Simple groups with orders 2^a3^b5^cp^d, 2^a3^b7^cp^d and 2^a3^b5^c7^d

This work deals with the power exponent r1 and r2 respectively of the maximal and second-maximal prime factors ofthe order of simple K4-group, and the classification for simple {5,7}′-K4-group G (i.e. ｜G｜ can not be divided by 5 nor by 7 or ｜π(G)｜ = 4 ), simple 5′ -K4-group G (i.e. ｜G｜ can not divided by 5 and ｜π(G)｜ =4) and simple 7′-Ea-group G (i.e. ｜G｜ can notdivided by 7 and ｜π(G)｜ =4). It is derived that r1 =1, 2 and 4, and r2 is not greater than 4. All the simple K4-groups with order 2^a3^b5^cp^d, 2^a3^b7^cp^d and 2^a3^b5^c7^d are obtained.     

3,5-间苯二甲酸二甲酯磺酸钠母液中硫酸含量的快速测定

本文研究了用铅离子选择电极作指示电极电位滴定法快速测定3,5-间苯二甲酸二甲酯磺酸钠(SIPM)母液中硫酸含量的分析方法,为了减少对环境的危害,做到达标排放,需对硫酸的含量进行测定,以对母液进行控制.试验证明采用铅离子选择电极电位滴定法测定该体系的硫酸根,不仅能满足工艺中间控制的要求,而且操作简单,省时,费用也低,扩大了铅离子选择电极的应用范围.     

A Second Order Training Algorithm for Multilayer Feedforward Neural Networks

ＡＳｅｃｏｎｄＯｒｄｅｒＴｒａｉｎｉｎｇＡｌｇｏｒｉｔｈｍｆｏｒＭｕｌｔｉｌａｙｅｒＦｅｅｄｆｏｒｗａｒｄＮｅｕｒａｌＮｅｔｗｏｒｋｓＴａｎＹｉｎｇ（谭营）ＨｅＺｈｅｎｙａ（何振亚）（ＤｅｐａｒｔｍｅｎｔｏｆＲａｄｉｏＥｎｇｉｎｅｅｒｉｎｇ，Ｓｏｕ...     

武警院校大学物理教学改革探索

大学物理学作为武警院校培养各类军事指挥人才的必修基础课程,在武警院校人才培养体系中居于非常重要的地位。文章结合武警院校教育教学的重要意义,对大学物理教学存在的问题进行分析,以期为武警院校大学物理教学提供一定的参考价值。     

试论《行政许可法》颁布后的治安管理

《行政许可法》颁布后，公安机关的治安管理职能发生较大的转变，前置审批权削弱，临场检查任务量加大。公安机关的治安管理部门应通过工作重心从事前审批到事中监督和事后查处上的转移，改革传统的只管不查模式，提高治安管理工作效率。     

浅谈信息时代的教学

本文从信息时代对人才素质结构的要求、网络及网络教学的特点出发，分析了网络教学的开展给学校教学带来的新变化、新特点；最后提出了网络教学的学习模式。     

高校原典精读课教学中的师生互动——语言学精读课教学方法探索

本文就近年来复旦大学开设的"《普通语言学教程》精读"、"《语言论》精读"两门课程的教学实践,探讨高校原典精读课程多层次师生互动的教学方法.     

Comparison of high order aberration after conventional and customized ablation in myopic LASIK in different eyes of the same patient

Purpose: To verify whether there exists any difference in higher order aberrations after undergoing myopic LASIK (laser in situ keratomileusis) with conventional ablation and customized ablation in different eyes of the same patient. Methods: This was a prospective randomized study of 54 myopic eyes (27 patients) that underwent LASIK using the Nidek EC-5000 ex-cimer laser system (Nidek, Gamagori, Japan). Topography-guided customized aspheric treatment zone (CATz) was used in the first eye of the patient (study group) and the other eye of the same patient was operated on with conventional ablation (control group). Higher order aberrations [root-mean-square (RMS) in the 5-mm zone] of both groups were observed with the Nidek OPD-Scan aberrometer before and 3 months after LASIK. Preoperative mean refractive error was similar between two eyes of the same patient (t=?0.577, P>0.05). Results: Preoperatively, higher order aberrations (RMS in the 5-mm zone) in the CATz ablation and conventional groups were (0.3600±0.0341) μm and (0.2680±0.1421) μm, respectively. This difference was not statistically significant (t=1.292, P>0.05). Three months after LASIK, higher order aberrations (RMS in 5-mm zone) in the CATz ablation and conventional groups were (0.3627±0.1510) μm and (0.3991±0.1582) μm, respectively. No statistically significant difference was noted between pre- and postoperative higher order aberrations in the CATz group (t=?0.047, P>0.05). However, a statistically significant increase in higher order aberrations was observed after conventional ablation (t=?5.261, P<0.05). A statistically sig-nificant difference was noted in the increase of higher order aberrations after LASIK between groups (t=?2.050, P=0.045). Con-clusion: LASIK with conventional ablation and topography-guided CATz ablation resulted in the same BSCVA (best specta-cle-corrected visual acuity) 3 month after LASIK. Higher order aberrations were increased, but the increase of higher order ab-errations after customized ablation treatment was less than that after conventional ablation.     

新课程背景下高中化学高效课程的构建

以厦门市首届中小学、幼儿园教师教学技能大赛高中化学组典型案例作为研究样本,从以学定教、整合教学资源、校本资源开发三个方面建构高中化学高效课堂。     

大学英语教师修正性反馈信念与课堂教学行为关系研究

教师教学信念影响其教学行为,也是预测教师教学质量和教学效果的最有效指标。文章运用课堂观察、深度访谈和刺激性回忆法,聚焦于三位英语专业精读课教师的教学信念和课堂行为,通过对所得数据进行定量和定性分析发现：由于个体差异,不同教师所持的教学信念互不相同,他们的课堂教学行为也存在巨大差异;同一教师持有内部相矛盾的信念,但这种个人内部矛盾的信念会随着教学经验的丰富和专业知识不断程序化而减弱;由于教学环境和教师所调用的知识的不同,同一教师的教学信念和教学行为之间虽具有一定的联系,但二者之间具有很大的差异。这就要求广大教师要不断反思自己的教学,积极开展行动研究,注意发展和完善自己的教学信念体系,努力促进专业知识的程序化,以应对复杂多变的课堂教学环境。