粘性p-双调和抛物型方程弱解的唯一性

考虑一类粘性p-双调和抛物型方程的初边值问题.利用Steklov均值,证明了弱解的唯一性.     

省域高等教育结构调整策略——以河南为个案

在1998-2007年我国高等教育结构变迁中,河南高等教育结构有其特殊性,主要体现在:层次结构呈重心偏低的金字塔型,形式结构中普通高校扩张而成人高校萎缩,科类结构中工学和文学比例较高,布局结构呈以郑州为中心的辐射状。依据外部适应与内部协调原则,河南高等教育结构现状存在不合理因素,要努力提升学位层次的重心,提高科技创新人才培养能力;继续保持普通高校的发展趋势,转变成人教育发展思路;依据经济发展需求调整科类结构,完善高校专业设置;建设中原高等教育城市群,推动省域高等教育的协调发展。     

Investigation of the hydro-mechanical behaviour of fouled ballast

In this study, a fouled ballast taken from the site of Sénissiat, France, was investigated. For the hydraulic behaviour, a large-scale cell was developed allowing drainage and evaporation tests to be carried out with monitoring of both suction and volumetric water content at various positions of the sample. It was observed that the hydraulic conductivity of fouled ballast is decreasing with suction increase, as for common unsaturated soils. The effect of fines content was found to be negligible. For the mechanical behaviour, both monotonic and cyclic triaxial tests were carried out using a large-scale triaxial cell. Various water contents were considered. The results were interpreted in terms of shear strength and permanent axial strain. It appeared that the water content is an important factor to be accounted for since any increase of water content or degree of saturation significantly decreases the shear strength and increases the permanent strain. Constitutive modelling has been attempted based on the experimental results. The model in its current state is capable of describing the effects of stress level, cycle number and water content.     

文化层次结构模型比较研究

文化结构决定了文化功能实现以及文化的自适应发展模式。同心圆模型把文化划分为由内及外的多个层次,由内到外的层次之间是渐次主导的关系,而由外到内是对这种关系的反应。睡莲模型把同心圆模型中的观念层作了严格区分,以强调“所倡导的”与“所共享的”之间的不一致。目前的文化结构模型都有“把文化分层”的思想,从同心圆模型到睡莲模型,对层次性的强调依次减弱,而对文化系统内部的功能实现机制强调依次上升。不使用“固定层”的概念,而使用“动态块”的概念或许能弥补当前文化层次结构模型的不足。     

二维非定常对流扩散方程的高精度紧致半显式差分格

在已有文献的基础上,发展了一种求解二维非定常对流扩散方程的高精度紧致半显式差分格式,其截断误差为O（τ2 ＋h4）,该格式形式上是隐式,但实际上可以显式计算.利用Fourier分析法证明该格式是无条件稳定的.数值实验结果验证了该格式的精确性和可靠性.     

Teacher-Mediated Versus Computer-Mediated Storybook Reading to Children in Native and Multicultural Kindergarten Classrooms

The study explored differences in story comprehension and vocabulary learning in children in native and multicultural kindergarten classrooms when listening to a story read to them by the computer or the teacher. The results showed that children (41 native and 30 immigrant) learned new words, both from listening to their teacher and from listening to the computer. However, immigrant children learned more words and had better story comprehension when the teacher read the story. The study does however show that the computer can provide learning gains for kindergartners working individually and without teacher support with a software program.     

ADAMS在重载汽车驾驶室振动分析和结构评价中的应用

在静态加载的情况下可测得重型卡车驾驶室的载荷分布,测试目的是减少驾驶室的振动。在初步模拟时,使用ADAMAS振动模块的模型,结果显示地板的振动与其前横梁的刚度密切相关。利用有限单元法进行加载受力分析结果显示:载荷分布在前横梁有一定的不连续性和不均匀性,振动降低了前横梁的刚度。     

Assessing pupils’ skills: implications for research in education

The subject of this article is the structure and evolution of skills developed by pupils at primary level. Starting from an analysis of the panel data provided by the French Ministry of Education, the main object of this paper is an original measurement of skills using structural models. The findings of this research raise two complementary issues. The first issue concerns the cross‐curricular nature of skills suggesting a logic of disciplinary interdependence. The acquisition of a skill may be strongly correlated to the acquisition of other skills belonging to the same subject area or to other subject areas. The notion of a set of skills is used to account for the connections between the different aspects of acquired skills. The second issue concerns the evolution of skills over time. Here the aim will be to identify the kinds of skills that are the most predictive of subsequent educational success. This issue is highly relevant for educational policy‐making. It is hoped that the results presented in this paper will improve one’s understanding of the ways in which schools might provide pupils with the best chances of success in the earliest stages of their educational career.     

Connections between learning experience,study behaviour and academic performance: a longitudinal study

Background:?Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework.

Purpose:?This study explored the reciprocal relationship between learning experience and study behaviour, and examined their relative impact on university students' academic performance.

Sample:?Participants were 396 undergraduate students from a university in Hong Kong (191 men, 205 women).

Design and methods:?Students' learning experience and study behaviour were evaluated using the Course Experience Questionnaire (CEQ) and the Learning and Study Strategies Inventory (LASSI). A two-wave cross-lagged structural model was constructed to examine the reciprocal effects between learning experience and study behaviour measured over a 12-month period.

Results and conclusions:?The findings showed that after controlling for previous academic achievement, student learning experience measured at Time 1 exerted significant influence on study behaviour measured at Time 2, and study behaviour measured at Time 1 also exerted significant impact on learning experience at Time 2. Both constructs were significantly predictive of current academic performance.

Conclusions:?Results from this study outlined linkages between learning experience and study behaviour in influencing academic achievement. As the current study is based on students from a single university, further studies with different student populations are recommended. The implications of fostering motivation and enhancing university learning experience are discussed.     

BILINGUALISM IN WALES: AN ASPECT OF SEMANTIC ORGANISATION

The influence of teachers upon pupil performance has been acknowledged in other studies as setting in motion a ‘self‐fulfilling prophecy’. But this informal segregation of children into good and bad academic prospects is in part determined by the headteacher's beliefs about the pupils’ potential achievement during and after their school lives. By setting different levels of expectation throughout the school the headteacher may impose upon certain sets of children a diminished self‐concept. To a significant extent, therefore, the headteacher predetermines the child's developing image of himself not only as a pupil but as a person.