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某些极大子群对有限群结构的影响 总被引：3，自引：3，他引：0
利用某些极大子群的π-拟正规性,得到了包含超可解群类的饱和群系的一个充分条件：设F是包含超可解群类U的一个饱和群系,且N是有限群G的一个正规子群使得G／N∈F．如果F^＊（N）的任意奇阶Sylow子群Q的所有极大子群均在NG（Q）中π-拟正规嵌入,F^＊（N）的Sylow 2-子群的极大子群在G中,π-拟正规嵌入,则G∈F． 相似文献
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利用子群的弱c-正规性得到了有限可解群的一些条件.首先,得到了有限可解群的一个充要条件,即有限群G是可解群当且仅当G的任二相邻子群A,B有A在B中弱c-正规.其次,得到了有限可解群的一些充分条件,若有限群G满足下列条件之一,则G是可解群;G的任一极大子群M的Sylow子群均在G中弱c-正规;G的任一极大子群M的极大子群均在G中弱c-正规;假设H是G的Hallπ-子群且2∈π,如果N_G(H)是可解群且在G中弱c-正规. 相似文献
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利用π-Hall子群和π-Hall子群的极大子群的s-正规性来研究有限群的可解性,得到了有限群可解的一些充分条件. 相似文献
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左林 《湖州师范学院学报》2010,32(2)
有限群论中,通常利用子群的性质来刻画有限群的结构.为进一步研究次正规子群对有限群p-幂零群的影响,考虑Sylow 子群的极大子群或2-极大子群满足次正规性,给出群G为p-幂零群的若干充分条件,并将其结果推广到群系. 相似文献
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关于n阶群的子群个数的若干结论 总被引：1，自引：0，他引：1
孙宗明 《商丘师范学院学报》2008,24(3):44-45
综述了n阶群的子群个数的一些结果,提出子群个数的下界是T（n）的猜想,讨论n阶交换群的循环子群的个数与极大子群的个数,研究了一些群的构造。 相似文献
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BackgroundTo provide effective tailor made case management in Child Protection Services (CPS) a insight is needed into the specific characteristics of the target group. Using the ecological perspective of maltreatment, this study explored poorly known characteristics of the CPS population.ObjectiveTo distinguish CPS subgroups based on risk and protective factors enables tailor made case management that fits the specific needs of these subgroups.Participants and settingWe studied 250 Dutch CPS cases of family supervision by court order that had completed the LIRIK and Action Plan checklists in August 2014–March 2015.MethodsThis quantitative study analyzed risk and protective factors for children and parents reported in client files. Subgroups were identified by two-step cluster analyses. Chi-square analyses identified relations between parental risk subgroups and other groups.ResultsBuilding on the interplay between risk and protective factors on the levels of child, parent and environment, we found five distinct subgroups in the CPS population. The most vulnerable is parents with multiple problems (31%) or socio-economic problems (13%). Parts of both subgroup have limited protective factors. Parents with major life events (16%) or poor parenting (13%) are characterized by single-level problems. One subgroup (28%), the unaccepted, has no parental risk factors registered.ConclusionsStudying client files can lead to a better understanding of the healthcare needs of the CPS population. To develop and implement more effective case management requires constant dialogue between science, policy, and the experiences of both clients and professional. 相似文献
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A. Wilcke J. Weissfuss H. Kirsten G. Wolfram J. Boltze P. Ahnert 《Annals of dyslexia》2009,59(1):1-11
Dyslexia is a complex reading and writing disorder with a strong genetic component. In a German case-control cohort, we studied
the influence of the suspected dyslexia-associated gene DCDC2. For the first time in a German cohort, we describe association
of a 2445 basepair deletion, first identified in an American study. Evidence of association for three DCDC2 single nucleotide
polymorphisms (rs807724, rs793862, rs807701), previously identified in German or American cohorts, was replicated. A haplotype
of these polymorphisms showed evidence for association as well. Thus, our data further corroborate association of DCDC2 with
dyslexia. Analysis of functional subgroups suggests association of investigated DCDC2 variants mainly with nondysphonetic,
nonsevere, but probably dyseidetic (surface) dyslexia. Based on the presumed function of DCDC2, our findings point to a role
of impaired neuronal migration in the etiology of the disease.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.
