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1.
HAN Jing-wei YU Yao-yong 《浙江大学学报(A卷英文版)》2007,8(6):963-968
In this work, we study the Asanov Finsler metric F=α(β2/α2 gβ/α 1)1/2exp{(G/2)arctan[β/(hα) G/2]}, where α=(αijyiyj)1/2 is a Riemannian metric and β=biyj is a 1-form, g∈(-2,2), h=(1-g2/4)1/2, G=g/h. We give the necessary and sufficient condition for Asanov metric to be locally projectively flat, i.e., α is projectively flat and β is parallel with respect to α. Moreover, we proved that the Douglas tensor of Asanov Finsler metric vanishes if and only if β is parallel with respect to α. 相似文献
2.
Chris Loynes 《Journal of Adventure Education & Outdoor Learning》2013,13(2):113-125
This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and to effectively influence others. Twenty-seven women were interviewed immediately after the course and 14 of these, three months post-course. Most women indicated that their self-confidence had increased and they had become more self-aware. Key factors in facilitating learning opportunities for the women were the instructors and the course environment both physical and social. The holistic course approach provided physical, creative, emotional and reflective opportunities, enabling all the women to develop personally. The challenge of applying their learning on return to prison was highlighted by some participants.
Never did I think that My life could be changed In so many ways. But the challenges I've faced From being here Lord I Know That I can make it. Cos I gotta keep on Moving on in life Won't let my spirit fall Walk on walk on. Some people tell me I'd never change. But now I've seen the light More clear in every kind of way I'm alive today No more worries on my shoulders I'm gonna make it Oh yes I am. Cos I gotta keep on Moving on in life Won't let my spirit fall Walk on walk on. (Poem by T – Women in Action participant) 相似文献
3.
The aim of this research is to characterize the development of fatigue damage by means of stress-strain hysteresis. Experiments were conducted on 14 specimens made of cold-finished unannealed AISI 1018 steel. Results demonstrate that the mechanical hysteresis loop areas, when plotted as a function of the number of loading cycles, show significant variations and demonstrate the three principal stages concerning the progress of the fatigue failure--initial accommodation, accretion of damage and terminal failure. These three stages of fatigue are marked by the transitions at cycles N2 and N3. Experimental results show that although fatigue life Nf ranges from 2644 cycles to 108 992 cycles, the ratios of N2/Nf and N3/Nf tend to be stable： N2/Nf=I 0.7%, N3/Nf=91.3%. 相似文献
4.
Aubuchon-Endsley NL Grant SL Berhanu G Thomas DG Schrader SE Eldridge D Kennedy T Hambidge M 《Child development》2011,82(4):1238-1251
Male and female infants from rural Ethiopia were tested to investigate relations among hemoglobin (Hb), anthropometry, and attention. A longitudinal design was used to examine differences in attention performance from 6 (M = 24.9 weeks, n = 89) to 9 months of age (M = 40.6 weeks, n = 85), differences hypothesized to be related to changes in iron status and growth delays. Stunting (length‐for‐age z scores < ?2.0) and attention performance, t(30) = ?2.42, p = .022, worsened over time. Growth and Hb predicted attention at 9 months, R2 = .15, p < .05, but not at 6. The study contributes to the knowledge base concerning the relations among Hb, early growth, and attention. 相似文献
5.
YU Yao-yong YOU Ying 《浙江大学学报(A卷英文版)》2006,7(6):1068-1076
INTRODUCTION One century ago, Hilbert announced his famous 23 problems. The Hilbert’s Fourth Problem is to characterize the (not-necessarily-reversible) distance functions on an open subset in ún such that straight lines are shortest paths. Distance functions induced by a Finsler metric are regarded as smooth ones. Thus Hilbert’s Fourth Problem in the smooth case is to characterize Finsler metric on an open subset in ún whose geodesics are straight lines. Finsler metric on an ope… 相似文献
6.
