马克思列宁主义关于社会主义与资本主义关系的基本思想

马克思恩格斯充分肯定了资本主义的历史作用,在阐述社会主义是对资本主义继承和发展观点的基础上,提出社会主义代替资本主义是历史的必然。列宁在实践中继承和发展了马克思恩格斯关于“两制”关系的基本思想,提出从资本主义过渡到共产主义是一整个历史时代,帝国主义是资本主义的最高阶段,利用资本主义来建设社会主义。马列主义关于“两制”关系的基本思想不仅为我们提供了认识资本主义的方法,指明了处理“两制”关系的方向,还勾勒了人类历史的发展前景。     

管理信息系统课程的实验教学探索

“管理信息系统”课程综合性、应用性强，理论与实践结合紧密。针对课程的特点，该文重点介绍了对于工业工程专业的管理信息系统课程的实验教学探索，及实验教学的要求和内容。     

空间动力系统的极限集之分类

初步探讨了空间自治系统孤立奇点的分类和稳定性。利用向量场同胚映射的方法，给出了极限集的存在性定理，同时证明了某类奇点和极限集的不可能性，并讨论了极限集的初步分类。     

试论内隐记忆的本质特征

内隐记忆是一种自动的、不需要有意识参与的记忆.内隐记忆与外显记忆之间具有随机独立性与功能独立性特点.加工说与系统说在内隐记忆的理论建构上各执一词,各有特色,但其总的发展趋势是走向融合.     

Designing Adaptive Interventions for Online Collaborative Modeling

One of the characteristics of collaborative learning is that it offers opportunities for learners to reflect and justify their work, to compare, understand and criticize their peers' work, and to iterate through these processes as needed. This paper presents a design of a system that supports learners in taking advantage of these collaboration affordances in the context of collaborative modeling. The main focus is the automatic generation of adaptive interventions for the process of qualitative modeling of physical phenomena. Students interact with the learning environment by running a simulation, using visual tools for qualitative modeling, and communicating with each other through special tools and free text. The system tracks and analyses learners' activities that relate to the subject matter tasks as well as to the communication between the learners and generates interventions accordingly. The layered interventions are designed also to integrate communication and content issues.     

一种基于Rough集的不一致和不完全决策表处理方法

本文利用Rough集理论针对不一致和不完全数据,提出了一种基于匹配度和覆盖度的处理方法.数据实验证明了该方法的可行性和有效性.     

具有时滞的半线性波方程的周期解的存在性(英文)

本文论时滞双曲型微分方程的双周期解的存在性．利用时滞条件，我们建立了双曲型方程的双周期问题可解性定理．     

A pooled-neighbor swarm intelligence approach to optimal reactive power dispatch

INTRODUCTION The reactive power dispatch is aimed at mini- mizing the active power loss in the transmission network by allocating the reactive power generation under several security constraints. The reactive power dispatch problem has significant influence on secure and economic operation of power systems. The reac- tive power generation affects the overall generation cost via transmission loss. A procedure which allo- cates the reactive power generation so as to minimize the transmissio…     

Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard (6.NS.A.1). Students randomly assigned to receive text-based feedback (Condition A) or image-based feedback (Condition B) outperformed those randomly assigned to the correctness only group (Condition C). However, these differences were not statistically significant (F(2,108) = 1.394, p = .25). Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C. To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics.     

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann’s theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students’ inclusion, especially towards those students who are placed at the basic level of the schools’ hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue.