共查询到20条相似文献，搜索用时 125 毫秒
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陈士龙 《商丘师范学院学报》2014,(3):19-22
利用距离几何论和几何不等式理论,研究了在En中,n维单形的几何不等式的稳定性,证明了n维单形宽度的Sallee-Alexander不等式和张-杨不等式的推广形式,并给出了n维单形几何不等式的稳定性版本. 相似文献
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利用解析方法和几何不等式理论,研究了有关n维单形内点的几何不等式问题,建立了n维欧氏空间En中关于n维单形内点的一类几何不等式,作为其特例,得到了n维单形体积分别与其中线和外接球半径的几何不等式。 相似文献
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应用几何不等式理论与解析方法,研究了n维欧氏空间En中n维单形的几何不等式问题,建立了单形两个不等式的对偶式. 相似文献
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利用距离几何的理论与方法研究了欧氏空间中n维单形的几何不等式的稳定性,从两个单形的＂偏正＂度量证明了n维单形四个重要几何不等式的稳定性,并给出这些几何不等式的稳定性版本。 相似文献
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杨世国 《安徽教育学院学报》2004,22(6):1-2,15
应用解析方法与几何不等式理论研究了En中n维单形内点的几何不等式问题,给出了单形Gerber不等式和n维Euler不等的推广. 相似文献
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余静 《安徽教育学院学报》2011,(6):5-7
应用几何不等式理论与解析方法,研究欧氏空间En中n维单形的几何不等式问题,建立了关于单形与其内接单形的两个不等式,推广了已有的结果,推广了著名的n维Euler不等式。 相似文献
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陈士龙 《合肥师范学院学报》2012,(6):14-15,22
本文应用几何不等式理论和解析的方法,研究了n维欧氏空间En中n维单形的Finsler-Hadwiger不等式和n维Euler不等式,建立了关于单形的两个新的几何不等式,推广了已有的结论。 相似文献
8.
陈士龙 《安徽教育学院学报》2012,30(6)
本文应用几何不等式理论和解析的方法,研究了n维欧氏空间En中n维单形的Finsler-Hadwiger不等式和n维Euler不等式,建立了关于单形的两个新的几何不等式,推广了已有的结论. 相似文献
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应用几何不等式与解析方法,研究n维欧氏空间n维单形的几何不等式问题,将三角形Milosevic不等式推广到n维单形,建立了n维Milosevic不等式。 相似文献
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杨世国 《安徽教育学院学报》2001,19(6):1-2
本文将关于三角形几何不等式的一个猜想推广到n维欧氏空间E^n中的n维单形，从而建立了一个高维几何不等式，并推广了Gerber不等式。 相似文献
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朱道强 《湖州师范学院学报》1990,(5)
本文由凸函数的定义引进了与凸函数相关的颜森不等式.又通过选择适当的函数利用颜森不等式推出和证明了许多重要的不等式.对于职工大学和中学教学有参考价值. 相似文献
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David James Woo 《Globalisation, Societies & Education》2015,13(4):455-470
An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school’s organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration specialists at international schools in Hong Kong. A variety of organisational sections and responses to imbalances in technological pedagogical support between sections are presented. The findings highlight how stratification may not only act as an appropriate valve for change and facilitate intercultural exchange through technology but also perpetuate existing inequalities within and between schools. 相似文献
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Cristina Iannelli 《牛津教育评论》2013,39(2):179-202
This paper examines trends in social class inequalities in young people’s educational attainment and HE entry between the mid‐1980s and the end of the 1990s in England and Scotland. Using time‐series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper‐secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class. 相似文献
17.
The Italian middle school in a deregulation era: modernity through path-dependency and global models
Monica E. Mincu 《比较教育学》2015,51(3):446-462
In the current context of intensified moves towards educational deregulation, the configuration of the Italian middle school and its relationship to education governance is an interesting case. Historically, it represents a unique example of the successful ‘decision-making' model of the welfarist era. Despite some internal constraints, at the end of the 1970s it was considered a progressive model of schooling for its time. At present, however, internal institutional processes and path-dependencies have rendered its comprehensiveness relatively formalised and weak. A key finding of this article is that ideas, such as the ‘two people’ theory, have played a crucial role in shaping actors' strategies and goals, while references to world models, in particular the English model, have mediated the reception of global policies. Cultural factors, such as the role played by families, are deeply linked to structural issues and inequalities. An ethnographic account depicts a welfarist institution whose internal processes and links to the wider society may be seen as an example of Italian modernity that ‘speaks for itself’. Fieldwork clarifies the role of the teachers in mediating a path-dependent and cultural reproduction pattern. I argue that partial deregulation is a major source of inequalities at the middle school level, engendered by both new and old mechanisms, which further intensifies a selective path in education. This analysis will show how global deregulation trends meet local and enduring path-dependencies. 相似文献
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In principle, the learning sought by universities is universal; that sought by employers of their graduates is contextual. This study illustrates this contradiction in Chile. The three participating universities differ in the socio-economic level of those admitted to teacher training. Teachers for schools in lower-income areas hired from less selective universities are seen by employers as having more skills in classroom management. Schools that enroll middle and upper-income students, on the other hand, hire teachers strong in academic knowledge from the most selective university. This reliance on employability as an indicator of quality of training sharpens social and economic inequalities. 相似文献
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引进了拟单调变分不等式组问题,把变分不等式问题推广到了变分不等式组问题,讨论了该拟单调变分不等式组具有非空无界解的强制性条件,建立强制性条件与变分不等式组问题解集的关系． 相似文献
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《老子》书名出现时间、异称、分篇和分章考 总被引：1，自引：0，他引：1
老子五千言名为《老子》,时间可上溯至战国中早期;《老子》一书,除开其本名和《道德经》外,尚有许多异称;《老子》分为"道上德下"两篇形式在史迁之前就已出现,其外还有过三篇、十九篇形式;《老子》分章始于七十二章本《道德指归》,八十一章本最早出自《河上公注》,后来还出现过多种分章形式。 相似文献