ZHAO Li-li 《浙江大学学报(A卷英文版)》2007,8(6):957-962
In this paper, we consider some polynomial (α,β)-metrics, and discuss the sufficient and necessary conditions for a Finsler metric in the form F=α a1β a2β2/α a4β4/α3 to be projectively flat, where ai (i=1,2,4) are constants with a1≠0, α is a Riemannian metric and β is a 1-form. By analyzing the geodesic coefficients and the divisibility of certain polynomials, we obtain that there are only five projectively flat cases for metrics of this type. This gives a classification for such kind of Finsler metrics. 相似文献
7.
Consider the positive d-dimensional lattice d (d≥2) with partial ordering ≤, let {XK; K ∈ d } be i.i.d. random vari- ables taking values in a real separable Hilbert space (H, ||·||) with mean zero and covariance operator ∑, and set partial sums SN =∑K≤NXK, K , N ∈ d . Under some moment conditions, we obtain the precise asymptotics of a kind of weighted infinite series for partial sums SN as ε 0 by using the truncation and approximation methods. The results are related to the convergence rates of the law of the logarithm in Hilbert space, and they also extend the results of (Gut and Spǎtaru, 2003). 相似文献
8.
Kyong Hee Chon Won-Chan Lee Stephen B. Dunbar 《Journal of Educational Measurement》2010,47(3):318-338
In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G2 , Orlando and Thissen's S − X2 and S − G2 , and Stone's χ2* and G2* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X2 and S − G2 were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ2* and G2* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G2 index was rarely useful, although it provided reasonable results for long tests. 相似文献
9.
Pigeons were trained in a duration-comparison procedure to peck one key if the comparison duration (c) was 1 sec shorter than a standard duration (s), and another key if c was 1 sec longer than s. During training, the s-c delay was 1 sec, and the total duration of an s-c pair was not predictive of the correct choice. In Experiment 1, during equal-duration pair test trials, pigeons increasingly
responded long (i.e., c τ s) as the s-c delay was lengthened. In Experiment 2, we demonstrated that s affected long responding on equal-duration test trials, even at the 8-sec s-c delay. In Experiment 3, long responding increased as the s-c delay was lengthened, even when stimulus conditions during the s-c delay differed from those during the intertrial interval (ITI). Additional analyses indicated that it was unlikely that the
increase in long responding was due to the pigeons’ adding the s-c delay to c and comparing the total against the duration of s. The increase in long responding with an increase in s-c delay is more consistent with subjective shortening of s than with confusion between the s-c delay and the ITI. 相似文献
10.
1 Introduction We consider the finite digraphs that do not havemultiple arcs or loops , but pairs of opposite arcs areallowed.LetD=(V,A) be a digraph , whereVisthe set of vertices andAis the set of arcs .If there isan arc (x,y) fromxtoy,thenthe vertexxis … 相似文献
11.
This study examined differential and mediating relations between hot and cool self-regulation (Mage = 48.2 months; N = 1,155, 48% girls), first-grade (Mage = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (Mage = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment. 相似文献
12.
Zhang Hanlin 《上海大学学报(英文版)》1998,2(3):191-193
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13.
14.
Philip A. Trostel 《Research in higher education》2010,51(3):220-247
This study quantifies one part of the return to U.S. public investment in college education, namely, the fiscal benefits associated
with greater college attainment. College graduates pay much more taxes than those not going to college. Government expenditures
are also much less for college graduates than for those without a college education. Indeed, over an average lifetime, total
government spending per college degree is negative. That is, direct savings in post-college government expenditures (conservatively,
about 85,000 per four-year-equivalent degree over an average lifetime) are greater than government expenditures on higher education (generously, about85,000 per four-year-equivalent degree over an average lifetime) are greater than government expenditures on higher
education (generously, about 74,500 per degree). Plus, the direct extra tax revenues from college graduates alone (roughly
$471,000 per degree over a lifetime) are more than six times the gross government cost per college degree. The average real
fiscal internal rate of return on government investment in college students is conservatively estimated to be 10.3%. 相似文献
15.
