树和路乘积图的L(s,t)边跨度

图的L(s,t)-标号的概念来自频道分配问题.设s和t是2个非负整数.图G的一个L(s,t)-标号是一个从G的顶点集到整数集的映射,满足:①任意2个相邻顶点对应的整数相差至少为s;②任意2个距离为2的顶点对应的整数相差至少为t.给定图G的一个L(s,t)-标号f,的L(s,t)边跨度定义为max{|f(u)-f(v)|:(u,v)∈E(G)},记为βst(G,f).图G的L(s,t)边跨度定义为min{βst(G,f):f取遍图G的所有L(s,t)-标号},记为βst(G).设T是一棵最大度为△(≥2)的树.证明了:若2s≥t≥0,则βst(T)=([△/2]-1)t s;若0≤2s＜t且△为偶数,则βst(T)=[(△-1)t/2];若0≤2s＜t且△为奇数,则βst(T)=(△-1)t/2 s.同时完全确定了2条路的笛卡儿乘积图和正四边形格图的L(s,t)边跨度.     

The Family–School Linkage in Addressing Bullying in Hong Kong: A Sociocultural Perspective

Abstract

The phenomenon that around ten percent of schoolchildren are bullied regularly in Hong Kong has attracted much scholarly attention in anti-bullying research. Current literature suggests taking into consideration the contextual features and socioeconomic factors in anti-bullying research, instead of applying identical intervention/prevention measures across cultures. Therefore, this article examines the role of school-family linkage as a mirror of the wide social-culture context, and analyzes the functions of such linkage in anti-bullying practice in Hong Kong. This study was conducted following a film approach in 2015. That is, a group of middle school teachers in Hong Kong were invited to watch small films showing typical bullying and anti-bullying episodes, followed by semi-structured interviews. The article demonstrates a list of good practices representing the functioning of a positive family-school linkage in bullying addressing. However, parental involvement does not always facilitate and can hinder bullying addressing on campuses. This study implies that efficient bullying addressing aligns with parental involvement in the intervention process, suggesting more parental involvement and more collaboration between family and school in anti-bullying. It also raises an urgent question in regards to balancing the various opinions between parents and teachers in child-raising and bullying addressing. This article suggests further and more investigations examining anti-bullying from a socioeconomic perspective.     

Socio‐economic background,parental involvement and teacher perceptions of these in relation to pupil achievement

Parental involvement and teacher perceptions of parental involvement in the education of children were studied in relation to level of parental education and pupil achievement. A questionnaire was administered to 218 parents and 60 teachers. Correlational analyses and paired‐sample analyses showed teacher perceptions to be weakly related to parental reports of their own involvement and to operate at a different level. Regression analyses and analyses of variance showed teacher perceptions of parental involvement to affect pupil achievement more strongly than parental reports. The results suggest that teacher perceptions of parents may be stereotyped and that such stereotypes can clearly affect academic results.     

枣庄市旅游业发展现状及对策

枣庄市具有优越的区位条件和旅游资源优势，旅游业发展较快。但是同周边各地市相比，还存在一定差距。原因在与旅游产品开发深度不够、旅游产业关联性不强等问题，因此需要对旅游产品进行深度开发，对旅游产业加强协作，同时加大宣传力度拓展客源。     

文似看山喜不平——析悬念冲突构建深度报道内聚力的四种功能

近年来,"故事化"已经成为电视深度报道节目的共识和获得高收视率的普遍叙述方式。在实现"故事化"的过程中,设置悬念冲突已经成为深度报道常用的一种手法,笔者尝试从节目分析入手,对电视深度报道中的悬念和冲突在构建报道内聚力方面的四种功能进行了归结和分析。     

证券信息化安全问题研究

论述了从产品安全、网络安全和管理安全面性个层面实现证券信息系统安全运营的方法。     

手持电视的内容产品发展战略

发展手持电视的战略关键在于构建出独特的内容平台,而不在于技术。各类手持电视在解决完阶段性的关键技术难题之后,最终的瓶颈将是内容产品。包括手机电视、MP4多功能视频终端等在内的各种手持电视,其长远发展战略的核心是构建独特的内容服务平台。这需要一方面充分利用已有的技术优势,为现有传统媒介提供增值服务平台,以确保自身发展所需要的市场空间和资金资本;另一方面从形式元素、制作技术到文本创作,逐步构建适用于手持电视的独特内容平台。     

局部纯正半群的一个注记

本文证明了局部纯正半群的正则子半群、同态像和直积是局部纯正半群, 以及带与完全单半群的Pastijn 积是一个局部纯正半群。     

我国产品责任惩罚性赔偿制度的构建

损害赔偿是产品责任法的重要内容。产品责任损害赔偿除了具有补偿性之外是否还具有惩罚性则体现了人们对法律责任的主观判断。为了制裁侵害人的故意或重大过失行为,威慑潜在侵害人重复类似行为,我国产品责任法中应确立惩罚性赔偿制度并对这一制度规定实体法和程序法的限制。     

教育技术装备质量论略

本文对教育技术装备质量这一概念的内涵进行了全方位、系统的分析和界定，并对此概念所包含的不同层次，不同因素分别进行了详尽的论述，从而指出教育技术装备部门要想保证技术装备的质量，必须从技术质量、产品质量、采购质量、监督质量入手，全面发挥好自己的职能。