非扩张映像公共不动点复合隐格式迭代算法

提出了Banach空间中非扩张映像族{Ti}iN=1公共不动点复合隐迭代格式:???xynn==αβnnxxn?n1 ((11??βαnn))TTnnxynn其中Tn=TnmodN,证明了弱收敛和强收敛定理,其结果推广和改进了Xu和Ori(2001),Oilike(2004)及其他作者的结果。     

改革旧的体育教学观念促进体育教学事业的发展

本文从更新旧的体育教学观念，简化体育教学过程，改革体育教学模式，注重客观实际，精选教学内容等几个方面对体育教学的改革进行了探讨。     

用马尔可夫调制的泊松过程近似多分形突发流量研究

研究了用马尔可夫调制的泊松过程(MMPP)对Internet多分形流量突发行为进行近似建模的能力. MMPP可用于描述适当时间尺度范围内流量的变化以及相关性, 而且它可作为排队系统输入过程得到分析结果. 描述了刻画突发流量行为的重要统计量, 在此基础上给出了一个基于矩的MMPP参数估计方法. 除了对MMPP进行拟合优度检测以外, 本文通过将MMPP的样本过程和实际流量记录输入到排队系统模型中比较其输出结果来研究MMPP对排队性能的预测能力. 数值和仿真实验表明, MMPP能够较好地用于对多分形流量近似建模, 即可以准确地预测网络结点的排队性能.     

水处理过程中的深度氧化技术

深度氧化技术（ＡｄｖａｎｃｅｄＯｘｉｄａｔｉｏｎＰｒｏｃｅｓｓｅｓ，简称ＡＯＰ）是近年来发展起来的水处理新技术，其特征是充分利用自由基（如ＯＨ）对水中的微量有机污染物进行快速而彻底地氧化，而且反应后一般不会留下类似氯气消毒所产生的消毒副产物．ＡＯＰ技术代表了水处理的１个发展方向．从机理上，深度氧化技术可以分为化学氧化和光化学氧化２大类．本文初步介绍了这２大类共１４种新技术     

指数分布在嵌入马氏链构造中的应用

对于出现指数分布的过程 ,利用指数分布的无记忆性 ,结合实例 ,构造出了马氏更新过程 ,导出了其相伴的半马氏核和嵌入马氏链的转移阵     

右中立过程的支撑

针对非参数贝叶斯中的右中立过程先验的支撑问题展开了讨论,给出了右中立过程在两种特殊情形下的支撑:当它对应的Levy表示中没有非随机部分时,它以概率1离散;当它对应的Levy测度的支撑为(0,∞)×[0,1]时,支撑是(0,∞)上所有分布函数构成的集合.     

Computer science students’ use of the internet for academic purposes: difficulties and learning processes

ABSTRACT

Higher-education students now have more alternatives for searching for information than previous generations had. The Internet is a vast ocean of information sources, albeit with diverse reliability and quality. In Web 2.0 platforms, any participant can be a content creator. This reality is challenging for both the instructors and the students. We conducted interviews with 12 Computer Science students and 8 instructors from two universities to (a) identify the difficulties students encounter, if at all, (b) identify the learning processes that students undergo, if at all, when using the Internet for their CS studies, in particular, programming tasks; and (c) elicit instructors’ perceptions of students’ use of the Internet. Both students and instructors agreed that although using the Internet is not trivial, direct teaching of this skill is unnecessary. Instructors differed in their attitudes towards students’ use of the internet. We found that in the first year the students’ use of the Internet and their difficulties are similar to reports in the empirical literature, and echo the instructors’ concerns. However, after extensive experience, students undergo a learning process, and their ability to navigate the myriad sources, as well as to search, manage, and effectively evaluate Internet sources improves. Students mentioned their improved abilities to code as a means to effectively evaluate information sources.     

Towards a contextualized model of team learning processes and outcomes

Existing review studies on team learning present integrated models, suggesting general applicability to any team. However, such models neglect the influence of the team type and its developmental stages. These context-specific characteristics may create variety in team learning processes and outcomes among teams. In this theoretical contribution, we revisit the most recent generic team learning model developed by Decuyper, Dochy, and Van den Bossche (2010). Taking this model as a starting point, we present a context-specific model for ad hoc multidisciplinary emergency management teams. The developed model can fuel future research on team learning in teams with comparable characteristics. It supports the development of tools to evaluate them and offers the rationale for training programs aiming to increase the quality of their interventions.     

“They were the ones that saw me and listened.” From child sexual abuse to disclosure: Adults’ recalls of the process towards final disclosure

BackgroundWhen child sexual abuse (CSA) is not disclosed, children run the risk of being subjected to longer or repeated abuse, not receiving necessary treatment, and being re-victimized.ObjectiveThis study examines what adults exposed to child sexual abuse in hindsight evaluate as important for disclosure. The aim was to explore exposed own experiences of steps towards final disclosure.Participants and settingData were obtained from adult users of Norwegian Sexual Abuse Support Centers. Included were users exposed to CSA before the age of 18 (N=23).MethodsData were collected through anonymous questionnaires at each support center. The material was transcribed and analyzed in the tradition of Interpretative Phenomenological Analysis.ResultsThe study illustrates a process towards disclosure as a dialogically anchored process evolving over time and along life-course inside encounters with important others towards whom the exposed pays attention, attunement, and adjustment whether to tell, delay, re-try, turn towards others, or actually disclose. Their experiences elucidate processes towards exploring and telling through direct and indirect hints and signs, decisions to tell, re-decisions and delaying, or withholding until adulthood, and the dependency on trusted confidants who ask and listen for final disclosure to occur.ConclusionThus, the present study sends an important message to exposed, confidants, and professionals when questions of CSA appear. That is to know of, facilitate, trust, and tolerate the dialogical dependency on being asked and heard by trusted persons and the many steps a process towards disclosure of CSA may entail in order to succeed.     

Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes

This study compared gender groups on the processes used in writing essays in an online assessment. Middle‐school students from four grades responded to essays in two persuasive subgenres, argumentation and policy recommendation. Writing processes were inferred from four indicators extracted from students’ keystroke logs. In comparison to males, on average females not only obtained higher essay scores but differed from males in their writing processes. Females entered text more fluently, engaged in more macro and local editing, and showed less need to pause at locations associated with planning (e.g., between bursts of text, at sentence boundaries). That these differences were detected after controlling for essay scores suggests that they cannot be attributed solely to disparities in group writing skill.