Tim Molseed 《The American journal of distance education》2013,27(4):254-267
Abstract The effectiveness of a peer review process for online graduate students is predicated on a balance between social- and task-directed communications. The defining criteria of learning communities are presented to illustrate the operational meaning of social and the criteria for Critical Thinking used to illustrate the operational meaning of task response types. The social responses were further categorized as an opinion/evaluative or anecdotal/reflective comment and task responses subcategorized as either a content or style comment. The hypothesis that a significant difference would be found between the social and task responses was accepted as was the second hypothesis that there would be a significant difference between the content and style responses. 相似文献
16.
Mei-Shiu Chiu 《International Journal of Science and Mathematics Education》2012,10(1):163-191
The aim of the present study was to identify children’s conceptions of learning mathematics and to assess the identified conceptions.
Children’s conceptions are identified by interviewing 73 grade 5 students in Taiwan. The interviews are analyzed using qualitative
data analysis methods, which results in a structure of 5 major conceptions, each having 2 subconceptions: constructivist (interest and understanding), interpretivist (liberty and innovation), objectivist (academic goal and perseverance), nativist (confidence and anxiety (reverse)), and pragmatist (vocational goal and application). The conceptions are assessed with a self-developed questionnaire, titled “the Conception of Learning Mathematics Questionnaire”
(CLMQ), which is administered to 513 grade 5 students in Taiwan and examined with a reliability measure, confirmatory factor
analysis, and correlations with 2 criteria: mathematics achievement and approaches to learning mathematics. The results show
that the CLMQ has desirable internal consistency reliability and construct validity. The conceptions are also sensibly in
relation to the 2 criteria, suggesting that the CLMQ is a valid measure for evaluating the quality of children’s learning
mathematics in relation to teaching contexts. 相似文献
17.
《British Journal of Educational Studies》2012,60(1):92-96
Sources for the History of Education. Edited by G. W. J. Higson. Pp. x, 196. London: The Library Association, 1967. 96s. (72s. to L.A. members). Philosophy and Education. International Seminar Proceedings, March 23–25, 1966. Pp. iv, 157. Toronto: Ontario Institute for Studies in Education (Monograph Series No. 3), 1967. No price. Disciplines of Education. By Ivor Morrish. Pp. 336. London: Allen &; Unwin, 1967. 40s. Principles of Psychological Measurement. By G. C. Helmstadter. Pp. xx, 248, London: Methuen, 1966. 36s. Human Learning and Memory: Selected Readings. Edited by N. J. Slamecka. Pp. ×, 543. Oxford University Press, 1967, 46s. Education, Interaction and Social Change. By H. L. Hodgkinson. Pp. xxii, 228. London: Prentice‐Hall, 1967. 48s. The Social Context of the School. By S. John Eggleston. Pp. xii, 116. London: Routledge and Kegan Paul, 1967. 15J. Paperback 75. 6d. A Critical Approach to Children's Literature. Edited by Sara Innis Fenwick. Pp. 129. London: University of Chicago Press, 1967. 33s. 6d. The Educationally Retarded and Disadvantaged. Edited by Paul A. Witty. Pp. xiii, 384. London: Chicago University Press, 1967. 41 s. Group Study for Teachers. By Elizabeth Richardson. Pp. 130. London: Routledge and Kegan Paul (Students Library of Education), 1967. 15s. Advances in the Teaching of Modern Languages. Volume 2. Edited by G. Mathieu. Pp. ix, 214. Oxford and London: Pergamon Press, 1967. 35s. John Locke. By M. V. G. Jeffreys. Pp. 120. London: Methuen, 1967. 25s. Paperback 12s. 6d. The Foundations of 20th Century Education in England. By E. J. R. Eaglesham. Pp. xi, 115. London: Routledge and Kegan Paul, 1967. 15s. Paperback 7s. 6d. Local History and the Teacher. By R. Douch. Pp. ix, 214. London: Routledge and Kegan Paul, 1967. 21s. Limp edition, 125. 6d. Adult Education in India. By W. E. Styler. Pp. vii, 114. Oxford University Press, 1967. 8s. 6d. Malaysia and Its Neighbours. By J. M. Gullick. Pp. xiii, 194. London: Rout‐ledge and Kegan Paul, 1967. 