT CS and 12?×?25?m CS were highly correlated (adj. R²?=?0.92, p?D’ values were moderately correlated (adj. R²?=?0.60, p?D’ accurately. The 12?×?25?m all-out swimming test is a reliable method for assessing CS and D’ in swimmers, however, the validity of D’ requires further investigation.     

基于技术调查的国防关键技术选择方法研究及系统实现

国防关键技术选择是推动国防科技整体水平提升、实现武器装备自主创新发展的重要途径。在梳理评估国内外国防关键技术选择研究现状基础上,结合我国国防关键技术选择应用实际,提出基于技术调查的国防关键技术选择方法,研究国防关键技术选择的基本准则和指标体系,并对国防关键技术选择支撑系统的实现问题进行探索。