一种求解常微分方程初值问题的单步方法

利用Simpson求积公式，提出了一种求解常微分方程初值问题的单步方法。该方法为3点4阶方法，其绝对稳定区间大于同阶的Adams内、外插值法的绝对稳定区间。最后通过数值算例表明，该方法具有一定的优势。     

控制多层住宅小型砼空心砌块墙体裂缝的研究与实践

探究了多层住宅小型砼空心砌块墙体裂缝产生的原因及防治措施，对指导目前工程的设计及施工有一定的实用价值。     

大学英语分级教学现存问题的调查与分析

采用描述性统计和定量分析的方法，对大学英语分级教学中存在的问题进行了初步的探讨和分析，得到了一些有益的启示：①广大学生对分级教学是认可和支持的；②分级教学中确实存在一些不可回避的问题；③分级和动态管理使学生产生了强烈的心理反差；④分级教学的测试和管理还不能很好地与分级教学配套，使分级教学成果大打折扣；⑤分级教学还有待完善。     

戚戚怨嗟与安土忘怀--韩愈苏轼岭表处穷及其人格意识比较谈

韩愈苏轼岭表处穷殊异愈贬潮州,披述艰辛,戚戚怨嗟.卵巢之忧,丘首之叹时见于诗,韩愈执于情者也.执于情,故入而不出,往不知返.晨趋丹陛,惟知有君;夕贬南荒,心存魏阙.故孤臣危泣,哀感君父,图异日之鹏举也.韩愈执于儒者矣.苏轼居惠,安土忘怀,随缘自适,深于哀乐而不滞,罹于忧患能自遣,入而能出,往而知返,尊儒而不执于儒者矣.据于儒依于道逃于禅,其苏轼之谓欤?然轼终不改尊儒之初衷焉.愈求哀君父,有所待焉;轼潇散度日,以观变焉.故愈之与轼,处穷虽异,归儒则一矣.     

对我国证人不愿出庭作证的法律思考

本文从证人不愿出庭作证现象入手，对我国现行立法中“重义务、轻权利””的现象进行了阐释，井分析了其深层次的原因。文章最后建议应重新定位二者问的关系，改变传统的义务本位的作法，树立权利本位的观念。     

行政公开的再思考

提起行政公开，作为占有社会整体信息总量90％以上的政府自然是首当其冲的，尤其是在我们这样一个社会主义国家里。众所周知，社会主义民主的本质就是人民当家作主。政府是人民的公仆，公仆办事情，主人应当知道，否则人民怎样当家作主?人民当家作主要靠参政议政才能实现，而参政议政权实现前提就是政府行为的公开。因而确立行政公开原则，不仅能使行政权得到有效的控制和监督，而且能使公民的民主政治意识大大增强，只有这样，才能实现我国法治现代化的目标。笔者想通过这篇文章再次探讨行政公开的涵义、行政公开的法律意义以及行政公开在我国发展和完善的途径。     

Direct - Torque, Neuro - Fuzzy Control of Induction Motor

Fuzzy systems are currently being used in a wide field of industrial and scientific applications. Since the design and especially the optimization process of fuzzy systems can be very time consuming, it is convenient to have algorithms which construct and optimize them automatically. In order to improve the system stability and raise the response speed, a new control scheme, direct - torque neuro - fuzzy control for induction motor drive, was put forward. The design and tuning procedure have been described. Also, the improved stator flux estimation algorithm, which guarantees eccentric estimated flux has been proposed.     

数学应用问题教学初探

阐明了在数学应用问题教学中，教师应重视抓好学生对应用问题的阅读理解、数学建模、数学解决等环节，提高学生解决实际问题的能力．     

Novice teachers’ learning and knowledge building during the induction programme

This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging.