求解瞬态Naiver-Stokes问题的一种稳定化方法

在压力投影及多尺度变分法的基础上,本文针对瞬态Naiver-Stokes问题提出一种新的稳定化方法,此方法采用非协调且不满足inf-sup条件的速度及压力有限元空间。文中的稳定化方法具备一些优势:能避免高阶微分的计算,数据结构与单元边界无关;只在好的尺度上增加离散的速度项,对高雷诺数的流体很有效;不增加计算成本。     

涉及变量个数的两个不等式

文中用初等数学方法得到两个不等式,它们只与变量个数有关,而与变量大小无关.     

均值不等式在求最值问题中的应用

现实生活中经常会遇到最大值和最小值的问题,对此类问题的解法,中学数学有所涉及。本文将探讨如何利用均值不等式解决一些最值方面的问题。     

关于可测空间中非负可测函数序列积分的不等式

Xie在文献[1]给出了一个关于Borel-Cantelli引理的重要的双边不等式,对Borel-Cantelli引理做了一个新的推广.胡舒合、王学军等在文献[2]中指出了在文献[1]中定理的证明及举例有错误,给出了定理的正确证明和例子的详细分析.本文在上述文献的基础之上,主要通过对文献[1]中双边不等式的研究,将Xie的结果推广到可测空间中的非负可测函数序列,得到相应的不等式.     

埃塞俄比亚中小学教育性别不平等问题探析

在埃塞俄比亚中小学教育中,无论是教育过程还是教育结果,女生都明显处于弱势地位。其中既有经济原因,也有社会性别观念和暴力等因素。要有效减少教育中的性别不平等问题,埃塞俄比亚需要从以下三方面去努力:第一,积极采取措施发展经济,增加教育投入,提高人们的教育支付能力;第二,提高家长的受教育水平并使人们认识到女孩接受教育的重要性;第三,采取有效措施减少针对女童的暴力行为。     

城市化进程中青少年体育参与问题的研究

运用文献资料法、问卷调查法、数理统计法等研究方法,以淮安市清浦区13～16周岁“农转非”青少年为研究对象,对城市化进程中青少年的体育参与问题进行调查研究.结果表明:城市化进程改变了青少年的生活方式,从而改变了青少年的体育参与时间、体育参与频率、及体育参与的数量,一定程度上影响了青少年的体质.加强青少年的体育参与意识,养成终身体育意识,把提高青少年身体素质放在教育、体育工作的重要位置.     

Teaching Implications of a Mathematics Problem in National College Entrance Examination

考生普遍反应2011年高考数学安徽卷很难,而理科第19题又是全卷最难的一题。其实,该题的绝对难度不难,对考生而言,它到底难在哪里？我们对该题进行了全面分析、追根溯源,并全方位地进行了解法探究,寻求问题产生的根源及其对教学的启示。     

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ABSTRACT

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based parent involvement program that was implemented by school staff without external supervision over 3 consecutive years in a public school. Results indicate that implementation of the program was associated with higher levels of children's achievement in foundational literacy competencies. Moreover, the program has sustained over 3 years and actually grew in the levels of parental participation over time. The authors argue that effective and systemic parental involvement programs are possible and can be guided by certain principles of program development and if implemented by a committed teaching staff.     

Confirming the legitimacy of female participation in science,technology, engineering and mathematics (STEM): evaluation of a UK STEM initiative for girls

This paper offers a study of a Saturday science-activity club for young secondary school aged girls, in Cardiff, UK. It provides a critical analysis of interactions between group participants and their mentors in building an equitable and experiential learning zone for the promotion of science, technology, engineering and mathematics (STEM) as subject and occupational choices. This study explores how science outreach programmes for young women represent a form of gender re-education, reconfiguring and redefining gender identities in science. We consider how an informal, experiential learning programme scaffolds female learners in discovering the confidence to negotiate multiple iterations of STEM, and in developing an ability to celebrate gender difference and the multiple roles of women to science.     

Exploring parental involvement in early years education in China: development and validation of the Chinese Early Parental Involvement Scale (CEPIS)

This study developed and validated an instrument, the Chinese Early Parental Involvement Scale (CEPIS), that can be widely used in both local and international contexts to assess Chinese parental involvement in early childhood education. The study was carried out in two stages: (1) focus group interviews were conducted with 41 teachers and 35 parents in Hong Kong and Shenzhen. Teachers and parents were found to hold different perceptions of parental involvement. Responses further revealed that Chinese parents practiced more home-based involvement than preschool-based involvement, and that Chinese parents also have layers of responsibilities that limit their level of involvement in children's early development; (2) items of the CEPIS were developed using focus group responses. To validate the scale, 319 parents were asked to complete the new CEPIS. Results from principal-components factor analyses established that the resultant 26-item CEPIS consists of six parental involvement dimensions. Further analyses revealed that parental involvement differed as a function of parents' marital status and employment status. The major findings, implications and limitations of this research are discussed, together with directions for future research.