25s. (Paperback 12s. 6d.). Other Schools and Ours. By Edmund J. King. Pp. vii, 360. (Third Edition). New York and London: Holt, Rinehart and Winston, 1967. 35s. The Necessary Revolution in American Education. By Francis Keppel. Pp. xiv, 201. New York and London: Harper and Row, 1966. $5.95. The American Influence on English Education. By W. H. G. Armytage. Pp. x, 118. London: Routledge and Kegan Paul, 1967. 15J. Paperback 7s. 6d. The Education of Man : The Educational Philosophy of Jacques Maritain. Edited, with an Introduction, by Donald and Idella Gallagher. Pp. 191. University of Notre Dame Press. London: American University Publishers Group, 1967 17s. Cicero on Moral Obligation. A New Translation of Cicero's De Officiis. With Introduction by John Higginbotham. Pp. 214. London: Faber and Faber, 1967. 30s. Social Change and the Schools: 1Q18–1944. By Gerald Bernbaum. Pp. viii, 120. London: Routledge and Regan Paul, 1967. 155. Paperback ys. 6d. A History of Greece to 322 B.C. By N. G. L. Hammond. Pp. xxi, 691. Clarendon Press: Oxford University Press. 1967. 50s. County and Voluntary Schools. By Sir William Alexander and F. Barraclough. Pp. ix, log. London: Councils and Education Press, 1967. 30J. Educational Administration in England and Wales: A Bibliographical Guide. By P. H. J. H. Gosden. Pp. 55. Leeds: University of Leeds Institute of Education, 1967. 6s. Catholic Education in the Western World. Edited by James Michael Lee. Pp. xiv, 324. University of Notre Dame Press. London: American University Publishers Group, 1967. 60s. 相似文献
18.
Semi On-line Scheduling Problem for Maximizing the Minimum Machine Completion Time on m Identical Machines 总被引：2，自引：0，他引：2
In this paper, a semi on-line version on m identical machines M1 , M2, …, Mm ( m ≥ 3 ) was considered, where the processing time of the largest job is known in advance. Our goal is to maximize the minimum machine load, an NPLS algorithm was presented and its worst-case ratio was proved to be equal to m - 1 which is the best possible value. It is concluded that if the total processing time of jobs is also known to be greater than (2 m - 1 )Pmax where pmax is the largest job‘s processing time, then the worstcase ratio is 2 - 1/m. 相似文献
19.
Pinchas Tamir 《International Journal of Science Education》2013,35(3):327-338
Summaries English A special cognitive‐preference inventory dealing with agriculture was developed, validated and administered to 943 middle‐school students and their teachers. This is the first reported study of cognitive preferences of 7th and 8th grade (12 to 13 year‐old) students. The inventory was found to be a valid and reliable measure of cognitive preferences related to agricultural topics studied in Israeli schools. Preference for application (A) was found to be negatively correlated in different students with either recall (R) or principles (P) or critical questioning (Q). Studying the ‘new’ agriculture compared with the ‘old’, resulted in a lower preference for R and a higher preference for A. Female students had, on the average, a higher preference for R and P while males tended to prefer A and Q. Children whose fathers were simple workers had the highest preference for R while children whose fathers were academics had the lowest preference for R. Teachers, when compared with their students, had a much higher preference for P and a much lower preference for R. A close correspondence was found between reported emphasis in classroom tests and the cognitive‐preference modes of teachers. 相似文献
20.
Let R be a ring, a ,b ∈ R, ( D , α ) and (G , β ) be two generalized derivations of R . It is proved that if aD ( x ) = G ( x )b for all x ∈ R, then one of the following possibilities holds: (i) If either a or b is contained in C , then α = β= 0 and there exist p , q ∈ Qr ( RC) such that D ( x )= px and G ( x )= qx for all x ∈ R;(ii) If both a and b are contained in C , then either a = b= 0 or D and G are C-linearly dependent;(iii) If neither a nor b is contained in C , then there exist p , q ∈ Qr ( RC) and w ∈ Qr ( R) such that α ( x ) = [ q ,x] and β ( x ) = [ x ,p] for all x ∈ R, whence D ( x )= wx-xq and G ( x )= xp + avx with v ∈ C and aw-pb= 0. 相似文献