科学假说的信念成分及其对科学知识确定性的影响

科学假说作为对问题的一种试探性和推测性的断言,有信念的成分。由于人们对世界的无知和认识必须有一个确信的支点,使科学研究只能采取并围绕具有信念性的假说形式展开。正是科学假说的猜测性,使得从其出发经过推理论证所获得的科学知识具有更大的不确定性。科学家的工作,就是在经验事实材料与构想的理论假说之间来回穿梭,并试图借助于理性逻辑建立二之间的必然联系。但是这种必然性是不存在的,科学家正是在揭示那虚假的必然性中推动科学发展的。     

The optimal object posture that minimizes contact forces in grasping

Because of the ill-posedness of grasping, one feasible method must be selected from possible strategies. Among many factors, this paper focuses on the posture of an object: which object direction is best when it is grasped. Then, the object is assumed to be held with three points where the contact forces can be generated in any directions. To evaluate the object posture, the norm of contact force vector consisting of the normal and tangential forces is selected. Consequently, the contact force becomes minimal when the center of mass of the grasped object and the centroid of the triangle composed by three contact points are aligned in the gravitational direction.     

Brokerage and balance: Creating an effective organizational interface for product modularization in multinational R&D

Despite numerous studies on modularity, the modularization processes have received less attention. In the global context, product modularity can be leveraged to satisfy heterogeneous market requirements across countries with low costs. Through a longitudinal case study of HomeTech, we examined how multinational R&D created an effective organizational interface to facilitate recombination of its organizational units, and thus product modularization. We found that three elements of an organizational interface were established through a process composed of three phases in HomeTech R&D: regional concentration, establishing a module pool, and creating architecture leader posts. We also found that the three elements exerted the balancing effect and the brokerage effect so that the organizational interface was effective in facilitating recombination of organizational units. We contribute to the literature through showing how organizational modularity can affect product modularity within a firm. We also reveal the critical role of architecture leaders in product modularization. Finally, we enrich the organizational interface concept by highlighting the combination of elements.     

联系数学与T检验在差异显著性检验中的比较研究

本文把联系数学的理论运用于显著性检验,并与传统的体育统计“T”检验作比较,得出该方法较传统方法更为合理、优越,易为广大体育教师所接受,值得推广。     

对体育统计学中假设检验章节教学方法的探讨

假设检验在体育统计学教学中占有重要地位。为了克服学生学习中的畏难情绪,调动其学习积极性,采用了框图、表格与精讲相结合的施教方法。实践证明,教学效果较好。     

二语习得关键期假说与幼儿期英语学习的启示

从二语习得关键期假说入手,结合幼儿习得语言的规律,探讨幼儿习得英语的方法,避免进入学习误区,该文提出一些幼儿英语教学模式,并为幼儿英语教学改革提供有效途径。     

SPC在实验设备质量控制中的应用

实验设备的质量水平直接影响高校实验质量,为了保持实验设备良好的运行状况,提出把实验设备纳入测量系统的范畴,从质量管理的角度出发,通过实时分析实验设备的工作参数控制运行质量的方法。根据统计过程控制的原理,分析数据,运用统计方法得出稳定性和过程能力的评价,对运行状况进行判断,保持实验设备的统计受控。在传感器实验设备的质量控制中,验证了统计过程控制实现实验设备的质量控制的方法,结果表明,这是高校实验设备质量控制中的一种有实用价值的方法。     

评哈耶克《自由秩序原理》

哈耶克通过《自由秩序原理》一书明确提出“自生自发秩序”的概念,以保守的个人经验主义为理论方法,以有限理性的假设为前提,进而阐述社会发展的自生自发的原理,认为这是普遍有效以及最优化选择,并借以批评社会主义。但是,从该书也可以看到哈耶克理论方法的绝对化、理论假设的虚拟性以及理论固有的困境与难题,集中表现在个人经验的方法论具有局限性,而有限理性本身也是有限的,大量的社会发展事实证明理性指导的可能性和必要性,哈耶克在理论与实践两方面都充分展示了他的保守和自相矛盾。     

A non-canonical example to support P is not equal to NP

The more unambiguous statement of the P versus NP problem and the judgement of its hardness, are the key ways to find the full proof of the P versus NP problem. There are two sub-problems in the P versus NP problem. The first is the classifications of different mathematical problems (languages), and the second is the distinction between a non-deterministic Turing machine (NTM) and a deterministic Turing machine (DTM). The process of an NTM can be a power set of the corresponding DTM, which proves that the states of an NTM can be a power set of the corresponding DTM. If combining this viewpoint with Cantor’s theorem, it is shown that an NTM is not equipotent to a DTM. This means that "generating the power set P(A) of a set A" is a non-canonical example to support that P is not equal to NP.     

“幸福人”人性假设对高等教育的启示

人性假设是对人性特征的一种价值判断与认识,不同时代的人们有着不同的人性展现形式．人类的各种实践活动都是人性的不同展现形式。人性是一种动态生成、不断建构的完整体,即人对生活意义追寻的过程,亦即人追求幸福、体验幸福的过程。“幸福人”人性假设为我们开展教育研究提供了新的认识视角,为教育教学实践找回了终极目的。