关于Sn＋Fn和Sn＋Wn的均匀全染色

对于图G的正常k-全染色f称为G（V,E）的k-均匀全染色,当且仅当任意2个色类中的元素总数至多相差1.χet（G）=min{k｜G有k-均匀全染色}称为图G的均匀全色数.利用均匀边染色的相关结论,讨论并得到了图Sn＋Fn和Sn＋Wn的均匀全色数.     

关于商高数的Terai猜想

设{a,b,c}是一组b为偶数的本原商高数．证明了：当a是形如16（3k＋1）＋1的素数时,Terai猜想对于几乎所有这样的素数都成立,特别地,当a=17（b=144,c=145）时,Terai猜想成立;当a是形如16（8kl＋5（k＋l）＋3）＋1的素数时,Terai猜想成立．     

基于核心论文数量和被引频次双重分布的百分位数指标改进研究

【目的】 改进现有百分位数指标在揭示期刊载文量特征方面的不足,构建基于被引频次与载文量双重分布的期刊评价指标PRC。【方法】 以2016版《期刊引证报告》生物学学科的85种期刊为研究样本,通过二八定律筛选核心论文样本集,利用布拉德福区域分析法设计基于文献密度分布的载文量权重,利用百分位数建立基于被引频次分布的引文指标,构建期刊综合影响力评价指标PRC。比较PRC与其他文献计量指标的相关性,验证指标评价效果。【结果】 PRC不仅在一定程度上克服了影响因子的内在缺陷,也能合理揭示期刊的出版规模效应,很好地均衡了相对值和绝对值两类指标,改进了百分位数指标的评价效果。【结论】 PRC指标兼顾被引频次和载文量双重分布,从数量和质量两个维度衡量期刊影响力,可用于评价科技期刊的学术影响力。     

浅谈俄语中数字的用法

不同的民族，由于传统文化、地理环境、生活习俗、宗教信仰、语言习惯等方面的不同，有关数字的用法和内涵也有差别，从而形成了各具特色的民族数字文化。本文主要介绍俄罗斯的数字文化。     

中蒙、中俄贸易互补性及其潜力分析

中蒙、中俄双边贸易具有互补性。根据显示性竞争优势指数（CA）,中国、蒙古国、俄罗斯三国分别在SITC8（杂项制品）、SITC2（非食用原料）、SITC3（矿物燃料、润滑油及原料）类产品上具有竞争优势;根据产品分散度指数（EN）,中国出口产品多样化程度总体上高于蒙古国和俄罗斯,但近年来有所回落;根据经常市场份额模型（GMS）,在中蒙、中俄双边贸易中,中国出口增长分别依赖于市场扩大效应、竞争力提升效应,而蒙古国、俄罗斯分别依赖于竞争力提升效应、市场扩大效应。     

用质量数之比代替质量之比并没有错

指出《一种错误不能再流传了》一文中用质量数之比代替质量之比并没有错,这样的代替所带来的误差是很微小的,分析计算并举例说明了它的可行性.     

池州古代书院考遗

人们对书院的界定直接影响着一地书院数量的考证。池州历史上一切真实存在过的书院,无论其官办或是私办,抑或是个人隐居读书之处,对池州区域文化均产生较大影响,也为池州建设历史文化名城提供了厚重的历史文化底蕴。     

Mathematical thinking intervention programmes for preschool children with normal and low number sense

This study investigated the possibility of enhancing the level of preschoolers’ number sense by introducing two intervention programmes, Let’s think! and Young children with special educational needs count, too! .Forty‐five preschoolers, mean age 66.4 months, were randomly assigned to the experimental and control groups. The experimental group received instruction twice a week, for half an hour, and for a period of nine months. Pretest–postest comparison revealed that the experimental group showed enhanced number‐sense performance immediately after the instruction ended, but the between‐group difference faded after six months. There were no statistically significant differences between the groups in general mathematical thinking abilities (transfer tasks) after the intervention.     

Cognitive processes related to counting in students with special educational needs

This study is aimed at the mechanisms used by students with an intellectual disability in the counting process. The assessment of the counting process is carried out through experimental tests inspired by the basic principles of Gelman and Gallistel, namely one‐to‐one, stable order, cardinality, abstraction and order irrelevance. This is a comparative study of participants with a developmental age of between 4 and 5 years, in two populations: a group of students with intellectual disability attending special education (SEN) schools, with chronological ages of between 8 and 12 years,whose developmental age was determined by the Cambrodí Dimensional Method, and another group of students without intellectual disability attending mainstream schools (MS). The data do not show significant differences between the one‐to‐one and stable order principles with respect to the variables MS and SEN, while significant differences are demonstrated for the principles of cardinality, abstraction and order irrelevance.