MINRES法和有限元法解奇摄动反应扩散方程

讨论奇摄动反应扩散方程 的数值逼近求解问题, 及 均为正实数. 利用有限元方法并结合最小残量法, 给出求解该问题的一个新方 法, 该方法修正了单纯采用有限元方法求解时在边界附近呈现出的非正常扰动的 现象, 避免了因为 过小所引起的解的变异, 从而得到更加精确的数值结果.     

基于消费者行为的奥运赞助效果实证研究

从分析中国当代消费者行为出发,在华东地区进行问卷调研,采用结构方程模型评估奥运赞助营销的效果。实证结果说明中国企业在制定奥运赞助策略时要考虑中国当代消费者行为的特点,中国境内企业推行奥运赞助策略对于"消费者忠诚度"和"企业形象"可能会有显著提升,尤其对"消费者忠诚度"的影响较大,奥运赞助对于"消费者感知度"的影响相对较小。根据研究结论,提出了相应的策略建议。     

Assessing Model Similarity in Structural Equation Modeling

Two models can be nonequivalent, but fit very similarly across a wide range of data sets. These near-equivalent models, like equivalent models, should be considered rival explanations for results of a study if they represent plausible explanations for the phenomenon of interest. Prior to conducting a study, researchers should evaluate plausible models that are alternatives to those hypothesized to evaluate whether they are near-equivalent or equivalent and, in so doing, address the adequacy of the study’s methodology. To assess the extent to which alternative models for a study are empirically distinguishable, we propose 5 indexes that quantify the degree of similarity in fit between 2 models across a specified universe of data sets. These indexes compare either the maximum likelihood fit function values or the residual covariance matrices of models. Illustrations are provided to support interpretations of these similarity indexes.     

Explaining the substantial inter-domain and over-time correlations in student achievement: the importance of stable student attributes

Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of longitudinal population data of over 22,000 students and utilizes fixed-effects models to incorporate stable general and domain-specific latent factors. These latent factors correspond to a general cognitive-ability-like factor and specific aptitudes in particular, or types of, subject areas. The preferred model incorporates both general and domain-specific latent factors with stronger effects for the general factor, although the domain-specific factors are particularly strong for spelling and numeracy. When taking into account general and domain-specific latent factors, the effects of student’s socioeconomic status (SES) and school SES are trivial.     

高次非线性薛定谔微分方程的新精确解

主要利用直接截断法来讨论非线性薛定谔微分方程： iu1＋uxx＋α0｜u｜^2u＋i[γ1uxx＋γ2｜u｜^2ux＋γ3（｜u｜^2）xu]=0 的精确解．借助于符号计算软件Maple,得到了此方程一些新的含Jacobi椭圆函数的精确解。     

一维无限深势阱的教学思考与应用

本文尝试按照递进的思维主线找到各类一维无限深势阱问题解法的联系与关联,并将最后结果用到一个实际例子中去,得到一个自洽的结果。     

二次方三项式线性齐次微分方程的解法

通过把线性齐次微分方程x2y(n) 2nxy(n-1) n(n-1)y(n-2)=0化为可逐次积分的线性微分方程,找出了它的通解形式,给出了严格的证明,并将其推广,得到x2y(n) (x2 2nx)y(n-1) [2(n-1)x n(n-1)]y(n-2) (n-1)(n-2)y(n-3)=0的通解.     

一类具有分布时滞高阶微分方程的周期解

利用Mawhin重合度理论,研究了一类具有分布时滞的高阶P—Laplacian中立型微分方程,获得了其周期解存在性的一些新结果．     

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.     

The Index of Forecasting Efficiency,for the Case of a “True” Criterion

A variety of personal characteristics have been shown to be influential in teacher-student relationships. The sex of the child as well as the appropriateness of his behavior were the factors evaluated in this study. An analysis of the results indicated that sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. A discussion of the results was presented with regard to support for previous studies and implications for future research.