李超代数不可约模的一个维数定理     

王小双 《德州学院学报》2008,24(6):25-26

主要介绍了特征为p〉0的域上李超代数的不可约模与它的不可约子模之间的一个维数定理,并给出它的详细证明过程．其理论意义在于如果对于一个给定的李超代数找出满足基本定理的条件及它的子代数的不可约模的情况,就可以讨论它的模的不可约性及维数．  相似文献   

关于强正则环的几个等价刻划     

方茵  雷震 《洛阳师范学院学报》2004,23(2):20-21

设R是一个环 ,如果对于任意的x ,y∈R ,有xy -yx∈C(R) ,那么下列条件等价 :( 1 )R是强正则环 ;( 2 )R是VonNeumann正则环 ;( 3)R是广义正则环 .设R是半可换环 ,则以下条件等价 :( 1 )R是强正则环 ;( 2 )R的每一个极大的本质的左理想是左GP -内射模 ;( 3)R的每一个极大的本质的右理想是右GP -内射模 .  相似文献   

Students understanding and participation using ULearn: dynamics case     

M. M. Abdel Wahab  D. Mahboub 《European Journal of Engineering Education》2006,31(4):407-420

In this paper, ULearn (University of Surrey learning on-line) and e-learning techniques are used to enhance the students’ understanding and participation in Dynamics modules for an undergraduate programme in the School of Engineering, University of Surrey. The Dynamics modules are taught at Levels 2 and 3 and contain several mechanisms and vibrating systems. The modules consist of several chapters, each of which has its own folder, or content file, in ULearn. In addition to the discussion board and chat room, on-line simulations have been made available and integrated within ULearn. In order to evaluate students’ understanding and encourage the student participation in ULearn, timed on-line assessments, in the form of multiple-choice quizzes, have been designed. The feedback of the students has indicated that the use of ULearn was of great help to improve their understanding of the Dynamics modules.  相似文献   

An evaluation of outcomes following the replacement of traditional histology laboratories with self‐study modules          下载免费PDF全文

Andrew R. Thompson  Donald J. Lowrie Jr 《Anatomical sciences education》2017,10(3):276-285

Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in‐person histology laboratory sessions to self‐study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in‐house examinations, results of the United States Medical Licensing Examination^® (USMLE^®) Step 1 Examination, and student feedback. Medical School College Admissions Test^® (MCAT^®) scores were used as a covariate when comparing in‐house examinations. Results revealed no significant change in performance on in‐house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self‐study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self‐study modules was positive and suggested that features such as instructor narrated videos were an important component of the self‐study modules because they helped recreate the experience of in‐person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self‐study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276–285. © 2016 American Association of Anatomists.  相似文献   

关于偏倾斜模的一个注记     

朱彬 《怀化学院学报》1998,(2)

设AT是偏倾斜模,Γ＝EndAT,本注记给出了HomA（T,－）是Fal（T）到malΓ的可逆函子的一些等公条件．  相似文献   

关于FPA-内射模     

徐龙玉 《内江师范学院学报》2009,24(4):15-17

给出了FPA-内射模的定义,推广了内射模．讨论了FPA-内射模的等价刻画和基本性质,同时对anrrcoh环上的FPA-内射模的等价刻画和特性也进行了讨论．揭示了FPA-自内射环的等价刻画及理想的自反性．  相似文献   

利用Top—Down Design模块进行工装设计     

刘玉莹  韩祥凤 《漯河职业技术学院学报》2009,8(2):19-20

简述利用Pro／Engineer中Top—Down Design小型模块,进行组件设计以及在小型工装设计中的应用体会。  相似文献   

A categorization of the “whys” and “hows” of using history in mathematics education     

Uffe Thomas Jankvist 《Educational Studies in Mathematics》2009,71(3):235-261

This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”

Uffe Thomas JankvistEmail:

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电子商务专业《网站设计与管理》教学改革的探讨与实践     

赵晓峰 《柳州职业技术学院学报》2010,10(1):90-91,97

分析传统教学模式下《网站设计与管理》课程的问题,并提出从项目的选择、教学内容模块化、教学考核过程化等三方面推进课程教学改革。  相似文献   

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum          下载免费PDF全文

Thomas I. Nathaniel  Jordan C. Gainey  Jessica A. Williams  Bianca L. Stewart  Michael C. Hood  Leanne E. Brechtel  Rakiya V. Faulkner  Jasmine S. Pendergrass  Leigh‐Ann Black  Scott K. Griffin  Christopher E. Troup  Jayne S. Reuben  Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487

The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.  相似文献