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| A. WilckeEmail: |
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Objective: To explore the characteristics of the spiritual beliefs among junior high school students. Method: 431 junior high
school students are measured by Students’ Basic Information Questionnaire (SBIQ) and Middle School Students’ Spiritual Beliefs
Questionnaire (MSSSBQ). Results: (1) The overall characteristics of the spiritual beliefs among junior high school students
are as follows: social beliefs rank first, practical faith second, and supernatural beliefs last. The ranks of the seven beliefs
from high to low are nationalism, political conviction, family’s doctrine, life worship, religious beliefs, money/material
and gods worship. (2) Boy students have higher political conviction and money/material faith than girl students. Girl students
have higher religious beliefs than boy students. (3) On the beliefs of money/material and life worship, students in Grade
9 take the first place, Grade 8 second and Grade 7 last. (4) Non-student cadres have stronger money/material faith than cadres.
(5) League members have higher political beliefs than non-members. (6) Students who are good at studies have stronger national
faith than students who are average or poor at studies. Students who are poor at studies have stronger money/material faith
than other students. Conclusion: The spiritual beliefs of junior high school students are positive.
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Translated from Psychology Development and Education, 2005:2. 相似文献
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定义任意群的本质子群、多余子群,并给出它们关于群的交、积、直积等运算的性质．设S（G）是群G的所有本质子群的交,R（G）是群G的所有多余子群的积,证明S（G）是G的所有单的正规子群的积,R（G）是G的所有极大正规子群的交。 相似文献
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群G的子群H称为G的共轭置换子群,若HxH=HHx,对任意x∈G都成立.本文利用共轭置换子群的定义,在文[1]的基础上,又给出了共轭置换子群的若干性质及有限群成为可解的几个充分条件,进而推广了文[1]中的部分结果. 相似文献
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Samuel A. Eliot 《The Journal of environmental education》2013,44(3):16-19
Abstract A sample of applicants to the 1979 Youth Conservation Corps (YCC) program were surveyed twenty-six months after camp to assess possible long-term perceived benefits to program participants. Successful applicants (enrollees) served as the experimental group, unsuccessful applicants as the control group. Mean score differences on ten scales used for testing showed a consistent pattern of small benefits for the experimental group. When the treatment and control groups were categorized into increasingly definitive subgroups based on socioeconomic and demographic background variables, the magnitude of mean score differences increased greatly for certain subgroups of enrollees. Particular subgroups of enrollees showed sizable benefits not realized by other subgroups, especially when two classifying variables were used to define subgroups. 相似文献
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Aggressive versus Withdrawn Unpopular Children: Variations in Peer and Self-Perceptions in Multiple Domains 总被引：14，自引：0，他引：14
The present study examines whether subgroups of unpopular children differ in terms of competence in multiple domains. Specifically, subgroups of aggressive unpopular, withdrawn unpopular, and aggressive-withdrawn unpopular and average status children were identified on the basis of peer evaluations. The subgroups were then compared in terms of peer and self-perceptions of competence in various nonsocial and social domains. Results indicated that the 3 subgroups of unpopular children exhibited distinct profiles according to peer perceptions, with aggressive-withdrawn unpopular children being viewed as deficient in virtually every area assessed, and aggressive unpopular and withdrawn unpopular children viewed as exhibiting particular strengths and weaknesses across domains. In terms of self-perceptions, results indicated that withdrawn-unpopular children expressed more accurate, but negative self-evaluations, while children in the aggressive subgroups tended to overestimate their competencies. 相似文献
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The authors show from two concrete examples that when comparing different subgroups attained from different total groups it is in general impossible to draw any conclusions about the difference between the total groups. That will hold, of course, with the assumption that the subgroups are attained by natural self‐selection instead of random sampling as in experimental design. This rather paradoxical situation depends on differences in the strength of selection. This strength of selection is decided mainly on the one hand by the relative distribution over subgroups, on the other hand by the overlapping of subgroups on the investigated variable. 相似文献
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Factors that contribute to the performance gap between subgroups and mainstream students deserve special attention. Different subgroups are faced with different sets of challenges. To understand and control for factors leading to the performance gap between subgroups and mainstream students one must clearly understand the issues specific to each subgroup. This paper focuses on assessment and performance issues for English language learner (ELL) students as a subgroup. Identifying factors affecting the performance gap between ELL and non-ELL students may help gain insight into assessment issues for other subgroups of students as well as strengthen assessment of this group. 相似文献