π-凝聚环上的广义Morita对偶及Tilting定理

本文建立了π－凝聚环上有限生成无挠模范畴的Tilting定理及相关的广义Morita对偶。推广了Colby有关Noether环的一系列结论。     

"叔叔"和"叔"——从"永成叔叔"的歧义说起

一般认为“叔叔”和“叔”只是有语体上的差别,但在实际使用中它们在语法功能和语用价值上都有着不小的区别的。本文从“永成叔叔”的歧义说起,考察分析了“叔叔”和“叔”的不同,认为“叔叔”不仅是亲属称谓,还经常作社会称谓,可以单独充当句子成分;“叔”首先是称谓词,同时是个成词语素,也可以用作社会称谓,同时很少单独充当句子成分。“叔叔”在社会化程度上相对于“叔”更彻底。     

浅谈股票术语的泛化--从"利好"说起

“利好”是股票行业的一个专业术语,现频频出现于新闻标题。“利好”之所以能突破行业局限而进入其他领域,是因为在使用过程中发生了“泛化”。“利好”等股票术语其泛化主要有“专业意义空心化”和“专业意义隐喻化”两种方式。泛化既有内在原因又有外在因素。泛化后的“利好”等股票术语,在语义和语用层面都显示其特点。     

一个极值命题的推广及应用

对一极值命题进行推广,得到具有一般意义的结论,并举例说明它们的应用。     

一个猜想的微分法证明及推广

利用排序不等式证明猜想(1)的轮换对称不等式(2);把所给出的命题建模为二元函数,使用二元函数极值的判定定理给出猜想的证明;同时把猜想中的指数从正整数k推广到了实数R~+;当k=1时,对称式(2)就是著名的内斯比特不等式的推广.最后把猜想(1)推广到更一般的情形,得到命题③和④.     

武汉方言长音结构后缀的泛化和虚化

＂AB：啊的（di）＂是武汉方言中的一种长音结构,AB由形容词充当。此类格式具有特殊的语法意义和语用色彩。后缀＂啊的＂在高频使用的促发下进而可以和动词组配,也可以出现在句子的末尾,＂啊的＂的语义呈现出泛化和虚化的趋向。     

The Validity Generalization Model: An Approach to the Analysis of Validity Studies in Physical Education

Abstract

Validity generalization is a method of establishing the generalizability of the validity of a test by examining the results of all previous validity studies of the test of interest. In this paper, the validity generalization model was described and modified for application to concurrent validity studies of motor behavior. An example was provided using a small data set from selected studies of field tests of cardiorespiratory function. The model is recommended as an approach to clarifying the relationship between a test and a criterion measure in physical education and exercise science.     

Computer‐based learning: Interleaving whole and sectional representation of neuroanatomy

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer‐based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer‐based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time‐limited exploration of neuroanatomy, self‐timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long‐term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Anat Sci Educ. © 2012 American Association of Anatomists.     

Responding to Renewed Emphasis on Handwriting

This article proposes a developmental model to socialize teachers at all levels (preservice, novice, and experienced) and in all positions (general education, special education, elementary school, middle school, and high school) in the methodology of action research. A process for advancing professional understanding is theorized to include the phases of acquisition, fluency, and generalization. Within each phase, a confluence of skills, abilities, attitudes, and contexts are addressed to highlight critical considerations that facilitate the systematic acculturation of teachers to this potentially compelling research approach.