说文解义--浅析中英文互译时几点常遇的问题

人们理解语义时存在的问题，主要表现在形式意义和情景意义两方面。本文就此加以分析并提出若干解决办法。     

Does all work and no play make elite students? Evidence from the China education panel survey

This paper examines the role of after-class learning time in educational performance. In the Program for International Student Assessment (PISA) 2015, Chinese students spent the longest time on study out of school compared with OECD countries but ranked only 10th in mathematics, reading and science. It is doubtful that the longer students study after school, the better their academic performance will be. Based on a representative survey of middle school students in China, we draw on generalized propensity score matching to explore the causal effect between after-class learning time and academic performance, find that the two have a relatively stable “inverted U” relation, and determine that the best academic performance can be achieved when after-class learning time is kept at 3 h per day on weekdays and 8 h per day on weekends. More than these optimal times will hinder academic performance. We further find that the effect of after-class study time on academic performance varies among different groups. There is evidence that after-class learning time influences academic performance through two channels: students’ perceived learning difficulty and self-efficacy. This paper concludes that in addition to the appropriate homework assigned by teachers, parents should keep extracurricular tutoring for their children within a reasonable amount of time to maximize students’ academic performance.     

亚次正交矩阵及性质

给出了亚次正交矩阵的定义,并讨论其有关性质.     

集值映射的广义梯度与弱有效解

引进了一类集值映射的广义梯度,证明了在一定条件下广义梯度的存在性,给出了集值映射优化问题一些有效解的最优条件     

The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children

The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (N = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels.     

Hausdorff空间中一类广义拟平衡问题解的存在性

文章引入了实Hausdorff线性拓扑空间中一类新的广义拟平衡问题,利用KKM定理,得到了这一类广义拟平衡问题几个解的存在定理。本文的工作改进和推广了近期的一些已知结果.     

“过于注重知识传授”辩

广义知识观下人类后天习得的能力和方法都是由知识构成的,与广义知识相对应,知识传授不仅指知识的教学,还涵盖了能力与方法培养以及智力的发展;知识传授是能力和方法形成的前提和基础,离开知识传授,能力和方法的培养将无从谈起．因此,知识传授多多益善,不存在“过于”的问题．     

Petersen图类的边符号控制数

设图G=G(V,E),令函数f:E→{-1,1},f的权w(f)=∑x∈Ef[x],对x∈E中任一元素,定义f[x]=∑y∈N[x]f(y),这里N[x]表示E中x及其关联边的集合.图G的边符号控制函数为f:E→{-1,1},满足对所有的x∈E有f[x]≥1,图G的边符号控制数γS(G)就是图G上边符号控制数的最小权,称其f为图G的γS-函数.本文得到了Petersen图类的边符号控制数.     

Characterizations of the generalized Wu- and Kosmulski-indices in Lotkaian systems

We define the generalized Wu- and Kosmulski-indices, allowing for general parameters of multiplication or exponentiation. We then present formulae for these generalized indices in a Lotkaian framework.Next we characterise these indices in terms of their dependence on the quotient of the average number of items per source in the m-core divided by the overall average (m is any generalized Wu- or Kosmulski-index).As a consequence of these results we show that the fraction of used items (used in the definition of m) in the m-core is independent of the parameter and equals one divided by the overall average.     

图书馆延伸服务概念新解

图书馆延伸性服务有狭义和广义之分.广义论认为：图书馆延伸服务是一种向读者需求延伸的动态服务.它包括满足大众化需求的常规服务,也包括仅有小众需求的附加服务.常规服务和附加服务之间是相互转化的.广义论解决了狭义论悬而未决的问题.图书馆的服务属性由其所处的特定历史发展阶段决定.延伸性服务将适应当今国内经济体制和世界科技发展的新型图书馆服务形式.不同类型的图书馆延伸服务的侧重点不同.