基于多元智商的外派经理评价指标与选择方法

针对跨国公司外派经理的选择问题,给出了一种实用的决策分析方法。首先,借鉴已有的研究成果,建立了一套基于多元智商的外派经理评价指标体系;然后,考虑指标的主观判断因素,引入了模糊数的概念,并基于理想点法给出了一种多指标决策方法;最后,通过一个算例说明了方法的应用。     

高碘酸钠选择性氧化竹原纤维的结构分析

采用高碘酸钠对竹原纤维进行选择性氧化,探讨了竹原纤维大分子上的羟基被氧化成醛基的过程,并用红外光谱、x衍射等手段分析了氧化竹原纤维的聚集态结构。结果表明,增大氧化剂浓度可以提高高碘酸钠对竹原纤维的氧化程度,使醛基含量增加;氧化后竹原纤维的结构发生改变,为竹原纤维进一步功能改性提供了反应位点。     

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study

The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3rd grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5th grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill.     

Indexing and Self-indexing sequences of IEEE 754 double precision numbers

Succinct data structures were designed to store and/or index data with a relatively small alphabet size, a rather skewed distribution and/or, a considerable amount of repetitiveness. Although many of them were developed to handle text, they have been used with other data types, like biological collections or source code. However, there are no applications of succinct data structures in the case of floating point data, the obvious reason is that this data type does not usually fulfill the aforementioned requirements.     

Data,Numbers and Accountability: The Complexity,Nature and Effects of Data use in Schools

ABSTRACT

This article draws upon research in one school in Queensland, Australia, to explore how the push to data influences teacher work and subsequent student learning. This ‘rise of data’, often oriented towards ‘external’ and performative processes of accountability, exhibits itself in many ways, but is particularly evident in teachers’ engagement with various forms of regionally and centrally sanctioned, and often standardized, measures of attainment, typically expressed in numbers. Drawing upon the sociology of numbers, and Pierre Bourdieu’s concepts of ‘field’, ‘habitus’ and ‘capital’, the research shows how the emphasis upon data collection reveals a ‘field of schooling practices’ characterized by concerns about collecting, analysing and improving numeric data; standardized and centrally sanctioned data as forms of capital of increasing value; and a teaching disposition/habitus characterized by constant monitoring of student performance through virtual and physical data bases. The research reveals how the ‘logics’ of schooling may be in danger of being dominated by more centralized, standardized forms of numeric data for performative accountability purposes, even as more educative logics are evident.     

甘露醇测定方法的研究

采用高碘酸盐氧化法、旋光法、折光法、比重法和分光光度法对甘露醇水溶液进行含量测定,并对这五种方法进行了比较。结果表明,这五种方法的重现性和准确度都能满足测量要求;高碘酸法和比重法重现性好,但比较费时,而其他三种方法可以解决实验条件有限的情况下,快速、大批量测定甘露醇含量的问题。     

基于同异反的区间数排序及其应用

在集对分析同异反的概念基础上,提出了一种基于同异反的区间数的排序方法,并通过具体实例表明该方法不仅客观准确可靠,而且是一种行之有效的区间数排序方法。     

数列通项公式的一种推导方法

给出一类数列通项公式的一种推导方法，并通过例题说明了其实际应用。     

Examining the relation between whole numbers and fractions: A meta-analytic structural equation modeling approach

With a Meta-Analytic Structural Equation Modeling approach, we investigated the role of whole-number knowledge on fraction performance, accounting for domain-general skills, age, and mathematics-difficulty status. We conducted analyses based on 6,096 students from 39 independent samples within 29 studies. Findings suggested conceptual whole-number knowledge emerged as a significant and stable predictor of conceptual and procedural fraction knowledge. More importantly, students experiencing mathematics difficulty demonstrated a distinct pattern of performance compared to typically-achieving students, including: conceptual whole-number knowledge had lesser impacts on conceptual fraction knowledge; procedural whole-number knowledge had greater impacts on procedural fraction knowledge; and working memory and fluid intelligence made fewer contributions to fraction knowledge.     

第一及第二数学归纳原理的推广

将第一及第二数字归纳原理由自然数集N推广到全序整环Z的子集∑={ay＋b∈Z/y遍历N中诸数,而a,b为∈Z的某二数,且a≠0},得到定理I（第一数学归纳原理的推广）：设S（∈∑={a×1＋b,a×2＋b,…}）具有性质1）a×1＋b∈S;2）s∈S=〉s＋a∈S,则S=∑及定理Ⅱ（第二数字归纳原理的推广）：设S（∈∑={a×1＋b,a×2＋b…}）具有性质1）a×1＋b∈S,2）∨2≤k∈N,a×1＋b,a×2＋b,…,a×（k-1）＋b∈S=〉a×k＋b∈S,则S=∑。