共查询到20条相似文献，搜索用时 93 毫秒
1.
钱明仁 《青海师范大学民族师范学院学报》1999,(2)
一、预备知识定义1 设图 G 的生成子图 M 的每个分支都是完全图,则 M 称为图 G 的理想子图,用bi(G)表示图 G 的 k 个分支的理想子图的个数,则有定义2 设 G 是 n 阶图,则多项式 相似文献
2.
设G是直径为4的简单图,若G不含3阶完全子图K3,则G的Betti亏数ξ(G)≤2,即G的最大亏格γM(G)≥1/2β(G)-1,并且不等式的下界是可达的。这种结合图的直径等条件的证明方法改进了相关结果。 相似文献
3.
笛卡尔积图P_m×P_n的IC-着色 总被引：1，自引：1，他引：0
设G是一个连通图,f个将顶点集V G对应到正整数集N的函数,对G的任意子图H,我们定义fs H=Σν∈V(H)fν。如果对任意的整数k∈Σ1,fs GΣ,存在一个G的连通子图H,使得fs H=k,则称f为图G的一个IC-着色。并定义图G的IC-指数M G为使得顶点和最大时的fs G。对两条路的笛卡尔图的IC-着色进行研究,得到了它的一个下界:对任意的2≤m≤n,有M Pm×Pn≥2m-1 2n-1。 相似文献
4.
刘慧敏 《青海师范大学民族师范学院学报》2003,14(2)
设G是一个图,用P(G,λ)表示图G的色多项式,称图G与H是色等价的,如果P(G,λ)=P(H,λ),记为H～G.本文证明了m≥s+2且s≥1,S是Kms+1的某s条边组成的集合且S在Km+1中的导出子图〈S)是二部图,则[K+sm+1(m,m+1)]={N=V G| G∈[--Km+1-s]}色唯一当且仅当〈S〉是2-连通且是色唯一的 相似文献
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路春雪 《商丘师范学院学报》2023,(9):8-11
设R是2-扭自由素环,Z(R)是R的中心,U是R的平方封闭Lie理想,F,G是R的广义(θ,θ)-导子,d,h是其伴随(θ,θ)-导子．若对任意的u,v∈U,F,G满足以下条件之一:(1) F(u)θ(u)=±θ(u)G(u),(2)[F(u),θ(v)]=±[θ(u),G(v)],(3)[F(u),θ(v)]=±θ(u)°G(v),则U?Z(R). 相似文献
7.
文章主要证明了若图G是阶为n,n>9的连通无爪图,G中至少存在一个非局部连通点或一个单纯点,M(G)={x|x∈V(G),x局部连通}是G的一个连通控制集,则G含有两个分支的2-因子。 相似文献
8.
徐邦腾 《黄冈师范学院学报》1990,(3)
设 R 是一个有单位元的交换环,maxspccR 是 R 的所有极大理想作成的集合.假设ζ是 R 的一个 Gabriel 拓扑,M∈maxspccR,则ζ_M={I_M|I∈ζ}是 R_M 的一个 Gabriel 拓扑.对任意 M∈maxspccR,设 C[M]是 R_M 的 Gabriel 拓扑ζ_M 的一个内射上生成子,则П_(M∈maxspccR)C[M]是内射 R—模。我们的问题是在什么条件下,П_(M∈maxspccR)C[M]是 R 的 Gabriel 拓扑ζ的一个内射上生成子.为叙述方便,我们称具有上述性质 相似文献
9.
设G是二分图,k1,k2,…,km是正整数.若二分图G的边能划分成m个边不交的[0;k1]-因子F1……,[0,km]-因子Fm,则称F={F1,…,Fm)是二分图G的一个[0,ki]m1-因子分解,又若H是二分圈G的一个有m条边的子图,若对任意的1≤i≤m有|E(H)⌒E(F1|=1,则称F与H是正交的.本文主要研究二分图的正交[0,k1]m1因子分解,并给出一个结果. 相似文献
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周立群 《齐齐哈尔师范高等专科学校学报》2000,19(3):21-24
本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。 相似文献
12.
《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。 相似文献
13.
徐从权 《安庆师范学院学报(社会科学版)》2018,37(5):36-43
上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。 相似文献
14.
竺洪波 《南京师范大学文学院学报》2005,(1):150-156
通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。 相似文献
15.
Jamel K. Donnor 《Peabody Journal of Education》2018,93(1):23-37
In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion. 相似文献
16.
School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
17.
James L. Tramill Janis K. Tramill Roscoe Thornthwaite Frances Anderson 《Psychology in the schools》1981,18(2):149-153
Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT. 相似文献
18.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
19.
Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献
20.
借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。 相似文献